Compared reading practices of historians reading highly familiar texts with those reading familial but unfamiliar texts. Found that:(1) historians read intertextually, using general document-reading knowledge, including identification and interpretation schemata; (2) general knowledge interacts with topic-specific expertise; (3) identification and…

Two longitudinal studies examined patterns of reading disability in children. Results indicated that remission of reading disability was relatively common with up to 37% of reading-disabled children showing remission within a 2-year period. Results suggest that the presence of measurement errors may lead to misleading impression of the rate of…

Assessed third-graders' phonological sensitivity, working memory, syntactic processing, word recognition, pseudoword reading, and reading comprehension. Found that phonological sensitivity was a strong predictor of reading performance after working memory and syntactic processing had been partialled out. Syntactic processing failed to predict word…

This article discusses issues in the assessment of individuals who show difficulty in learning to read and write in different languages. A review of reading studies in several language contexts leads to a proposed framework for assessment procedures. Case studies from interventions in three language contexts (Sylheti/English, Herero/English,…

Presents strategies for improving student literacy skills within the social studies discipline, focusing on the book, "Anne Frank: The Diary of a Young Girl." Includes strategies for prereading (what we Know-what we Want to know- what we Learned (K-W-L) and Anticipation-Reaction guides), during reading (graphic organizers), and post…

Argues that teachers can determine the instructional frameworks which can empower students to understand more about their own learning. Describes activities (learning logs, directed reading-thinking activities) that develop higher level thinking skills using writing, reading, and reasoning. Concludes that such activities facilitate students'…

Offers a series of questions to help readers establish a chronology of feelings about reading, based on the facts of their earliest reading history. Argues that by answering these questions the reader will understand what kind of reader they can become. (MG)

Discusses the nonstatutory guidance sections of Great Britain's National Curriculum which deal with teacher responses to students' oral reading miscues. (RS)

Considers the complex and highly interactive features of the instructional setting when evaluating the reading context. Emphasizes that the focus should be on assessing the elements of the context that are most likely to impact specific students' performance in reading and writing. (MG)

Reports two studies using a microcomputer-driven self-paced reading task to examine reading strategies of good and poor readers. Finds that reading ability influences reading strategies differently according to whether text is presented in single words or in phrases, and that poor readers read more slowly than good readers. (RS)

Investigates how readers use textual cohesion during reading by using a selective deletion procedure. Finds that good readers are able to maintain the global unity of text better than poor readers and that both groups find it easier to perceive cohesion in fiction than in non-fiction. (RS)

Discussion of the development of educational software for reading instruction focuses on seven misconceptions that reflect a misunderstanding of the reading process and a misapplication of the principles of instructional design to the teaching of reading. Highlights include electronic text versus printed text; sound-symbol correspondence;…

Describes an informal assessment procedure that uses think alouds (readers' verbal self-reports about their thinking processes) to obtain information about how they attempt to construct meaning from text. (MG)

Notes that the goal of interactive assessment is to discover the conditions under which a student will succeed in reading, rather than simply describing a student's current status as a reader. Illustrates the differences between static and interactive assessment by presenting a case study of a seventh grade at-risk student. (RS)

Describes recent, major contributions to both sides of the debate between phonics instruction and the "meaning-based" approaches. Argues that it is too early to evaluate the debate, but that a tentative evaluation of the evidence favors meaning-based approaches. (RS)