Discusses the origins of the interest in faster reading, oculomotor activity in reading in relation to eye movement and eye span, misapplication of eye movement data in courses designed to promote faster reading, and objections to some of the more common mechanical devices used in faster reading courses. (GT)

Provides a literature review of research done in recent years to identify comprehension processes within the reader. (TJ)

The notion of strength is defined in several alternative ways for chains of associations connected in series and in parallel. Network strength theory is extended to handle retrieval dynamics for a network of associations, in a manner that permits various degrees of serial versus parallel manner that permits various degrees of serial versus…

Focuses on two primary meanings of the term interaction in the second-language (L2) context: face-to-face interaction in which two or more people create meaning, and the creative interaction between the reader and the text. Argues that many claims related to the value of L2 spoken interaction can apply equally well to L2 reading. (94 references)…

Presents a theory of reading and a justification in the form of a defense of a highly generalized approach to the different forms of reading and of a lexical approach to receptive grammar. The article also addresses the question of the usefulness of models in general and this one in particular, specifically with relation to foreign-language…

Claims that writing systems that constitute a species of graphic systems, such as pictures and charts, are distinctive in that they bear a direct relation to speech. Argues that writing serves as a model for various properties of speech including sentences, words, and phonemes. Concludes that literacy contributes to conceptual structure of…

Reviews research on metacomprehension, indicating that awareness and control of cognitive activity are key characteristics of successful independent readers. Presents findings from a study of 25 university students taught to use a text-marking system. Reports that the system led to more sophisticated levels of metacognitive awareness. Sample text…

Charts the process by which, over some 10 years, one reader came to read a particular text "with full understanding." Indicates how crucial in that process were the complex, interacting influences of other, simpler literary texts, of the reader's own life experience, and (paradoxically) of "family" experience not consciously…

Contends that second language learners need to have a strong grasp of the reading process for school success. Explains how three intervention strategies (t-charts, sticky notes, and key words) were employed to give students an understanding of the reading process. Concludes that using t-charts helped students organize their thoughts, and using…

Uses the Spear-Swerling and Sternberg model of reading disability (RD) in order to give practitioners a set of materials that are sensitive to the different developmental stages of word recognition in both normal readers and readers with RD, and that can be used for student assessment. (CR)

Studies the development of accurate and fast reading processes in 66 children learning to read simultaneously in English and Hebrew. Finds that steps associated with development of English reading efficiency apply to the development of word recognition skills in Hebrew, and specific linguistic features may interact with more global Hebrew…

Looks at the design, implementation, and integration of a task journal in an English-as-a-Foreign-Language class that is designed to do the following: 1) stimulate students' thinking about the text; 2) promote reflection on the reading process; 3) give students practice with a practical strategy for vocabulary building; and 4) serve as a basis for…

Investigated whether content knowledge from reading would affect the processes and the products of adult English-as-a-Second-Language (ESL) students' writing and reading performance on a simulated English language test that made use of reading and writing modules. Revealed that the thematic connection between reading and writing enhanced both the…

Assessed the degree of orthographic learning in homophonic choice, spelling, and target naming tasks with second graders. Found that processing of target homophones was superior to that of their homophonic controls and found a substantial correlation between orthographic learning and number of target homophones correctly decoded during story…

Describes a case study that used retrospective miscue analysis as a research tool to assist one preservice teacher as she reconstructed her perception of the reading process. Over the course of the study, the preservice teacher examined her assumptions about reading, became acutely aware of and revalued her reading strategies, and came o the…