Uses a dialogue format to examine the nature of the reading process, including the aspects of decoding, encoding, interpretation, and application. Includes British references. (VJ)

Reports ...an investigation to determine the incidence of vocalism during silent reading by two groups of intermediate grade children: reading achievers and reading retardates. A general conclusion is that vocalism is a natural adjunct of the reading process and that at appropriate times all of us use it as a secondary sensory reinforcement."…

The implications that cognitive approaches to the study of reading can have for the assessment of reading achievement are discussed. Research in word decoding, semantic access, sentence processing, and discourse analysis is summarized with emphasis on processing efficiency required in one area affecting performance in another area. (Author/CM)

Argues that the specialized knowledge that writing demands can only be acquired through a particular kind of reading. Illustrates how this kind of reading occurs and considers ways teachers can facilitate such learning. (JL)

Nine author contributed chapters present the state of the art knowledge on the reading process and reading instruction as applied to the hearing-impaired population. (SW)

Through stories, children become aware of their culture and make sense of their world. Past stories came from books; now they come from television. To develop a theory of children's literature, knowledge about children, about their books, and about reading must be placed in a new theoretical pattern. (PP)

Reconceptualizes the diagnosis of reading problems, suggesting that a focus on process, prior experience, and observation during assessment will permit a more valid evaluation of readers' abilities. (FL)