The purpose of this investigation was to determine if beginning readers with accelerated sight word vocabularies would identify more functional spelling patterns than beginning readers not making the same progress. (HOD)

Teachers who are studying children's literature should read a proportion of adult literature, should attempt to write their own works for children, should work in environments exactly like those children need if they are to become readers, and should learn about the act of reading in conjunction with their study of children's literature. (GT)

Findings of experiments conducted with two groups of 12-year-olds--ten good spellers and ten poor spellers, all of equal reading achievement--suggested that the poor spellers were proficient at going from print to meaning but were impaired at converting print to sound. (GT)

Contends that second-language reading comprehension should be investigated using adult bilingual readers reading authentic materials in their first and second languages and should focus on the process rather than the product. Examines reading strategies of eight Chinese graduate students at a Canadian university. Suggests that students used the…

Argues that the secret behind truly powerful learning lies in developing students' metacognitive abilities. Presents an overview of the role of formative assessment in learning to read and in reading to learn. Discusses some research-based instructional techniques useful in helping students take executive control of the reading act. (SR)

Examines associations of multiple measures of naming speed, phonological awareness, and verbal intelligence with word reading in poor readers and good readers. Reveals that for poor readers naming speed and phonological awareness were associated with word reading, but not verbal intelligence--for good readers, phonological awareness and verbal…

Compared reading development among kindergartners in Hong Kong and the United States using measures of word recognition, phonological awareness, speeded naming, visual spatial skill, and processing speed. Found that models of early reading development were similar across cultures. The strongest predictor of reading was phonological awareness.…

Discussion of using Personal Digital Assistants (PDAs) to read electronic text focuses on a study that evaluated the use of PDAs for reading course materials in an Open University (United Kingdom) master's course. Considers activity theory and how the PDA changed reading, including portability, screen display, navigation difficulties, and…

Discusses the author's experiments concerning the processes involved in reading. Results confirmed many of Edmund B. Huey's results from the 1890s. Discusses three empirical arguments concerning the teaching of reading in elementary schools. (BG)

Examines the effects of increasing adolescents' awareness of their own response strategies to reading. Illustrates the importance of ensuring that all students discover for themselves not only what they have learned, but how they have learned it. (SR)

Proposes that both formal and informal tests of literature comprehension at the secondary level should be congruent with the latest research on the dynamic complexity of reading comprehension. Provides a conceptual framework and literary examples on how to design "transformative" tests (learning activities used for the purposes of…

Describes a coding system to motivate and assess students' journal entries as they respond to books they are reading. Argues that coded journal entries are an effective means for diagnosing reading comprehension difficulties. Contends that coding journal entries permits the students to become more conscious of their reading processes. (RS)

Describes a fictional science classroom/learning experience in which the teacher expresses mild surprise and pleasure at the way the children tend to steer the learning process themselves when they have a relevant purpose in mind. Argues that learning involves being able to express what one knows. (KEH)

Investigates the similarities and differences in cognitive processing during reading and writing activities as reported in the think-aloud protocols of an above-average and a below-average student. Concludes that the above-average student reported more behaviors and more behaviors that facilitated meaning-making than the below-average student. (RS)

Discussion of computer-assisted learning (CAL) versus book learning focuses on software called a book emulator that was applied to CAL to reflect desirable attributes of learning from books. A project at the University of York that used the book emulator in an electronics course is described, and future possibilities are suggested. (12 references)…