Reviews multidisciplinary research on second culture and second language reading comprehension to support the claim that second language reading is an interactive process, involving the interrelationship of cultural schemata and discourse structure. Argues for the roles of cultural schemata and discourse structure in an interactive model of first…

Analyzed 80 nursery school and kindergarten children's use of referential and phonetic strategies in reading and writing. Results indicated that there was a shift with age from the use of referential to phonetic strategies. (RJC)

Compares views on the reading process expressed by students at the beginning of their professional training with those of the same students near their training completion. Finds that students at the beginning of training are not greatly influenced by psycholinguistic principles, and that any influence present diminishes during professional…

Traces the theoretical sources of self-questioning instructional research. Summarizes such research in three areas: spelling; reading comprehension; and summarization. Considers important caveats on self-questioning instructional research and practice. Mentions nascent curriculum development that is explicitly based on metacognitive theory and…

Discusses ways that teachers may interact with children over texts in order to emphasize the following components of reading comprehension: understanding the meaning-making purpose of reading and writing; viewing reading as a problem-solving process; and learning to share and extend individual comprehension. (RAE)

Suggests that helping readers revalue the reading process and themselves as readers requires teachers to have an understanding of this process. Presents a case study of a seventh-grade student labeled as "learning disabled." Describes a miscue analysis and follow-up activities that helped the student strengthen his reading skills. (RS)

Investigates the effect of phonemic awareness training on the phonemic awareness and reading ability of low- and middle-achieving first graders. Finds that training which provided subjects with a conceptual connection between phonemic skills and reading was generally ineffective for low readers. Suggests that phonemic awareness training for low-…

Describes ARC (Associate=Prereading, Read=Guided Reading, Connect=After Reading), an instructional reading technique employing cognitive mapping or networking, based on the ability of students to utilize prior knowledge and assimilate new material. Describes the ARC procedure, provides a rationale for the technique, and reports observed results.…

Study examined how second-language readers filter information from second-language texts through culture-specific background knowledge. Korean graduate students with advanced English read stories and answered questions. A think-aloud protocol assessing their understanding and inferences indicated an effect of culture-specific schemata and…

This study of 281 individuals (ages 6 to adult) with reading difficulties who received 80 hours of intensive instruction in the Auditory Discrimination in Depth Program found that subjects exhibited significant gains on measures of phonological awareness, sound/symbol connections, word identification, spelling, and decoding in context. (Author/JDD)

Shows 16 kindergarten children's literacy development as indicated by the use of 6 specific story elements (classic story version, connected events, fantasy experiences, goal-directed experiences, personal experiences, and social interactions) in the children's original stories. Finds support for the belief that learning to read and learning to…

Investigates whether so-called poor spellers who are good readers are indeed good readers. Finds that three college students who appeared to be poor spellers but good readers were inefficient readers who committed numerous errors while reading aloud. Concludes that reading aloud and spelling involve phonological mediation and are not completely…

Provides a definition and description of the response process and a description of the teacher's role. Describes ERMAA (experiencing the literary work, responding, mapping and analyzing multiple responses, and affirming the inherent individuality of response), a one-week strategy designed to facilitate literary response in the classroom. (RS)

Reviews classroom-based studies on alternative literacy assessment. Suggests that alternative assessments in some cases tapped elements of the reading process that are more difficult to assess through traditional testing practices and created an impetus for some teachers to explore certain instructional issues. Finds little information on the…

Investigated the role of phonological and orthographic processing skills in second-language reading of 60 native-Farsi-speaking English-as-a-Second-Language (ESL) graduate students. Three types of ESL reading variables were used: reading and comprehension, silent reading rate, and ability to recognize individual words. Efficiency in phonological…