Suggests that the ability to actualize the potential of hypertext is limited by the lack of an adequate theory of hypertext reading which accounts for ethical and political issues of identity or subjectivity. Identifies examples of this problem and speculates on some responses; considers what sort of reader and/or reading practices hypertext…

Discusses issues related to electronic publishing. Topics include writing; reading; production, distribution, and commerce; copyright and ownership of intellectual property; archival storage; technical obsolescence; control of content; equality of access; and cultural changes. (Author/LRW)

Investigated effects of first language (L1) orthographic features on second language (L2) reading. Three groups of fluent (L2) readers with different L1 backgrounds were given English passages printed in either alternated case or a normal manner and asked to read them for comprehension. Results suggest that because of L1 effects on basic…

Discusses the history of academic research, library instruction, and the role of leisure, reflection, and creativity. Suggests that these cultural elements should be introduced to undergraduates and contends that deep reading, rather than information literacy competency, cultivates these elements. Examines productivity and the faculty research…

Examines computer modeling of the reading process and the instructional technology of basals, the two pillars of Marilyn Adams text, "Beginning to Read: Thinking and Learning about Print." Explains why the author believes Adams is fundamentally wrong in her theoretical approach to reading instruction. (MG)

Interviews Marilyn Jager Adams about her book "Beginning to Read: Thinking and Learning about Print." Discusses the critical issues of phonics versus whole language and what she hopes teachers will gain from the book. (MG)

Examines the "levels effect" (the theory that more important text elements are more likely to be remembered than less important elements) in children and adults when reading expository text. Finds differences between adults and children in the extent to which they engaged in the type of processing that resulted in levels effects. (MG)

Argues that as reading is taught increasingly as a tool, the delight that comes from personal literacy is becoming obscured. Argues that bringing personal values and experiences to poetry is an important way for students to discover the meaning of a poem. Describes how students can "map" their reading journey. (RS)

Discusses the problems of teaching critical reading and the lack of progress toward the solutions to the problems. Suggests a definition of critical reading and methodologies for its teaching. Presents a classroom observation checklist to evaluate students' critical reading processes. (MG)

Tests a new model of the child's meaning-making process in response to literary text. Finds that the model is not disproved and serves as a valid means for adults to share information and ideas about young peoples' transactions with literary texts. (MG)

Introduces computer-generated voice prints as a supplement and complement to the current methods of oral reading analysis. Describes voice prints as actual pictures of the child's reading which reveal the pacing, amplitude, duration of utterances, and pauses between or within words. (MG)

Drawing from personal experiences of catharsis in the reading of literary works, presents a new and broader theory of reader response. Considers the classical distinctions that have been made about the nature of response, arguing that the disturbing trends in contemporary world events must set the context of current readings. (DMM)

Compared to 92 low-achieving and high-achieving students, 46 intermediate grade learning-disabled students wrote compositions, wrote summaries, and produced comprehension recalls that were less organized and contained fewer ideas. Interviews indicated that learning-disabled students possessed less knowledge about processes related to…

Describes author-reader-text interactions which play roles in both revision in writing and critical reading. Examines the processes of revision in writing and critical reading as thought processes mirroring one another. Presents two examples of group classroom activities which nurture revision in both writing and critical reading. (MM)

Uses videotapes of children reading stories to examine good and poor readers' comprehension evaluation and regulation while reading inconsistent stories. Finds good readers are more likely to look back at inconsistencies during reading, to give accurate verbal reports of passage inconsistency following reading, and to recall text inconsistencies.…