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)

Two programs designed to analyze reading selections and post a grade level based on number of syllables and phonetic make-up are presented. The materials are written in BASIC for a PET computer. The program, designed to analyze the phonics, is thoroughly documented. (MP)

Using the "top-down" view of reading as a communication act, this article describes how "stories within stories," stories with real and implied authors and narrators, create a very complex communication situation. (HTH)

Examined the hypothesis that good and poor readers would differ in their ability to order stimuli that can be easily recoded as words and stored in phonetic form, but not in their ability to order nonlinguistic stimuli that do not lend themselves to phonetic recoding in short-term memory. (Author/DB)

Discusses "symbologizing schemata," the advanced processes by which readers comprehend narratives and the symbols embedded in literary works. Notes how teachers can apply knowledge of symbologizing schemata to instruction in literature classes. (RL)

Reports that teachers were willing to change their beliefs about the reading process when alternate views of that process were presented to them in a weekend miniconference that focused on psycholinguistic concepts. (FL)

Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)