Presents one theoretical perspective on balanced literacy instruction and two iterations of it in practice: one in a second-grade classroom and another in a sixth-grade classroom. Concludes that balanced reading instruction is much more complex than merely embedding the teaching of skills and strategies within the context of literature. (SC)

Investigates whether Brazilian Portuguese-speaking prereaders who have mastered letter names are capable of processing letter-sound relations to learn to read words in which the letters correspond to phonemes contained in the names of the letters. Suggests they can use their knowledge of the names of the letters to learn to read by processing and…

Uses the Social Science Index to gather data concerning the frequency with which articles published in volumes 1 to 25 of the "Journal of Reading Behavior" have been cited. Examines the nature and range of the citations. Identifies the 30 most frequently cited articles, and examines the top 10 in greater detail. Offer a summary and a…

Discusses what Complexity Theory (presented as a rubric that collects theoretical understandings from a number of domains such as ecology, biology, neurology, and education) suggests about mind, selfhood, intelligence, and practices of reading, and the import of these reconceptualizations to reader-response researchers. Concludes that developing…

Considers how psychological models of first language (L1) textual comprehension distinguish between expository and narrative texts but are unclear on differences of inference generation between the two types of tests in a second language (L2). Shows that subjects generated more inferences for narrative texts while exhibiting more miscomprehension…

Considers how people read and why some people fail to read well. Discusses the definitions of developmental dyslexia and temporal processing. Illustrates construals of what a temporal processing deficit might entail. Suggests that discovery of an association between a neuroanatomical and/or neurophysiological measure and reading ability is not…

Traces the rationale for removing Sustained Silent Reading from reading instruction as implied by the Reading First initiative. Suggests that no one is accepting responsibility. Notes the authors are apparently out of step with their teaching because they recommend and use many practices that have not been validated by studies conducted by the…

Former member of the National Reading Panel criticizes the composition, deliberations, and decisions of the panel, authorized by Congress in 1997, leading to its April 2000 report supporting the hierarchy-of-skills reading model. (PKP)

Compares reading disabled children with two matched reading-level normal control groups on indicators of phonological processing. Finds that a nonword reading deficit was not in itself diagnostic of developmental reading disability. Discusses processes involving two sources of knowledge for phonological recoding as explanations of results on…

Describes two research frames, functionalist research and critical analyses, focusing on the different questions they raise about a study published in an earlier issue of this journal that investigated whether minimally-trained college students can effectively tutor children in reading. Suggests reading researchers must extend their tendency to…

Finds (1) positive phonemic-masking effects occurred for dominant homophones; (2) null phonemic-masking effects occurred for subordinate homophones; and (3) subordinate homophones were much more likely to be falsely identified as their dominant mate. Suggests the source of these null phonemic-masking is itself a phonology effect. Concludes…

Focuses on the issue of convergent and predictive validity of measures using a broader range of orthographic tasks than previously examined. Finds that a measure of print exposure predicted variance in orthographic processing after the variance in phonological processing had been partialed out. (SG)

This article evaluates the "Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups" (National Institute of Child Health and Human Development, 2000). The author also examines the…

Experts agree that reading is the most important skill children must acquire. However, as the popular press often chides, there are millions of U.S. students who struggle to read and comprehend adequately. As a result, these students risk both school and workplace failure. Research confirms that good readers actively comprehend and simultaneously…

The effective classroom reading instruction and early reading interventions is routinely misrepresented and exaggerated by the federal officials. Individual tutoring that produces on-level reading achievement is presented based on the misinterpretations of the research.