Examines the effects of the characteristics of narrative text on generation of thematic inference. Indicates that generation of thematic inference depended on the interaction between the goal of the protagonist and the outcome of a text. Investigates the effects of the title, the goal of the protagonist and the final outcome of a narrative text on…

Presents the second part of a two-part annotated bibliography of work on extensive reading in a second language. The bibliography offers a classification that may be of value to the teacher or researcher in reading in a foreign language, and that may assist in course development. (Author/VWL)

Indicates that during a motor sequencing task, dyslexic students anticipated the signal of an isochronic pacing metronome by intervals that were two or three times as long as those of age matched normal readers or normal adults. Discusses the implications of the findings for temporal information processing deficits on one hand, and impaired…

Examines the relationship between phonological awareness and musical aptitude in pre-school Turkish and American children. Finds that children in the high musical aptitude group did much better on all tasks than those in the low musical aptitude group, showing that success in manipulating linguistic sounds was related to awareness of distinct…

Authors take issue with an article by Elaine Garan, "Beyond the Smoke and Mirrors: A Critique of the National Reading Panel Report on Phonics," that appeared in the March 2001 issue of "Phi Delta Kappan" wherein she criticized the report's findings on the effectiveness of phonics instruction in helping children to read. (PKP)

Author makes a point-by-point rebuttal to Ehri and Stahl's criticism of her critical analysis of the National Reading Panel report on the effectiveness of phonics instruction in helping children to read. (PKP)

The National Reading Panel's report on reading instruction placed too much emphasis on systematic phonics. The effectiveness of systematic phonics is presented with a comprehensive framework so that there is a clear implication for institutional practice.

Environment and Genes are often found in the titles of my articles, but this is the first and most likely the last of my titles to include SSSR. This article is based on my presidential address at the 10th annual meeting of the Society for the Scientific Study of Reading (SSSR) in Boulder, Colorado (2003), so I begin with some reflection on the…

The purpose of this article is to document the legacy and continuing influence of Michael Pressley's work in the field of reading research and instruction. Descriptions are provided to demonstrate how he translated his data from the cognitive sciences into highly effective pedagogy. A second component of this article discusses how Michael…

Described here is a study on the efficacy of a media-rich curriculum based on the idea that children can learn best from "media synergy," that is, when children have opportunities to learn a focused set of skills by engaging in repeated practice with them in many different formats and media. Participants in this study were low-income…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…

As a result of the Reading First Program of the No Child Left Behind Act (NCLB), the view of reading has narrowed. Individual state's Reading First professional development programs, and hence reading teachers across the United States, have spent the six years since the funding of the program in 2002 focusing beginning and developmental reading on…

After several years of planning and a series of false starts, a new federal venture to review reading research has hit another bureaucratic hurdle--one that could keep it from ever getting off the ground. A planned announcement last week of the membership of the Commission on Reading Research was put on hold by the National Institute for Literacy…

This paper provides an explanation for the nonspecificity of emotion inferences found in previous research [e.g., Language and Cognitive Processes, 19(5), 613-638, 2004]. We first demonstrate that behavioral components of emotions, as opposed to emotions per se, are better markers of readers' mental representations of the main character's…

The author calls into question whether learning to read and write is an exclusively logical and systematic process in which the child moves step-by-step from part to whole, as it is frequently presented in "scientific" reading research. She examines research on different types of intuitive behavior and suggests parallels in the development of…