Prepositions and verb aspect help guide narrative comprehension by indicating the parts of motion events that are most prominent. Grammatical categories that are important for conveying event structure also help construct a mental model of the events of the narrative. (SED)

Six common visual dysfunctions are briefly explained and their relationships to reading noted: (1) ametropia, refractive error; (2) inaccurate saccades, the small jumping eye movements used in reading; (3) inefficient binocularity/fusion; (4) insufficient convergence/divergence; (5) heterophoria, imbalance in extra-ocular muscles; and (6)…

It is the transformation and fusion of the reader and text into something greater than each alone that makes reading a mysterious, visionary process. (HOD)

Papers by Morrison, Siegel and Ryan, and Stanovich are critically reviewed with comments on both theoretical and empirical issues associated with alternative explanations of word decoding deficiencies in poor readers. Similarities and differences in theoretical perspectives are noted, but convergence in definition of problem areas and research…

Author discusses the many methods and approaches in teaching reading and concludes that it is the teacher that makes the difference. (MB)

The articles in this section describe research on reading in areas of visual persistence, letter identification, letter probability, word superiority effect, proofreader errors and order effects. This review challenges fellow basic researchers to become more aware of the components of reading before adding new data purporting to delineate the…

Offers a tentative definition of reading comprehension, based on contemporary work in psycholinguistics and cognitive psychology; invites response and criticism. (MKM)

Notes that, since fictional discourse need not reflect prevailing systems of meaning and norms or values, readers gain detachment from their own presuppositions; by constituting and formulating text-sense, readers are constituting and formulating their own cognition and becoming aware of the operations for doing so. (FL)

Demonstrates how reading differs in code and channel from other modes of learning, and how learning from print differs from learning from other media. (DD)

Describes the steps in the natural process through which children use their syntactic, semantic, and phonological systems in learning to read. (DD)

Proposes, as a follow-up to a previous article about applying a phonological reading model to technical communication, that educators and practitioners of technical communication would benefit from a thorough understanding of the speech instinct. Explores the speech instinct, how humans developed it, and how it has been and still is fostered by…

Examines the extent to which low- and high-WMC (working memory capacity) readers adjust cognitive processes to fit the reading purpose. When reading to study, low-WMC readers emphasized less demanding processes over more demanding processes to a greater extent than high-WMC readers and recalled less. When reading for entertainment, patterns of…

Examines the issue of what makes information important by examining the influences of three factors--category membership, normative relative importance, and goal-relatedness. Finds that all three factors influenced the perceived importance of information to some extent; however, normative relative importance influenced writing tasks more strongly…

Argues that a model of metaphorical thinking developed by 18th-century Italian rhetorician Giambattista Vico demonstrates how meaning is constructed in the reading process. Presents key Vichian concepts, followed by an explanation of how metaphors are created to construct new meaning. Compares the process to an interactive model of reading. (RS)

Describes the process of reading the hypertext read-only file "WOE" (included on a disk with this journal) in which voices, memories, influences, and the process of text production all converge, rejecting the objective model of reality as the great "either/or" and embracing, instead, the "and/and/and." (SR)