Describes common assumptions that current views of reading and writing share and outlines features of one reading/writing connection. Claims that two selves reside within any reader, a self-image and a kind of "best self," which sets challenges, sees connections, and makes subjective judgments during the composition process. (JD)

Sixteen skilled and 16 learning disabled (LD) readers (ages 11-12) viewed nonsense pictures either without names, with names that emphasized the semantic aspects of the picture, or with names unassociated with the pictorial representation. Results suggested that semantic coding deficits in LD readers were localized to retrieval processes.…

Clarifies some common misconceptions about the nature of narcissism and projection and employs recent developments in post-Freudian psychoanalytic theory to explain how projective activities are filtered and altered by a certain notion of textual objectivity: objectivity as defined by the text's material signifiers. (FL)

Illustrates how the author's experiences as a child, parent, teacher, storyteller, and woman have influenced both her understanding of the reading process and the way she teaches reading and writing. Claims that each role provides her with different information and a unique perspective. (JD)

Examines the pattern of eye movements of skilled adult readers when encountering a surprise ending to a story. Suggests that processing at the discourse level must be considered as an influence on the eye movement control system. (NKA)

Reports the findings of a study showing that the importance or salience of a text at the time of reading has little effect on recognition of specific features from the prose. (HTH)

Effects of global cognitive development, sex, and word abstractness on young readers' word recognition were explored. ANOVA results indicated that nouns were recognized more frequently than non-nouns; children with high cognitive development recognized more words than children with lower cognitive development; and females recognized more words…

Offers three explanations drawn from language and literature theories about what happens when people read: (1) receiving sense, (2) finding sense, and (3) making sense. (EL)

An elementary school reading teacher describes how she restructured her teaching methods by encouraging children to read and write as part of an integrated process, rather than teaching reading alone as a set of fragmented steps. (GC)

Argues that the process-conference approach to writing has handed back control of the learning process to the learner and is likely to have far reaching effects on the reading program as well. (HOD)

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Results of three visual sequential memory tests and a group reading test given to 19 elementary students are discussed in terms of task analysis and structuralist approaches to analysis of reading skills. Relation of visual sequential memory to other reading subskills is considered in light of current reasearch. (CMG)

Examines two contrasting texts, "Little Goody Two-Shoes" and "A High Wind in Jamaica" to point to differences between "child" reading and "adult" reading. (HOD)

Analyzes syntactic processes in three learning situations, Japanese reading English, Persians reading English and English speakers reading Hindi; discussed in terms of reading process and second language learning models. (Author/RM)

This article presents summaries of research on 13 core understandings about learning to read, from "Building a Knowledge Base in Reading" (Jane Braunger and Jan Patricia Lewis). In the article, each core understanding is followed by activity ideas and strategies useful for tutors--these activities were created with one-on-one tutoring in…