Presents evidence from oral reading miscue research to support a psycholinguistic view of why omissions take place and how they reflect the reading process. Classifies word level omissions as deliberate and nondeliberate. (MKM)

The most important implication of a reader response textual model for the teaching of writing is that unless students know how to read they cannot learn how to write, and unless students know how to read well they will not write well. (HOD)

The dimensions that interact during reading acquisition include properties of texts, the acquisition of reading skills and strategies, the development of cognitive and language skills, the influence of instruction, and the effects of motivational, cultural, and language variables. Discusses how these interactions may occur and describes three…

A variable time delay naming latency paradigm was used to investigate the processing of noun-verb lexical ambiguities (e.g., "watch") in syntactic contexts that biased either the noun or the verb reading. Results support a two-stage model in which all reading of ambiguous words are initially accessed, followed by suppression of…

Argues that both oral and visual language acquisition may be innate human functions and calls for the examination of current reading programs in this light. (FL)

Suggests that critical reading and reading comprehension be taught separately at first to insure that students learn both to understand and to evaluate pieces of writing. (MKM)

Indicates some of the strengths and weaknesses of the cloze procedure as a way to help children learn to read, to determine comprehension, and to gain additional insights into how readers process language as they read. Suggests that the beginning reader is poorly judged by use of cloze. (TJ)

Attempts to develop a model for research in reader response to literature which accounts for three sources of variation: those among texts, readers, and contexts. (DD)

Reports on an investigation of the role of letter and order information in lexical access, using an interference paradigm in a lexical decision task. (Author/AM)

The study examines one aspect of the relationship between decoding and comprehension--that between word difficulty, decoding ability, and access of single-word meanings. Results indicate that decoding ease and extraction of word meanings are related and suggest that decoding ability must be considered a factor in reading comprehension. (RC)

Investigates how performance on syntactic structures is affected by the complexity of the surrounding sentence. To investigate possible relationships, two classifications of syntactic structures were tested in both simple and complex sentences. (RC)

The storage and retrieval of individual sentences occuring in small sets was substantially enhanced when the sentences were nominally linked by common concepts and when the learner was encouraged to process them semantically. Sentence recall was also positively increased when the learner perceived them to be in a meaningful order. (RC)

Considers whether any sort of orthographic mechanism is used by fluent readers. (Author/RK)

Illustrates a strategic-process perspective toward reading skill development, discusses cognitive research related to early reading processes, and relates the perspective to a variety of research on the early reading period (grades one to six). (JM)

Explains repeated readings and the procedures involved. Looks at the reading miscues of a seven-year-old child over successive readings of a text to learn what miscue analysis reveals about repeated readings, fluency, and the word recognition view of reading. (SR)