Beyond decoding words and sentences, everyone thinks of a reader as a person who makes particular kinds of intertextual connections, who asks particular kinds of questions of a text, who reads at a particular intellectual distance from the text, who talks about more than the text's meaning and analyzes its nature. The difference in how teachers…

This essay discusses the author's encounter with PRAXIS II test preparation questions that distort and misrepresent complex reading processes. Three sample test items are presented and discussed.

In this article, the authors discuss thematic solutions using young adult literature to increase reading comprehension. Here, they emphasize that prior knowledge plays a very important role in the reading process. As students read, they actively "construct meaning through the integration of existing and new knowledge and the flexible use of…

This article investigates whether (a) lexical elaboration (LE), typographical enhancement (TE), or a combination, and (b) explicit or implicit LE affect 297 Korean learners' acquisition of English vocabulary. The learners were asked to read one of six versions of an experimental text that contained 26 target words. The study adopted a 2 x 3 MANOVA…

A. W. Inhoff, R. Radach, and B. Eiter (see EJ750907) argue that the current version of the E-Z Reader model (A. Pollatsek, E. D. Reichle, & K. Rayner, see EJ750906) cannot explain 2 key findings in their data, and as a result, the assumption of words being attended to 1 at a time is likely to be false. In this rejoinder, the authors argue that…

Only by exploring the past of the reading field can the literacy leaders of today make informed decisions about reading education in the future. This indispensable resource offers new insight into the development of reading education by examining the groundbreaking contributions of the "early reading pioneers"--16 reading researchers, reading…

In the author's experience, a significant source of reading difficulty for many beginning and struggling readers are misconceptions about print concepts so basic teachers assume their students are aware of them. Many children fail to grasp implicit principles of print such as the following: the reader cannot make up the words, the order of letters…

Research indicates that repeated reading improves students' reading fluency. Although found to be effective, the underlying reading processes impacted by the intervention remains unclear. Two theoretical rationales, automatic word processing and the contextual linguistic effect, explaining repeated reading's effectiveness have been advanced in the…

The study examined two questions: (1) do the greater phonological awareness skills of bilinguals affect reading performance; (2) to what extent do the orthographic characteristics of a language influence reading performance and how does this interact with the effects of phonological awareness. We estimated phonological metalinguistic abilities and…

The nature of the memory processes that support language comprehension and the manner in which information packaging influences online sentence processing were investigated in three experiments that used eye-tracking during reading to measure the ease of understanding complex sentences in Korean. All three experiments examined reading of embedded…

While peer review is a common practice in college composition courses, there is little consistency in approach and effectiveness within the field, owing in part to the dearth of empirical research that investigates peer-review processes. This study is designed to shed light on what a peer reviewer actually reads and attends to while providing…

The art of reading refers to the act of representing and interpreting text through oral dramatic reading. To the dismay of many teachers, reading is becoming a "lost art." Students are expected to apply specific literacy techniques rather than use their imagination to learn to enact text. Based on a study of the reading perceptions of natural oral…

For postsecondary students with disabilities influencing reading performance, printed class materials pose a substantial barrier and have a negative impact on academic achievement. Digital technologies offer alternative ways of accessing print materials for students with print-related disabilities. Alternative media is a broad term that…

Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor…

The reading and literacy focus of a unit that centers on chocolate can provide a context for using the interpretive mode of the communication standard from the "National Standards in Foreign Language Education." This article presents a thematic unit that is applicable to all languages and adaptable to any level. Inspired by Woodlands'…