Suggests the growing use of computers to process information in today's world increases the human need for an interactive competency in writing and reading. The integration of instruction in reading and writing, particularly through use of word processors, is discussed as a way to strengthen this interaction. (MBR)

Two experiments were conducted to test the hypothesis that first-grade beginning readers could evaluate the referential-communicative adequacy of simple, two-word messages better if they received oral-plus-written messages rather than oral-only messages. Results indicated that oral-plus-written messages were significantly easier for children to…

Uses a proofreading task to investigate whether function and content words are processed differently in a text. Concludes that misprints are hard to detect in words that retain the original shape, short words prevent detection of misprints more than long words, and that there is an interaction between word type and length. (HOD)

Explores several concepts relevant to instructional materials that emerged from seminars sponsored by the National Council of Teachers of English and the International Reading Association. Describes how basal readers--so prevalent in instruction--fall short of these concepts, and what can be done to improve instruction. (HTH)

The Boder Test of Reading-Spelling Patterns acknowledges the complexity and importance of the reading process, and speaks of the vigorous research activity in reading; but it examines the reading process in a limited and unnatural fashion, and ignores some of the most potent research findings. (BW)

Four theoretical models (Substitution, Suppression, Normal, and Remind) of the effects of lexical knowledge on reading comprehension were evaluated using results of a previous study. Fourth graders recalled texts containing words that were either unfamiliar or recently taught through an intensive vocabulary instruction program. (Author/BS)

Describes how a teacher can model the inference process to help students learn to make inferences. (HOD)

Reveals correspondences between the reading deficits of adult patients with neurological damage and normal children with reading disorders. (FL)

Presents six diagrams that describe what happens when a text is read. (HOD)

Concludes that there are numerous problems with the test studied. Argues that the abilities it assesses and their relationship to reading and reading instruction are not sufficiently understood to warrant the test's use. (FL)

Examines whether paragraph dominant readers at the fifth, eighth, and eleventh grade levels would outscore word dominant readers when tested on their ability to use context clues to determine word meaning. Concludes that this was true only for fifth grade paragraph dominant readers. (FL)

Academic Literacy was a year-long course focused on reading strategy development for all ninth graders at Thurgood Marshall Academic High School in the San Francisco Unified School District. Course goals were to help students become engaged, fluent, and competent readers of the variety of texts necessary for them to master to be successful in high…

Reading is a multileveled, interactive, and hypothesis-generating process in which readers construct a meaningful representation of text by using their knowledge of the world and of language. If reading involves grasping the significance of an input depending on the reader's mental cognitive-perceptual situation, then there is a form of background…

This report presents the results of 18 months of work of the Maryland State Task Force on Reading, which investigated cutting edge research, best practices, and assessment data in order to formulate recommendations to guide programs in reading across the state. The report's center piece is a set of Design Principles for Improving Reading in…