We can improve reading instruction by using the strengths any child brings to the reading task. (Author)

Reviews recent trends in composition research. Suggests that the apparently divergent directions of study reflect a new interest in writing as a process rather than as a product, and in reading as a response to or re-creation of the text rather than a passive acceptance of textual information. (MM)

Views both reading and writing as acts of composing and presents planning, drafting, aligning, revising, and monitoring as components of the composing model of reading. (JL)

Examines existing reading theories and synthesizes them into a comprehensive new theory. (FL)

Argues that both redundancy and propositional analysis (a strategy for analyzing meaning in a text) help to reveal the nature of the reader-text interaction and are two of the important missing elements in readability. (FL)

Reports that children do employ semantic/syntactic linkages in comprehending text, but not so early as expected. (DD)

Provides (in a humorous manner) quotations on the teaching of reading and on the process of reading from famous persons and literary works, with emphasis on lines taken from Shakespearean plays. (MKM)

Attempted to determine whether children from grades two and six generate inferences while they read or only later in response to tasks which require inferences. (Author/DB)

Presents a reading model with seven aspects: word perception, literal comprehension, interpretive comprehension, reactive comprehension, application comprehension, study skills, and rates. (FL)

Examines problems involved in defining reading comprehension. Suggests reexamining comprehension testing, rethinking the missions of reading instruction, and helping students find, formulate, and solve problems for which using written language provides a solution. (TJ)

Critiques Fleming's proposed alternative to Rubenstein's evidence for phonemic encoding. This reanalysis strengthens the evidence for phonemic encoding and suggests that Fleming's "alternative" should be considered as another source of variance affecting recognition, not as a mutually exclusive alternative to phonemic encoding. (HOD)

Examines three myths about reading: that reading is an exact process, that readers learn first to decode and then to comprehend, and that students must know all the vocabulary before they can read something. (DD)

Contends that everyone must learn to read images because our culture is increasingly represented and perceived in visual terms. (Author/RK)

Readers should not be divorced from the reading experience, but should become involved in what they read. (DD)

Researchers found that children who were lexical readers (those who read words as units) tended to make more errors involving partial lexical information when spelling irregular words than those who were sublexical readers (those who translated letters into sounds when reading). Sublexical readers tended to spell non-words better and to make more…