Investigates dissociation between phonological and orthographic processes in reading with third graders. Finds that poor readers differed from skilled readers in how phonological and orthographic factors were balanced--relationship was strong among poor readers, low among skilled readers. Finds that phonological factors played a strong role…

Investigates four developing readers' text processing by asking them to think aloud as they read five narratives and five expository texts over the course of a school year. Identifies five general categories of processing. Finds that while reading narratives, students hypothesized most of the time; and while reading expository texts, they…

Considers a reading assessment procedure that offers teachers a way of using miscue analysis in the course of a busy classroom day. Presents "Over the Shoulder Miscue Analysis" as a foundation for reflection, the opportunity to revisit and make meaning of a literacy event. Explores how Over the Shoulder has helped teachers as researchers…

This research project examined the foreign language reading process of students of French faced with expository French-language texts. The purpose of the study was to investigate the effects of analogies in reading passages on the reading comprehension of novice and advanced French learners. (VWL)

The study evaluated the relative importance of graphic and contextual information in the correction behavior of disabled fourth grade readers who were clinically diagnosed as poor comprehenders. Results indicated that poor comprehenders tended to be more cued to graphic constraints in the text than to semantic constraints. (Author/DB)

Investigates the spontaneous use of imagery and its relationship to free verbal recall. Finds that separate categories of imagery and verbal recall reports are not highly correlated. Finds that imagery did not decline after 48 hours, but that verbal recall declined. Suggests that a strict levels-of-processing view may be untenable for ecologically…

Maintains that progress in understanding reading is impeded when researchers working from different perspectives adopt the assumption of paradigm incompatibility. Argues that this assumption is false, and that progress toward a comprehensive understanding of the reading process would be hastened if investigators from all perspectives agreed to a…

Discusses the intertextuality and metafiction of children's literature for beginning readers; specifically Allan Ahlberg's "Ten in a Bed." (MG)

Regardless of the content area, the foundation of learning is reading and writing. By emphasizing process, not product, and encouraging students to express themselves in reading and writing, teachers can make learning more meaningful and successful. Form should emerge from content, from the student's need to express an idea. Includes 10…

Attempts to unify two major approaches to the study of text comprehension into a process model of causal reasoning which explains how readers discover the causal structure of a complicated text. Presents empirical evidence to support the model. (RS)

This study described the reading processes of adults in reading programs by collecting oral reading miscues and retellings from 122 adults at reading levels one through eight. Results of factor and cluster analysis revealed the need to look beyond levels of word identification and comprehension in understanding how adults read. (JOW)

Examines the effects of two types of comparison-contrast discourse structures on the initial learning and retention of unfamiliar scientific information by mature readers. Finds a demonstration of the mature reader's versatility in accommodating unfamiliar information, especially when it is presented in well-structured patterned texts. (MS)

Presents four groups of economical and compatible comprehension strategies that teachers can use to help disabled readers become independent, strategic readers. Explains each of the four strategy families, offers recommendations on how to teach them, and provides research support for their effectiveness. (RS)

Examines the conflict between applied linguistics and schema theoreticians over the relationship between the concepts of cohesion and coherence. Suggests that the positions taken are the result of theoretically different starting points. Reports the results of two studies that support the theory accounting for cohesion and coherence. (RS)

Reports on a psycholinguistic investigation of a 10-year-old, nonautistic hyperlexic on tasks of written and auditory presentations of single words, sentences, and text. Finds good development of both phonological and lexical reading mechanisms. Finds a significant dissociation between reading accuracy and reading comprehension and also between…