Two experiments tracked the acquisition of skilled reading as college students read as many as 160 pages of geometrically inverted text and assessed the consequence for memory of skill at reading. Results were interpreted in terms that emphasized an operational basis to memory--pattern-analyzing procedures rather than conscious contents.…

Critically reviews studies related to readers' anticipation of semantic, syntactic, and spatial features of text in the light of current theories of reading. Concludes that the class of interactive models, which conceive simultaneous bottom-up and top-down processing, are most consistent with available evidence. (AA)

Reviews research, much of it conducted by the Center for the Study of Reading, on the role of schemata in the process of reading comprehension. (MKM)

The reading of four profoundly and prelingually deaf children (ages 7-17 years) was studied. (Author/DLS)

Encounters with written language through reading can be exciting if they serve a function within the child's own framework of interest. (DD)

Hypothesizes that cloze easiness is a measure of information and tests this theory against a reanalysis of earlier data on cloze test performance. (AA)

Differences between oral and silent reading suggest both must be assessed in order to reveal thought processes. (MKM)

To determine whether the writing of certain transformations can predict comprehension of prose written in them, subjects were asked to read three major prose forms, each written in three transformed versions, and to respond to each immediately on cloze tests. (HOD)

Reviews the main features of the model, the steps that led to its development, and appropriate approaches to evaluating its adequacy. (AA)

Uses the eye-voice span to investigate the extent to which readers use syntactic or semantic cues to control segmentation during reading. Results are interpreted as favoring a semantic integration model in which skilled readers pace their information intake in order to facilitate integration of that information. (AA)

School age children and adults read short paragraphs suggesting spatial relationships and were given a recognition test containing items congruent with the semantic content of the test. Subjects recognized the semantically congruent inferences as having been present in the original reading material. (AA)

Discusses a study which sought to determine the degree to which the reading activities in one school district's elementary schools are matched to certain psycholinguistic concepts. Concludes that, until teachers become more aware of how language works and what the reading processes are, reading instruction will continue to overemphasize the visual…

Describes a study in which one of three neutral contexts inhibited word recognition, indicating that interpretation of context effects depends largely on the kind of neutral context employed. (HTH)

Views purpose in writing as a complex web of meaning which writers build and which readers in their own, independently constructive way infer. (JAD)

The authors suggest that children's knowledge that the words they use are made of discrete sounds may be as important as understanding grapheme-phoneme correspondences for the beginning reader. Evidence is cited to show that children who demonstrate this insight perform better in learning to read and that metalinguistic insight can be taught.…