Discusses practice reading and the pause, prompt, and praise remedial reading procedures used with low-progress readers of primary school age. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between reader and tutors. (Author/BSR)

Argues that a problem with the storage and conduit metaphor lies in its attention to representational knowledge while giving little attention to cognitive knowledge. (JC)

Outlines an entertaining one-hour teacher-parent talk designed to communicate a current perspective on reading and provide suggestions for helping young readers at home. (ARH)

The miscues of 22 blind braille readers ages 6-21 were analyzed using Goodman's Reading Miscue Inventory, and compared to those reported for sighted readers. Results revealed greater similarities than differences. For example, print and braille readers had approximately the same proportion of miscues in substitutions, omissions, and insertions.…

Clarifies the goal of reading instruction in the middle school and draws on the ERIC database for sources that complete the transition from learning to read to reading to learn. Reports on the suggested emphasis on reading laboratories and the fostering of reading of expository texts. (JK)

Summarizes Huey's and Vygotsky's characterization of inner speech and posits that Vygotsky's description of the inner speech process is optimal for explaining the role of oral language in the reading process despite objections from psycholinguists regarding the disparity of speech between silent and oral reading. (FL)

Presents psycholinguistic views of second language reading which see reading comprehension as a result of an interaction among three factors: higher-level conceptual abilities, background knowledge, and process strategies. Discusses kinds of reading to teach and kinds of texts and materials to select for different proficiency levels and given…

The article summarizes findings of research on individual differences in reading ability, noting the primary effects of lack of phonological awareness on the ability to phonologically segment, analyze, and synthesize the speech stream. Other sources of individual differences are also addressed: early visual processes, naming processes, context,…

Describes the organizational and linguistic skills that enable a reader, first, to interpret the statements in a text and their relationship to each other, and second, to judge the relative importance of these statements. Considers the interrelation between the two types of skills and how this applies to instructional strategies. (SED)

Proposes four criteria for evaluating college readers (anthologies), highlighting features that might foster those proficiencies of active reading discussed by Bleich, Rosenblatt, Holland, Dillon, Fish, and other prominent theorists. Applies those four criteria to four best-selling college anthologies. (HTH)

Addresses the question of the relative contributions of surface word forms and root morphemes in word representation and recognition. (FL)

Uses the works of J. Piaget and N. Chomsky to develop a holistic theory of reading. (FL)

The textbook characteristics of type size, type style, and layout, and the important psychological role these play in learning are discussed in terms of their application to the design of a typewriting text. (Editor/HD)

One of four International Reading Association award-winning dissertations from 1975. (RB)

The current paper summarizes the problem of K-12 students' comprehension of text. In an effort to improve reader understanding the publishing industry has adopted numerous research-based recommendations to facilitate learning by including visual elements that supplement text: graphic organizers; pictures; graphics; and digital audio and video…