Notes that, according to dual-route models of reading, consistency effects in pseudoword reading are evidence for the activation of lexical information. Investigates whether lexical interference has a semantic or non-semantic origin. Provides evidence for the existence of a lexical non-semantic pathway in reading aloud among a group of Italian…

Reports on the authors' revisiting of the reading process using proficient adult readers (advanced graduate students in a school of education) as their informants. Begins with a brief overview of the current debate concerning the nature of reading and explains how they went about investigating the issue. Discusses what they learned from their…

Describes three metacognitive abilities important for learning: self-knowledge, task knowledge, and self-monitoring. Identifies six metacognitive characteristics that separate proficient readers from less effective readers. Lists five principles on which independent learning is based. (RS)

Explores questions about the use of history in teaching literature and about the relation between academic reading (with its emphasis on form and the objectification of the reading process) and naive reading (which depends on a psychological identification with a character). Illustrates these issues through a discussion of a feminist reader's…

Responds to five questions which are frequently asked about the purpose and nature of Reading Recovery, a popular and successful program. (MG)

A new breed of standardized reading tests, slated for use in Michigan and Illinois, measures integrative thinking instead of isolated skills and gives teachers a valuable diagnostic tool. A breakdown of content areas is given, as well as a preview of actual questions. (IAH)

This literature review discusses the relationships among language, thought, affect, and context, which are basic to the processes of reading and writing in hearing-impaired individuals. Reading and writing are viewed as both cognitive acts and as social acts. Implications for intervention are presented. (JDD)

Suggests that storytelling in the early childhood classroom is an excellent technique for fostering growth in language. Notes that the exposure to book language that a child receives through storytelling is related to reading development. (MG)

Examines the interrelationships between cinematic and literary works in terms of possible responses, or the possible worlds created when children encounter and create literary discourse. Notes that these responses reflect previous encounters with literature, film, and life. (MM)

Examines the effect of self-instruction training on comprehension monitoring of below-average and above-average readers. Finds that self-instruction aided both groups of students in recognizing between-sentence contradictions and that below-average readers performed as well as above-average readers on transfer measures. (RS)

Argues that direct instruction can be democratic when the content comes from the pupil. Argues that minimal reading achievement levels result from using text-centered, behavioral-objective-based, criterion-referenced, and profitable commercial reading programs. Asserts that students' writing improves when they internalize the alphabet. (RS)

To examine the hypothesis that children learn to ask questions by modeling their parents' behaviors during interactive book-reading experiences, transcripts of reading experiences of nine mother-child dyads from the Harvard Home-School Study of Language and Literacy Development were examined. Found that few questions were asked. Results did not…

Finds that readers will not completely comprehend the sentences they read unless sufficiently motivated by situational demands. Shows that complete comprehension entails three separate yet interdependent processing tasks but that experimental participants had a strategy of minimal task satisfaction: they did not resolve anaphors, build structures,…

Compares the reading of hearing-impaired and normally hearing children on several measures. Finds, in contrast to an earlier study, that the use of an associated strategy by the hearing impaired occurred only in response to isolated sentences. Concludes that the hearing impaired's reading is delayed in some respects but is not different. (SR)

Examines the conscious and unconscious reading connections that third grade children made when they wrote fairy tales after spending six weeks studying fairy tales. Finds that students make intertextual links and that students internalized the rhythm, cadence, and sentence structure of fairy tales. (PRA)