Describes the concept of phonemic awareness and offers suggestions to classroom teachers on how to enhance phonemic awareness in their students. (PRA)

Describes the responses of one English teacher recorded in a journal throughout her second reading of Margaret Mahy's novel, "Dangerous Spaces." Considers how later rereadings of the novel were influenced by earlier readings. Shows how one reader can fail to do justice to a book when reading it alone. (HB)

Two experiments studied the role of phonemic information in children's comprehension during silent reading. A sentence acceptability task indicated that readers required more time to read and comprehend sentences with word-initial phonemes (the "tongue-twister effect") than control sentences. When the first task was added to a digit…

Describes the use of a "process approach" to teaching English as a foreign language to English majors at a Chinese teachers' college. (RS)

Shares how students in second through sixth grade learn the "language of challenge" as they learn to read and write in their classrooms. Describes how the teachers and students challenge each other to grow as readers and writers and how they support each other in this process. (MG)

Presents open-ended and semistructured interviews to assess reading comprehension. Highlights the potential value of interviews in aligning assessment practices with instruction and learning theory. (MG)

Argues that reading is a creative act of the individual imagination. Notes that, instead of recognizing that reading requires children to make something new, to take a leap, writers of children's literature are often tempted to make reading easy. (RS)

The knowledge of college students about conditions under which particular reading tactics are appropriate was studied. Results of 2 experiments with 377 college students identified 10 distinct categories of reading situations, which constitute an approximation of a typology of reading situations that could organize research on reading strategies.…

Outlines three basic views of how readers infer causal connections and how they generate causal inferences. Evaluates these three hypotheses with reference to current research in the field. (HB)

Considers the difference between commonplace inferences versus more elusive inferences in reading processes. Claims that higher level inferences may be restricted in part because they do not operate in response to simple memory symbols but depend on complex compositional representations not always available. (HB)

Suggests that the term "inference" itself has had a negative effect on the study of how information is elaborated and reduced in text processing. Discusses some of the current views of inferencing in text comprehension. Suggests viewing information reduction processes within the same framework as information accretion. (HB)

A summary of the major concerns involved in modeling the process of reading attempts to integrate both the cognitive, psychological aspects of the process and some salient aspects of learning to read in a second language. A model of reading as a cognitive activity is outlined. (four references) (CNP)

Presents an instrument to observe students' quantitative literacy abilities. Discusses document strategy factors and quantitative factors contributing to task difficulty. (SR)

Examines three experiments about how readers combine immediate sentence context with information presented earlier in a paragraph in processing words in text. Finds that discourse information operates interactively with local context to affect readers' expectations for and processing of upcoming words. (MG)

Describes three studies relating to visual functioning. Finds that reading retardation is the result of a clustering of factors, of multiple causation. Discusses the need to determine whether or not a student has the necessary lateral and other functional vision skills to maintain sufficient body energy for the demands of the reading task. (MG)