Suggests that metaphors in text are processed differently from literal language. Indicates that more information was remembered when the context did not contain metaphors and when the target paragraph was more important in the hierarchy of the passage. (NKA)

Twenty fifth- and sixth-grade normal and disabled readers learned the meaning and pronunciation of unfamiliar words varying in length and in letter-sound regularity and complexity. Naming accuracy and latency were more strongly related to both regularity and complexity for disabled readers. (Author/BS)

Notes the continuing shortcomings of reading research, in spite of the best efforts of many able persons. Theorizes on the reasons for these failures. (FL)

Attempts to show in detail how the human literary activity called literary interpretation consists of personal selection and use of communal tools. (CRH)

Discusses the systematic relationship between the language patterns of a text and the context of situation that enables a reader to predict from one to the other. (FL)

Summarizes and interprets Wole Soyinka's play "Death and the King's Horseman," clarifying some of the shared misunderstandings dividing African and European cultures. Relates the play's theme to the creative acts of teaching and learning. (DMM)

Examines two texts showing that the relational propositions (frequently implicit) that arise out of a combination of independent clauses involve every clause and that they occur in a pattern of propositions that connects all of the clauses together. Shows how relational propositions are essential to the functioning of the text. (HTH)

Suggests that integrating story maps into a reading lesson helps readers attend to details as well as to relationships between story elements before, during, and after reading. Reports findings of a study to support this belief. (FL)

Gives further consideration to the nature of text patterns and the development of reader awareness of these patterns, examines ways of teaching pattern awareness and processing, and pinpoints some issues and problems associated with reading text patterns. (HOD)

Relates the miscues beginning teachers made as they read aloud to their peers. (HOD)

Examines prevailing definitions of coherence in text. Cites writing samples from the National Assessment of Educational Progress to illustrate how coherence at the paragraph level must supersede coherence between sentences. (HTH)

Using electromyography, an investigation was made of the interaction between covert language behavior, rhetorical modes, and the reading and writing processes. (HOD)

Examines reading as a problem-solving process and suggests that those processes evident in reading successfully and in successful problem solving can be made conscious, thus enhancing children's success in both areas. (FL)

Noting that learning to read and learning to write are closely linked, this paper asks why there are sometimes readers who cannot write and writers who cannot read. The paper advocates taking a closer look at the reading and writing relationship to answer the question and provide strategies for competent literacy instruction in all areas. It…

At any given time, any given child may hold different, even competing, understandings of the strategies and processes involved in reading, writing, and coordinating the two. And different children's developmental paths may differ in significant ways even though they eventually achieve common outcomes. Different developmental paths notwithstanding,…