Studied transfer of rule knowledge in 7- to 9-year-old normal and disabled readers. Compared performance on trained exemplars and untrained transfer items by means of posttests following rule training. Found that normal readers transferred rule knowledge in reading and music tasks; disabled readers were proficient only on music tasks and showed…

Describes the importance of annotation to reading and writing practices and reviews new technologies that complicate the ways annotation can be used to support and enhance traditional reading, writing, and collaboration processes. Emphasizes issues and methods that will be productive for enhancing theories of workplace and classroom communication…

Investigates the reading process as it pertains to readers taking the Degrees of Reading Power (DRP) assessment. Examines this process through analyses of readers' eye movements. Concludes that the DRP is not an accurate measure, or even a modest approximation of, the reading comprehension process. (SG)

Examines the impact of topic familiarity, second language (L2) reading proficiency, and L2 passage sight vocabulary on incidental vocabulary acquisition. Analyses reveal robust effects of reading proficiency, differential effects of topic familiarity, and isolated effects of passage sight vocabulary. (Author/VWL)

Proposes a model which connects the acts of reading and writing in three cyclical components: the forming cycle, the coding cycle, and the reviewing cycle. Explains in each interlock of the cycles are the subprocesses generating, organizing, and editing. Notes that the sensor is centered where all three prime processes overlap, serving to…

Provides a theoretical framework for thinking about how students read literature through the notions of envisionment-building and stories. Discusses possibilities for instruction. (MG)

Suggests the need to integrate drama into any future unified theory of the writing and reading process as symbolic action. Argues for the use of drama as an analogy for re-thinking pedagogy, because drama provides a mode of thinking that emphasizes the interplay of agent and structure. (RS)

Examines the role of readers' subjectivity or personal responses in story interpretation, specifically in the formation of thematic generalizations. (MG)

This article presents theoretical reflections and empirical data on metacognitive aspects of memory and reading problems in children with reading comprehension disabilities. A distinction is made between metacognitive awareness and metacognitive control processes. Experimental results suggest that poor comprehenders present less adequate…

Examines whether text-material presented in "chunks" or phrases significantly improves the reading comprehension of 50 eighth grade students composed of 2 reading ability groups. Finds that "chunking" sentences into meaningful units of thought aids low-ability readers more than high-ability readers. (MG)

Focuses on diagrams giving overviews of complex technical information as facilitators for adult subjects using computers to learn about the business activities of a fictitious family. Finds that features of the author's control over the reader's encounter with the diagram influences whether readers will interrupt their reading to study the…

Explains how the Sophistic tradition, an alternative to the Platonic-Aristotelian rhetorical tradition, provides the historical foundation for a paralogic rhetoric that treats discourse production and analysis as open-ended dialogic activities and not as a codifiable system. Argues that teachers must examine the powerful paralogic/hermeneutic…

Describes the Metacomprehension Strategy Index, a multiple-choice questionnaire, and its supporting validity and reliability data. Discusses how teachers can use and interpret this information to evaluate middle and upper elementary students' knowledge of strategic reading processes. (MG)

Draws an analogy between the insurance business and at-risk students. Argues that being at-risk in reading means a failure to gain control over reading and reading to learn, leading to learned helplessness. Discusses factors associated with learned helplessness. Outlines what teachers can do for at-risk students. (RS)

Ten college-aged dyslexic students performed significantly poorer than 10 controls on 2 measures of phonemic awareness: reading of nonsense words, and a phoneme reversal task. Results suggest that, although the dyslexic subjects had improved their reading skills, a deficit remained in their ability to process phonological information quickly and…