Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)

Describes the need for vocational English in an organic curriculum for vocational education rather than a transplanted English curriculum. This curriculum should include improved reading and writing techniques and "Regeneration, a new third "R . Regeneration suggests a radical improvement in present courses of technical English or a replacement…

Explains how changes in reading theory have meant new emphases and new ways to teaching reading. (JL)

Text information relevant to questions was learned better than text information irrelevant to questions. Results are predicted by a theory that readers selectively allocate a greater volume of attention to question-relevant information, and that a process supported by the additional attention causes more of the information to be learned.…

The functions of spaces between words in adult reading of text were investigated in three experiments. Results were consistent with a two-process theory in which filling parafoveal spaces disrupts guidance of the next eye movement and filling foveal spaces disrupts processing of the fixated word as well. (Author/RD)

Contrasts two theories about the use of semantic context information and reports data that support the theory that readers can use certain semantic strategies in dealing with context. (AEA)

Reading comprehension is influenced by external factors and factors within the reader. A discussion of these factors and of the LaBerge reading model provides the context for methods of diagnosing and remediating reading problems. (Author/BW)

The crucial question examined is: Can students be taught the knowledge, skills, and strategies which will transfer to their reading of passages not used in school lessons? The student's self-monitoring abilities might be developed through the application of five principles: explicitness, relevance, student as informant, self-regulation, and…

Discusses the insights into learning to read derived from studying a foreign language later in life. Compares some phenomena of foreign language learning to similar reading phenomena observed in primary grade classrooms. (HTH)