Describes an activity (the first assignment in a graduate reading course for teachers) which provides teachers with the opportunity to develop awareness of their own reading processes by thinking aloud about the strategies they use when reading texts that are difficult for them. (SR)

Offers a preliminary assessment of the new Arizona Student Assessment Program (ASAP). Uses James Squire's model for analyzing reading and writing processes to analyze how well the tests assess reading processes. Includes some sample ASAP forms. Finds that the problems are minor in terms of evaluating the overall effectiveness of the new…

Explores the effects of marginal glossing on college students' comprehension and retention. Describes what a marginal gloss is and how it might work. Concludes that although marginal glossing is a frequently recommended study strategy, its usefulness may be limited. (SR)

Asserts that, although computers pose no threat to reading and writing as modes of learning, knowing, and telling, they represent an attack on the Western tradition of textuality. Argues that instructors are needed whose literacy connects them with the orality of the past and bridges their present experience to the textuality of the future. (PRA)

Discusses how the visual system operates as an avenue for learning through the intermeshing of its three systems: sensory, motor, and central processing. States that the evaluation of all three systems is vital to the diagnosis of and prescription for poor readers. (MG)

Examines the reading processes and practices of one female college student through eight semesters of undergraduate education. Traces the student's beliefs about literate activity. Analyzes the student's conceptions of the functions of texts and authors as they grew in complexity. (HB)

Suggests theoretical benefits and limitations of hypertext when used by children and explores how hypertext may differ from the traditional print format in terms of the reading process. Highlights include hypertext books; interactive fiction; reading and writing theories and hypertext; and youth librarians and hypertext. (Contains 21 references.)…

Measures native skilled, nonnative skilled, and nonnative nonskilled English readers' word reading times. Finds reading times of native skilled readers were independent of word length, word location, and grammatical word classification compared to nonnative readers. Finds that native readers' reading time was different from nonnative skilled…

Describes an activity which uses poetry to help students differentiate between literal and critical comprehension and to focus on topics, main ideas, inferences, paraphrasing, and writing in response to text. (SR)

Argues that the field of reading should present a united front to the public--a front that would not stifle debate about the practical implications of the basic facts about the reading process but that would establish reading researchers' knowledge and their shared entry into the community of science where issues are ultimately decided by…

Examines contributions of vowel signs in reading Hebrew on memory and comprehension. Finds that vowel signs speeded up recognition memory of words in third graders, and improved recall of words printed in the context of mixed lists in sixth graders. Finds also that vowelization improved memory and comprehension of some prose texts. (RS)

Compares English-text reading speeds and oral-reading quality ratings of American university students to three groups of adult Asian English-as-a-Foreign-Language (EFL) college students in America. Finds that, at least concerning Chinese or Korean, differences in EFL word reading were associated less with type of first-language orthography than…

Examines and describes first-grade children's development of strategic processes for detecting and correcting errors, problem solving difficult or novel words, and confirming responses in order to be successful as they participated in Reading Recovery instruction, as opposed to simply increasing "item" knowledge (i.e., identifying more…

Reviews recent research evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school-age children. The review focuses on three different aspects of reading--phonological processing, rapid naming, and morphosyntactic complexity--targeted in recent research on development of word…

This study of the cognitive processes of braille reading compared the reading of 23 adult braille readers in 4 different reading conditions: oral reading, silent reading, studying, and scanning. The findings support the idea that braille reading is process driven and that reading rates vary, depending on the purpose of the reading task. (Author)