Presents some of the general goals in story grammar research and examines its major issues. Then describes a study in which the effects of text content and order on narrative recall were investigated in intermediate and advanced readers of English as a foreign language. (SED)

Reviews findings on miscue analysis, a psycholinguistic study that seeks to explain why and how readers produce inaccuracies when they read words from the page. Discusses the classification of miscues, oral reading vs. silent reading, and the importance of context. (KH)

Argues that society's capacity to become more powerfully literate depends on its capacity to develop better ways to explain to and to show others what people do when they read and write. Offers ways in which schools and communities can help students go beyond current inadequate but deeply entrenched verbal constructs. (HTH)

Two groups of children (ages 10 and 14) were compared on silent reading and listening comprehension of nouns, verbs, and concepts within and across sentences under conditions of suppressed and nonsuppressed phonological recoding to investigate the role of phonological recoding for the students' comprehension of the passage. (HOD)

Argues in favor of a specific component in technical writing courses devoted to the explanation, demonstration, and analysis of the reading comprehension process. Includes classroom activities for teaching this information, for working on writing problems relevant to ease of reading, and for analyzing writing problems in light of the reading…

Concludes that (1) pointed Hebrew text was read more accurately and rapidly than unpointed text by both adults and children who were fluent readers, and (2) both groups displayed significant effects for context richness, word frequency, and type of Hebrew text. (FL)

Describes how reader response theory can be easily adapted to classroom practice, thereby sharpening student interest in reading, increasing their capacity to reason and write, and fostering greater regard for different points of view. (HOD)

Describes a method used to teach freshman students how to make research a conscious part of their reading and writing processes, by helping them use their personal associations with a text and their questions about a text, to compose meaning and become conscious of the activities they are performing. (HTH)

Describes a study that examined perceptions of reading in terms of both developmental characteristics and implications for reading instruction. (HOD)

The DeFord Theoretical Orientation to the Reading Process was administered to 148 ABE and GED instructors to determine how they viewed the reading process. (HOD)

Recognizing that top-level structure helps students find main ideas and recall important facts, this research review recommends teaching top-level structure from middle school through college. (HOD)

Explores the recognition and memory of words by hearing and deaf children and finds evidence relevant to the reading difficulty experienced by the deaf. (FL)

Proposes that by focusing on comprehension and schema development rather than skill and drill, secondary and college level reading instructors can promote more meaningful reading. (HOD)

Examined research into the memory deficit of retarded readers within a working memory framework. Results showed fairly consistent evidence that reading retardation can be associated with a deficit in long-term storage of phonological information, which may affect retarded readers' ability to utilize the articulatory loop. (JAC)

Investigates the hypothesis that dialect speech interferes with the auditory discrimination of standard English speech sounds. (Editor/RK)