This paper analyzes: (1) the task of learning to read, in the context of cognitive and linguistic tools a child has at his/her disposal; (2) how these tools change with further development and experience; and (3) how teachers can foster this development and growth. Eight research-based recommendations for classroom teaching are given. (PP)

Constance McCullogh, a former president of the International Reading Association who was rendered illiterate by a brain hemorrhage, describes difficulties she faced in learning to read again, and compares her problems to those faced by beginning readers. Advice to reading teachers is included. (PP)

Reading is a transactional interplay between the reader and the text. Reading for cognitive understanding and for aesthetic enjoyment are very different processes. Schools tend to emphasize the first and neglect the second, although children first experience language in an aesthetic way. Reading instruction should emphasize both types of reading.…

Finds support for the concurrent validity of miscue analysis as a measure of the silent reading processes of elementary school students with respect to the dimensions of syntactic and semantic strength. (FL)

Reviewed theoretical and empirical work in phonological recoding, concluding that phonological representation is used to aid comprehension and suggesting that decoding graphemic information into a phonological form is important for early readers. Asserts that future research should examine differences in the use of visual versus phonological…

Considers the role of oral language in reading and its implications for the primary grades teacher. Provides a number of activities that integrate reading, speaking, listening, and writing. (FL)

A review of the literature on the relationship between reading ability and mathematical ability shows the process of reading mathematics to be very different from the process of reading English prose. (AEA)

Points out the types of information teachers can learn from children's "mistakes" in language, reading, and writing; urges teachers to look at "mistakes" analytically rather than from a correctional perspective. Notes the need for teachers to understand the developmental nature of language skills and to observe each child in many contexts. (ET)

Orthographic context and visual letter information were independently varied in a letter recognition task. The results contradicted the qualitative predictions of nonindependence theories of reading and are accurately described by a quantification of independence theory. (Author/CP)

The relationships of two cognitive styles to reading speed and comprehension were investigated by administering a measure of ability to disregard irrelevent stimuli (closure flexibility) and a measure of ability to move fluently from one stimulus to another (fluency) to 94 fifth-grade children. (CM)

Discusses the relationship between children's knowledge of their language and the process of reading, along with some implications for teachers. (MP)

Presents a stage-structure analysis of reading applicable to any method of reading a teacher might choose to use. (Author/MP)