Reading is a multileveled, interactive, and hypothesis-generating process in which readers construct a meaningful representation of text by using their knowledge of the world and of language. Reviewing research on the reading process, it is clear that context, script (a form of general event representation derived from and applied to social…

To assess the compatibility of miscue analysis and recall analysis as independent elements in a theory of reading comprehension, a study was performed that operationalized each theory and separated its components into measurable units to allow empirical testing. A cueing strategy model was estimated, but the discourse processing model was broken…

To evaluate whether changes in theory and research on the basic processes in reading comprehension have led to changes in classroom practice, a study conducted a modified replication of a 1967 study by F. J. Guszak. In the 1967 study, Guszak recorded and analyzed reading group story discussions for students and teachers in grades 2, 4, and 6,…

A study compared two groups of failing first grade readers in the Reading Recovery program to determine what effect this type of instruction had over time on their reading patterns. Subjects, 60 failing first grade readers, 30 learning disabled (LD) children and 30 non-LD children, were randomly selected from urban, suburban, and rural elementary…

Psychometric and ethnographic frameworks were used to explore the relationships among adults' uses for reading and their demonstrated competencies with related domains of tasks. Information regarding frequently occurring reading tasks was gathered from 42 adults in both work and leisure settings by means of questionnaires, interviews, and…

The relationship between reading and writing is explored in this book. Titles of the book's essays and their authors are as follows: (1) "What Is the Value of Connecting Reading and Writing?" by Robert J. Tierney and Margie Leys; (2) "Reflective Thought: The Connection between Reading and Writing" by June Cannell Birnbaum; (3)…

The research and practical questions about the internal lexicon, the associated network of internal representation basic to word meaning, boil down to whether in reading English the phonological route is obligatory or optional. Since the English writing system is morphophonemic, not phonetic, access to the internal lexicon cannot and should not…

Theorists and researchers have indicated that the Group Oral Review (GOR) provides valuable classroom interaction. Some objectives of the GOR approach to reading (for developmental studies reading students) are as follows: to reinforce the process used in a reading assignment, to aid development of metacognitive awareness, to emphasize the idea…

The theme for this focused journal issue is reading in the content areas. Articles discuss the following topics: (1) teaching reading strategies instead of skills; (2) teaching reading in elementary content areas; (3) metacognition and mapping; (4) a summer school program designed to appeal to poorly motivated junior high school students who are…

Successive studies conducted in Sweden have shown that linguistic awareness is an important prerequisite of learning to read. In one survey that measured the various aspects of the linguistic awareness of 6-year-old children, a very close connection was found between preschool linguistic awareness and reading proficiency in school. Another study…

A study of the developmental patterns of reading proficiency of seven adult second language learners over a four-month period to determine the changes in their oral reading behavior and in their comprehension of written English is reported. The study looked specifically at oral reading and retelling. All subjects were beginning to low-intermediate…

Intended to help professionals remain knowledgeable about current research in reading and to serve as a relatively accessible bibliographic source of research on a specific topic, this annual report summarizes approximately 1,150 reports of reading research identified between July 1, 1983, and June 30, 1984. The summaries are arranged into six…

This paper discusses a study designed to evaluate the use of semantic and syntactic expectations in reading. Sixteen college-student subjects, measured for reading proficiency by the Nelson-Denny Reading Test, were divided equally into a fast-reading group (350-450 words per minute) and an average-speed reading group (200-275 words per minute).…

The National Institute of Education (NIE) Conference on Studies in Reading, held in 1974, featured ten panel discussions, each focusing on a designated topic related to reading. This publication reviews the reports of recommended research and development activities produced by the panels for the following topical areas: semantics, concepts, and…

A study investigated the proposition that males have a predominant tendency to encode visually when reading, whereas females tend to encode phonologically. Arabic symbols were used to teach a group of 24 college students to "read." Subjects were assigned randomly to one of two conditions: learning the symbols as "letters" one by one with the aid…