Up to the present, the Centre de Recherches et d'Applications Pedagogiques en Langues has approached the development of reading comprehension skills in English as a second language in terms of morpho-syntactic development. This article proposes to examine difficulties in reading comprehension based not on morpho-syntax but on the textual and…

This book is intended for use as a textbook for college students, especially undergraduates, in courses on the foundations of reading instruction. The author's chief concern was to acquaint preservice and inservice teachers with a philosophy of reading instruction which explains reading as a thinking process. The book is divided into five parts.…

As the result of an analysis and synthesis of reading comprehension skills studies, it was suggested that teachers attempt to simplify comprehension questions by recognizing two basic types: literal and nonliteral. It was noted that a student's success in obtaining meaning depends on (1) his competency in determining word meaning, (2) his…

The key role of reading as a receptive skill in the communication process has long been recognized. Reading instruction must be a planned, sequential, continuous process from kindergarten through grade 12. Reading is a complex task which requires the ability to perceive visually and auditorally, to think abstractly and critically, and to apply…

These two booklets cover research in reading from 1968 through 1971. The first half of the first booklet covers the years 1968-1970 and includes summaries of general trends in reading, surveys, and research on specific dyslexia, the initial teaching alphabet and the beginning stages of learning to read, and linguistics and reading. The second…

The papers published in this volume were delivered at the First Australian Reading Conference, which was held in Adelaide in August 1975. Topics of discussion included, among others, preservice and inservice teacher education, facilities in reading, the development and use of reading materials, student motivation, children's literature, reading…

Discusses recognition of cognates used in teaching materials prepared by the English for Specific Purposes Project for academic courses. Presents suggestions based on theoretical considerations of cognate recognition. Examines, by way of protocol studies, how foreign students of English make use of cognate recognition. Suggests that strategies for…

Describes a Story Reading Program and Shared Book Experience to improve the language and reading skills of multiply handicapped children. Concludes that the employment of multiple stimuli--large print, pictures, speech, and signs--in story reading activities increases children's attention skills, improves receptive and expressive language use, and…

Presents results of tested theoretical models of the development of print concepts and word reading. Indicates that children expand their knowledge in each of the following print components with age: print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge, and word reading components. (NKA)

Argues that the English Only Movement is misguided. Points out advantages of bilingual education and literacy in their native languages for students who begin their schooling with little or no knowledge of English. (SKC)

Emphasizes that since adults seek basic reading instruction for a variety of reasons (e.g., to further job status, to improve skills for their children's sake), planning programs should provide theory-based instruction that focuses on learner needs. (NKA)

Learning how to think is essential for children to grow into responsible citizens and contribute to society. Schools need curricula that support a variety of thinking strategies as students read, write, and study content-area subjects, and learn to evaluate and manage what they do. This book for teachers provides a framework for creating a…

This study investigates the relationship between reading ability, working memory capacity, and readers' use and recall of the mechanism of prediction. Reading ability was measured by free recall and by comprehension questions, and working memory capacity was assessed by the Reading Span Test (Daneman and Carpenter, 1980). Twelve Brazilian speakers…

Reviews research on reading and writing development, comparing the whole-language approach with the Montessori approach for teaching reading and writing at the elementary school level. Also discusses techniques to teach students how to write poetry and short fiction, stressing the importance of both freedom and structure in evolving reading and…

Examines cognitive, metacognitive, and motivational factors as predictors of individual differences in the reading comprehension abilities of good and poor readers. Finds that regression analyses within subgroups indicated word recognition was the most important predictor variable for poor readers, whereas perceived competence predicted the…