Investigates the effect of repeated readings on college students' recall. Finds that reading a text twice increased factual retention, but that good readers benefit quantitatively and qualitatively from repetition while poor readers only benefit quantitatively from the opportunity to reread. (RS)

Identifies three reading processes that instructors can model for college level developmental readers: what people do when they read; how people think and talk about what they read; and how people incorporate what they learn from their reading into their own lives. Presents examples and descriptions of modeling these processes. (RS)

Examines whether writing in combination with reading prompts more critical thinking than either activity alone, or either activity combined with questions or with a knowledge activation activity. Finds students who both wrote and read made more revisions (prompted by more critical thinking) than students in other treatment groups. (RS)

Presents a problem-solving framework for diagnosis and correction of reading difficulties. Describes this process, examines the parallels between problem solving and diagnosis and correction of reading problems, and applies the process to a case. (SR)

Discusses the extent to which computers can understand natural language. Considers assertions that computers can be described as literate, and considers more generally the purpose of designing machines which perform like humans. (RS)

Examines and supports the notion that many of the problems evidenced by poor readers are related to their passive response to the interactive task of reading. (MM)

Studied word recognition in beginning and experienced readers. Comparisons showed that similarities outnumber and outweigh differences, that phonology is a mediating factor, and that pronounceability is the most important factor in some situations. (ETB)

Finds that an onset/rime analogy explanation accounted for the children's correct recodings of pseudowords better than a phoneme blending explanation, that the number of pseudowords children recoded correlated with the number of conventional words they recoded, and that children who were better able to conserve parts and wholes recoded more…

A sample of 236 4- to 6-year olds was tested on aspects of lexical and sublexical development while learning to read and retested 1 year later. Reading development, the influence of lexical and sublexical processes, age differences, and implications for instruction are discussed. (SLD)

Discusses three trends in approaches to reading and literacy instruction: (1) the move from basal to literature-based instruction; (2) the move from emphasis on product to emphasis on process; and (3) the trend away from teacher as technician toward teacher as decision maker. States that these trends will result in profound and lasting changes in…

Reviews research on metacognition and comprehension in reading. Offers teachers fix-up strategies. (SR)

Examines the skills readers bring to the reading act, the print requirements of social studies textbooks, why breakdowns in learning sometimes occur during reader interactions with text, and possible solutions. (SR)

Explores what writing teachers want to know about the ways cultural realities, such as gender, influence literary practices, such as writing autobiographical stories for composition classes. Argues that what they want to know affects how they read gender narratives and that reversing the terms would make a difference in their reading practices.…

Discusses three types of integration tasks in reading, rank ordering, first-level integration (looking for similarities within a list of items), and second-level integration tasks (looking for differences). Offers classroom extension activities. (SR)

Studies how readers process text in the absence or presence of a relevant schema. Analyzes the results of a study in which subjects were required to read vague texts. Indicates that schemas affect on-line comprehension and that reading without a schema involves certain key strategies. (HB)