Oral reading fluency probes are essential for reading assessment, intervention, and progress monitoring. Due to the limited options for choosing oral reading fluency probes, it is important to utilize all available resources such as generative artificial intelligence (AI) like ChatGPT to create oral reading fluency probes. The purpose of this…

Michael Swan and Catherine Walter (see EJ1142765) take issue with the current emphasis in the teaching of listening and reading on higher-order skills-and-strategies training. They argue that L2 learners typically already possess the relevant skills and strategies necessary for listening and reading in L2, and, by implication, can and do deploy…

Presents a general theory of text processing that delineates the parallel operations in reading and writing. (FL)

The most important skill teachers can communicate through reading experiences is the awareness of what kinds of questions to ask with different kinds of texts. These questions are not the factual questions that drift in and out of short term memory but the implicit questions, the thought-provoking "big questions." Some teachers…

Outlines concerns regarding needed adjustments in the teaching of reading to cope with a changing, complex world. (JB)

The last of eight related documents, this booklet is part of a series of papers presented at the 1978 National Right to Read Conference examining issues and problems in literacy. In examining the impact of the back to basics movement on literacy, the booklet cites evidence that the movement suffers from a lack of consensus on the meaning of…

A complete analysis of a story's structure must rely on more than a simple grammar of story components; it requires a consideration of the characters' plans as they are stated or implied in the story. Furthermore, these plans are recognized as the characters' beliefs, and beliefs about interactions among plans are crucial determinants of a story's…

Discusses whether high levels of skill in one's second language (L2) leads to loss of performance in one's first language (L1). Data are reviewed indicating that a high level of reading skill in L2 may indeed be associated with slower reading in L1. (21 references) (Author/VWL)

Reports on GLOSSER, an intelligent assistant for Dutch students learning to read French, and discusses the position of natural-language processing within computer-assisted instruction, using GLOSSER as an example. (Author/VWL)

Notes the problem in reading instruction of teaching children both one-to-one representational meaning of words and world-meaning of words, a distinction that can alter their perception of truth as found in written works. (JC)

The relationship between writing and reading linking prescriptive and contrastive rhetoric, textual discourse analysis, ESP text research, and psycholinguistics and reading is examined. The chief axioms stressed for writers are planning and using discourse devices. How these can be translated into reading strategies is demonstrated. (PMJ)

Recognizing that language itself is not an isolated entity but part of a larger social, cultural, and cognitive context, the papers in this book investigate the relationships among all aspects of language--reading, writing, speaking, and listening. Literacy is dealt with as the development of language in young children. Issues related to this…

Cites articles and research suggesting that the ability to learn to read is inherent within any normal child and recommends that teachers use strategies and materials relevant to the child rather than a prestructured reading program. (MM)

To answer important questions for educators concerning language skills, this paper argues that children must acquire new skills in order to process written language, and that the need for developing new skills stems from differences between oral and written language that are more fundamental than differences in mode. The paper first describes how…

This paper suggests that by emphasizing word identification skills and oral reading and by using limited reading materials, teachers have neglected reading for meaning. Following a review of current instructional practices, the paper explains how understanding writing depends on the world experience, language knowledge, and processing strategies…