Highlights issues surrounding literacy, including imprecision in definitions of literacy and the extent of illiteracy, the importance of learning to read before fourth grade, special problems of minority children, and concerns related to those who can read but don't. Stresses the need to motivate people to value literacy. (DMM)

Critiques a recent article by Hynd and Hynd ("Reading Research Quarterly," 19, 1984) and questions the usefulness of invoking neurological concepts in either the definition or diagnosis of dyslexia. (HOD)

Offers three explanations drawn from language and literature theories about what happens when people read: (1) receiving sense, (2) finding sense, and (3) making sense. (EL)

Outlines the concept of working memory, with particular reference to a hypothetical subcomponent, the articulatory loop. Discusses the role of the loop in fluent adult reading, then examines the reading performance of adults with deficits in auditory verbal memory, showing that a capacity to articulate is not necessary for the effective…

Proposes a theory to explain why writing and reading contribute to growth in each other--both are compositional in nature or require the reader/writer to arrange responses to form a coherent whole. (AEA)

Argues that computers can be used in schools or reading clinics to maintain skill banks for organizing information about materials, tests, and prescriptive recommendations. (FL)

This paper asks whether the current form of assessment is appropriate in measuring the growth of American students in the subject of reading. First, the paper examines the argument for standardized testing of skills as an appropriate form of assessment. It then points out that the people in support of this form of testing argue that these tests…

Inadequate self-concepts develop due to being a poor and insecure reader. Any company invests time and money wisely if it provides individuals opportunities to develop needed reading skills at the workplace. There are selected prerequisites for reading instructors to stress when teaching at the workplace: (1) the instructor needs to have basic…

Discusses the current state of literacy and suggests that there is a renaissance of interest in the teaching of rhetoric and composition. (AEA)

The traditional "developmental" lesson in which the teacher tried to develop ideas and insights is impossible because student reading abilitiy has deteriorated. The ability to read is seen as a source of liberation, but it is dependent on the degree of literacy and the quality of what is read. (MLW)

The author argues that the talent of writing should be maximized on the cognitive grounds that writing best expresses and exercises the recursive nature of thinking and on the pedagogical grounds that people can be taught various applications of those recursive operations that are natural to the human brain. (CT)

Examines the promise of teaching literature by attending to the process of reading, not the products of literary interpretation, analysis, and explication. (RL)

Points to limitations of procedures used by Kim Yap in probing the causal ordering between vocabulary and comprehension skills of primary grade pupils (see EJ 206 255); cautions researchers of reading behavior not to apply Yap's procedures indiscriminately. (HOD)

The transference of oral language aptitudes to reading is discussed from a theoretical point of view and some practical suggestions for learning exercises are offered. (JMF)

Contends that the "basics" in reading are not skills but concepts the learner must acquire, and that the learner's role is central to this teaching philosophy. (FL)