Argues that strategic reading suggests purpose and intentionality on the part of the reader, which is different from a seemingly reflexive response where skills are concerned or where intuition reveals an answer. Argues that teachers can increase strategic thinking by providing demonstrations of strategies and offering incentives to readers. (RS)

Examines a computer-based concordance of 5,760 references from 12 elementary reading methodology textbooks with copyrights ranging from 1985 to 1989. Suggests the existence of a shared example of pedagogical knowledge, which is composed of a complex amalgam of knowledge on philosophy, principles, and practices. (RS)

Investigates how preschool children gain understanding about the functions of print in order to determine if there are trends in children's processing of print functions that can be identified and used to gain insight into the process. (FL)

Examines several similarities in practices in education and in psychotherapy. (FL)

Presents six questions parents often ask about their children's reading and provides answers based on research and experience. (FL)

Takes the position that (1) metacognition is a general and pervasive aspect of cognitive development, (2) is fostered by schooling and appears to be a necessary condition to success in schooling, and that (3) metacognitive skills develop when the individual is faced with both the need to know and a source of information about strategic processes…

Discusses the generalizability of educational research and uses the area of main idea comprehension to illustrate how a line of research can be overgeneralized and lead to unfounded conclusions and pedagogical implications. (FL)

Describes four types of comprehension that have been investigated: microcomprehension, coherence comprehension, macrocomprehension, and elaborative comprehension. Discusses the relationships among these types of comprehension and examines their implications for research and teaching. (FL)

Examines the implications of a recent research study on instruction in reading comprehension. Applies the seminal findings of the study to improving classroom reading instruction. (HTH)

Investigates how early lexical processing (word recognition) could influence reading. Finds that less-proficient readers could not finish the task of word recognition within time limits and their accuracy rates were quite low, whereas the proficient readers processed the physical words immediately and translated them into meanings quickly in order…

Examines the differential effects of sound boxes and sound sort phonological awareness instructional techniques on preschoolers' phonological awareness performance. Finds that children in the sound box group significantly outperformed children in the sound sort group on isolating medial sounds and segmenting phonemes. Reveals that preschool…

Presents a 50-year-old article by Arthur Gates who was a prominent reading educator of the last century. Notes that he had a profound effect on many aspects of classroom literacy instruction. Speaks to all teachers about what is really important in the teaching of reading. Considers what is involved and what is essential in teaching reading.…

Takes issue with articles appearing in "Reading Teacher" entitled "Portrait of My Son as an Early Reader." Argues that parents who teach their children to read at an early age may neglect or overlook other essentials of their physical, emotional, and social growth. (FL)

Summarizes Huey's and Vygotsky's characterization of inner speech and posits that Vygotsky's description of the inner speech process is optimal for explaining the role of oral language in the reading process despite objections from psycholinguists regarding the disparity of speech between silent and oral reading. (FL)

Notes that single-subject designs, developed in clinical settings, are now being used for diagnosis and instruction in the schools. Discusses their importance to the teacher. (FL)