Explores one aspect of the relationship between intonation and punctuation. Outlines the historical development of punctuation, and compares twentieth-century punctuation rules with what is known about the division of connected speech into intonation-groups. Suggests that, where syntactic prescription and intonational usage conflict, a return to…

Finds layout of a list affects the way it is read and understood; recall for separately arranged lists in text was better than that for continuously arranged lists, and notes a difference in reading patterns between the two layouts; and a separated list allowed readers to reread the points selectively, while a continuous list made readers reread…

Illustrates how one can test a multicomponent model of reading by observing the different forms that acquired reading disorder takes as a consequence of different patterns of damage to the brain. (HOD)

Perceptual processes of reading can be investigated meaningfully without having to make detailed statements about higher-level processing and about the nature of the interactions between downward flowing cognitive information and upward flowing information resulting from visual processing. (HOD)

Critically reviews various models proposed to explain word recognition and proposes a new model that describes word processing as a gestalt phenomenon defined by the interaction of four types of context: linguistic, schematic, social, and strategic. Also discusses ways of defining good and poor readers. (GT)

Provides an overview of the recent changes in the theoretical conception of memory and language comprehension and how these are influencing reading research, assessment, and teaching. (FL)

Examines evidence supporting the view that speech recoding is necessary prior to lexical access, explores an alternative view (that speech recoding occurs in working memory), describes an experiment suggesting that meaning analyses during reading can occur without speech recoding in working memory, and discusses models of reading. (GT)

Reports ...an investigation to determine the incidence of vocalism during silent reading by two groups of intermediate grade children: reading achievers and reading retardates. A general conclusion is that vocalism is a natural adjunct of the reading process and that at appropriate times all of us use it as a secondary sensory reinforcement."…

Findings of experiments conducted with two groups of 12-year-olds--ten good spellers and ten poor spellers, all of equal reading achievement--suggested that the poor spellers were proficient at going from print to meaning but were impaired at converting print to sound. (GT)

Reviews research in which children's processing of individual words is examined in prose context. When taken together, the data suggest that the reader's dependence on contextual constraint for individual word identification decreases with age. (HOD)

Explores how several kinds of metadiscourse that convey interpersonal meanings affect readers. Describes results of an immediate recall test given on two informative paragraphs which contained some modality markers. Discusses possible roles of modality markers in discourse processes. (KEH)