Presents an updated version of the Instant Word List, based on recent research into word frequencies. Explains why the instant words are important, the basis of the new list, and the uses of the list. (FL)

Maintains that students must read for substantial amounts of time in order to maximize their reading achievement. (FL)

Explains schema theory and its usefulness in teaching reading comprehension. (DD)

Describes how fourth- and fifth-grade students perform Shakespeare and improve their reading skills at the same time. (DD)

Describes problems resulting from certain uses of research in practical situations that indicate that reading educators should be cautious about how they use the findings of research in teaching. (MKM)

Outlines a parent-teaching program whereby the parents provided assistance on an exchange basis instead of working with their own children. (HOD)

Discusses the value of open-ended, individualized reading units and presents units on Aesop's fables and fairy tales. (JMB)

Responding to an article in the previous issue by Calfee and Drum, raises and discusses the basic question of the definition of literacy. (Author/MLF)

Provides a perspective of the literature reviewed by Calfee and Drum by discussing the reasons why and the conditions under which researchers and practitioners must better inform each other about their respective work. (Author)

Appalachian students don't learn to read because reading lacks pragmatic social consequences for them. (DD)

Investigates the contributions of visual orthographic (analogy) and phonological processes in mediating nonword reading in children with dyslexia. Finds that children with dyslexia were the least likely to regularize nonword pronunciation and secondly, that all groups displayed an overall preference for words that were phonologically manipulated.…

Describes three experiments that examined the trade-off between text-based and task-based importance. Defines text-based and task-based importance. Concludes that undergraduate subjects spontaneously adopted an interactive, compensatory strategy in which task-based importance superseded the role of text-based importance. Discusses implications for…

Investigates the role of phonetics for children learning to read Chinese. Reveals that children name phonetically regular Chinese characters more accurately than irregular ones; phonetic-related errors were the most dominant type. Suggests Chinese youngsters rely on phonetics for sound cues in naming Chinese characters; phonological awareness…

Presents two studies using Verstaen et al.'s method that occasionally replicates null phonemic masking effects, but challenges their interpretation. Reflects an inherent instability in the perception of homophones. Demonstrates that this instability is directly due to reliance on phonology, rather than to its control. (SG)

Describes characteristics of effective and struggling readers; the elements of high-quality, research-based reading instruction; and criteria for designing or selecting a reading intervention program for students with reading difficulties. (14 references) (PKP)