Inferential questions were found to elicit longer responses than factual questions, reflecting complexity and the use of higher cognitive processes. (MKM)

The development of cognitive processes is essential to the development of reading comprehension skills. (MKM)

Discusses the relationship of cognitive development or thinking skills to language development and beginning reading. (MKM)

Notes that brain research completed in recent years has shed light on the process of learning to read, then reviews that research and makes suggestions about what it means for instruction. (FL)

Notes that little research has been undertaken into the effects of anthropomorphism on children's reading and presents questions concerning the use of this device in beginning reading materials. (FL)

Reports that readiness tests given to children in bilingual villages in Papua New Guinea showed that children learning to read in an unfamiliar language were more confused than were children who had never had literacy instruction. (FL)

Discusses the literature on children's early thinking about written symbols and offers suggestions for teachers seeking to extend that thinking. (FL)