Neural specialization for print can be indexed by the left-lateralized N1 response as a tuning gradient to visual words, indicated by sensitivity (character vs. visual control) and selectivity (character vs. character-like stimuli). Forty-five Chinese children (20 boys) were recorded with EEG twice with a 2-year interval during a character…

The author of this thought-provoking article joins an impressive cohort of current commentators and scholars united in their concern over the state of the art of reading. Mostly, they are concerned with the sustained, silent, generally solitary process of reading in which the reader is deeply focused on and immersed in the text. Their fear is that…

Research Findings: Executive function begins to develop in infancy and involves an array of processes, such as attention, inhibition, working memory, and cognitive flexibility, which provide the means by which individuals control their own behavior, work toward goals, and manage complex cognitive processes. Thus, executive function plays a…

The article "Is Google Making Us Stupid?" in last Summer's "Atlantic Monthly," raised a number of provocative, and indeed worrisome, questions about computer usage and cognitive development. For instance, persons with considerable experience of reading for the sake of pleasure report that, after a couple of years using computers a great deal, they…

In discussing the relationship between cognitive development (perception, pattern recognition, and memory) and reading processes, this paper especially emphasizes developmental factors. After an overview of some issues that bear on how written language is processed, the paper presents a discussion of pattern recognition, including general pattern…

Results showed that students in grades two and four could be differentiated on the basis of simultaneous-successive factor scores and that the differentiation into high-high and low-low cognitive processing subgroups also differentiated Ss in their phonological awareness, disambiguation of ambiguities, appreciation of incongruities and riddles,…

Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)

Uses the works of J. Piaget and N. Chomsky to develop a holistic theory of reading. (FL)

Illustrates a strategic-process perspective toward reading skill development, discusses cognitive research related to early reading processes, and relates the perspective to a variety of research on the early reading period (grades one to six). (JM)

Examined children's readings of wordless picture books to explore ways they assign meaning to visual signs and cues. Found that children used processes similar to those for reading print-based texts; constructing meaning using prior learning, attention to intertextual clues, multiple perspective taking, reliance upon story language and rituals;…

Analyzes the interrelationship of concepts, cognitive patterns, and linguistic patterns with the several operations of the reading act as these relate to the environmental background of the students and challenges researchers and teachers to consider reading as an interrelated rather than as a segmented skill process. Bibliography. (MD)

Examines the connection between children's own storying in play and the narrative fictions offered them in children's literature. (HOD)

This monograph examines reading as a cognitive process, focusing on the relationship between reading and thinking as developed in Piagetian theory. Sections of the paper provide a brief overview of Piagetian theory, pointing out its relevance for reading; examine correlational, comparative, and perceptual studies of the relationship between…

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