Looks at how "scientifically based" literacy research promoting the direct, explicit, and systematic use of phonics and related word skills in beginning reading instruction is having a massive effect on policy and practice. Examines what this research claims to have found and what it actually shows. Discusses how it harms research,…

The problem of the panel on semantics, concepts, and culture, sponsored by the National Institute of Education Conference on Studies in Reading, was to determine how lexical, semantic, conceptual, and cultural factors contribute to reading comprehension. The contents of the document include the following: "Word Recognition Skills," which…

The aim of the panel on reading comprehension, sponsored by the National Institute of Education Conference on Studies in Reading, was to determine the influence of intellectual factors, general experiences with the world, knowledge specific to the particular reading task, and general decoding skills to successful reading performance. In addition,…

Criticizes the "project" approach to reading instruction, where beginning reading students are supposed to learn the skills it takes to find out information for themselves by reading from sources. Points out that a large number of ill-defined skills which are not taught explicitly are required to sucessfully complete a project. (SKC)