Explores the composition and stability of internal orthographic representations of printed words. Finds that the results are contrary to the view that the strength of an internal representation is uniform across all its graphemes and is a function only of visual experience with the printed form. (SG)

Investigates the relationship between phonological awareness and phonological memory and their relative contribution to early reading and spelling. Suggests they make significant yet distinctive contributions to early literacy. Notes evidence that a qualitative change in phonological memory takes place during the first year of formal schooling.…

Examines the effects of the characteristics of narrative text on generation of thematic inference. Indicates that generation of thematic inference depended on the interaction between the goal of the protagonist and the outcome of a text. Investigates the effects of the title, the goal of the protagonist and the final outcome of a narrative text on…

Presents the second part of a two-part annotated bibliography of work on extensive reading in a second language. The bibliography offers a classification that may be of value to the teacher or researcher in reading in a foreign language, and that may assist in course development. (Author/VWL)

Indicates that during a motor sequencing task, dyslexic students anticipated the signal of an isochronic pacing metronome by intervals that were two or three times as long as those of age matched normal readers or normal adults. Discusses the implications of the findings for temporal information processing deficits on one hand, and impaired…

Examines the relationship between phonological awareness and musical aptitude in pre-school Turkish and American children. Finds that children in the high musical aptitude group did much better on all tasks than those in the low musical aptitude group, showing that success in manipulating linguistic sounds was related to awareness of distinct…

Authors take issue with an article by Elaine Garan, "Beyond the Smoke and Mirrors: A Critique of the National Reading Panel Report on Phonics," that appeared in the March 2001 issue of "Phi Delta Kappan" wherein she criticized the report's findings on the effectiveness of phonics instruction in helping children to read. (PKP)

Author makes a point-by-point rebuttal to Ehri and Stahl's criticism of her critical analysis of the National Reading Panel report on the effectiveness of phonics instruction in helping children to read. (PKP)

The National Reading Panel's report on reading instruction placed too much emphasis on systematic phonics. The effectiveness of systematic phonics is presented with a comprehensive framework so that there is a clear implication for institutional practice.

Environment and Genes are often found in the titles of my articles, but this is the first and most likely the last of my titles to include SSSR. This article is based on my presidential address at the 10th annual meeting of the Society for the Scientific Study of Reading (SSSR) in Boulder, Colorado (2003), so I begin with some reflection on the…

This article considers the role of reader characteristics in processing and learning from informational text, as revealed in think-aloud research. A theoretical framework for relevant aspects of readers' processing and products was developed. These relevant aspects included three attentional foci for processing (comprehension, monitoring, and…

This article discusses whole language and phonics approaches to teaching L1 reading. It argues to bring these two perspectives together under an integrated approach to better teach second language reading. The article offers an integrated lesson plan with adaptable activities and techniques that show how to apply the integrated approach.

This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight "Reading First" elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's…

The relationship of reading performance to difficulty level of material was the focus of this study. Participants in the study were 83 fourth graders from four urban schools. Each student was administered passages at different levels of challenge (independent, instructional, frustration) based on word identification accuracy. Passages were scored…

"Reading Mastery," one of several curriculum components that constitute the "Direct Instruction" curriculum from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. "Reading Mastery," which can be used as an intervention program for struggling readers, as a supplement…