A technique for teaching skills in reading in a foreign language is based on the assumptions that the development of foreign-language reading skills is similar to the development of native-language reading skills, that the purpose of reading is to integrate new and existing knowledge, and that the reader's knowledge, opinions, or experience should…

Acknowledging that the literary quality of children's stories strongly affects reading comprehension and interest in reading, a study examined how inside view (the insight an author provides about a character's thoughts and feelings) affects the presentation of character beliefs and plans. The study was based on the following premises: (1) basal…

What kind of meaningful learning goes on when an introverted and intuitive traditional professor imparts his knowledge to an extroverted student of the new wave generation? In a project exploring how teaching personalities influence student learning, a traditional professor of literature and a "new wave" (defined as characterized by…

Although the complexities of the concept of audience in nonacademic settings are gradually being recognized, audience analysis continues to be viewed primarily as a cognitive, problem-solving activity. Grounded in decontextualizing research--such as protocol analysis--this approach to audience assumes that, to inform appropriate writing choices,…

This paper outlines the theoretical foundations of a strategy-based approach to second language reading abilities and demonstrates how the strategies described can be related to content area texts, thereby "authenticating" the learner's knowledge. There are three major sections--approach, method, and techniques. The "approach"…

Within the last few years English curriculum, especially at the introductory levels, has changed so that reading and the study of literature is integrated with the learning of writing skills. Consequently, English teachers need to consider the best way to merge the two skills by drawing upon the findings of psychologists and cognition theorists to…

This paper examines the context of critical reading and considers how it can best be taught. The paper also includes some reflections on the current "state of the art" in critical reading in an English for Special Purposes (ESP) or English as a Second Language (ESL) context. The paper details a series of attempts to develop a set of…

To illustrate the interdependent relationship between critical thinking and reading comprehension, and to show that critical thinking can be infused into classroom instruction using ordinary classroom materials (e.g. selections from a basal reading series), a study analyzed the transcript of a critical-thinking reading lesson for sixth grade…

Discusses the types of problems that arise when text is presented in electronic form: (1) surface design, which involves typography, layout, graphics and illustrations, and the quality of language; and (2) interface design, which is manifested on the levels of immediate surface of the text, internal structure, and external structure. (SKC)

Briefly summarizes popular perspectives on the native-language reading process; presents pertinent studies of second-language reading; and analyzes these studies for pedagogical implications in three categories: organization of prior knowledge during the pre-reading phase; development of metacognitive skills during the reading act; and careful…

Notes that expository text, the predominant form of writing in content textbooks, is generally more difficult for students to comprehend than narrative, which predominates in basal readers. Recommends the use of extended anticipation guides as a strategy for helping students build background knowledge for understanding content area texts. (SKC)

Third-graders can use read-aloud time to hone critical and creative reading skills by getting involved in a story. Children relate book experiences to their own experiences by evaluating characters' responses, recognizing characters' motivation, and adjusting interpretations. (BB)

Explains why proficient readers may find it difficult to understand written directions. Indicates direct instructional strategies for helping such readers handle procedural text independently. (NKA)

Discusses text presentation in computer-based instruction and reviews research that has been done in this area. Topics discussed include length of text, amount of text presented at one time, rate of text presentation, color, text comprehension, text structure, reader comprehension, and new directions for computer-based text. (23 references) (LRW)

Argues that contributors to the "No Comment" feature of "Ms." magazine are engaging in oppositional decoding and speculates on why this is a satisfying group process. Also notes such decoding presents another challenge to the idea that mass media has the same effect on all audiences. (SD)