Abstract: A presidential address faces one set of requirements, an article in a scholarly journal quite another. It turns out, then, that ASR's policy of publishing each year's ASA address provides the editor with an annual breather. Once a year the lead space can be allocated to a known name and the editor is quit of responsibility for standards that submissions rarely sustain: originality, logical development, readability, reasonable length. For in theory, a presidential address, whatever its character, must have some significance for the profession, even if only a sad one. More important, readers who were unable or unwilling to make the trip have an opportunity to participate vicariously in what can be read as the culmination of the meeting they missed. Not the best of warrants. My expectation, then, was not to publish this talk but to limit it to the precincts in which it was delivered. But in fact, I wasn't there either. What I offer the reader then is vicarious participation in something that did not itself take place. A podium performance, but only readers in the seats. A dubious offering. But something would have been dubious anyway. After all, like almost all other presidential addresses, this one was drafted and typed well before it was to be delivered (and before I knew it wasn't to be), and the delivery was to be made by reading from typescript not by extemporizing. So although the text was written as if in response to a particular social occasion, little of it could have been generated by what transpired there. And later, any publication that resulted would have employed a text modified in various ways after the actual delivery.

Abstract: C om pr e h e ns io n Interacts with the book Uses prior knowledge and experiences to make meaning Uses prior knowledge, clues from text, and experiences to make and predict meaning Uses prior knowledge, clues from text, text structures, and experiences to make, predict and infer meaning Uses prior knowledge, clues from text, text structures, and experiences to make, predict, infer and synthesize meaning

Abstract: This article discusses the important role of background knowledge in a psycholinguistic model of EFL/ESL reading and demonstrates the relevance of schema-theoretic views of reading to the teaching of reading to EFL/ESL students. According to schema theory, reading comprehension is an interactive process between the text and the reader's prior background knowledge (Adams and Collins 1979, Rumelhart 1980). Reading comprehension involves one's knowledge of the world, which may be culturally based and culturally biased. Classroom implications of the schema-theoretic view of reading for EFL/ESL reading pedagogy are discussed, with techniques suggested for bringing about reader-centered EFL/ESL reading.

Abstract: Preface to New Edition. Preface to First Edition Introduction Chapter 1: Readers and Reading 1. New Fortunes 2. Reading as a Woman 3. Stories of Reading Chapter 2: Deconstruction 1. Writing and Logocentrism 2. Meaning and Iterability 3. Grafts and Graft 4. Institutions and Inversions 5. Critical Consequences Chapter 3: Deconstructive Criticism Bibliography. Index

Abstract: Phonological recoding is commonly viewed as a back-up mechanism when word identification using the visual pathway fails. A second more important role for phonological recoding is as a self-teaching mechanism by which the child learns to identify words visually. Although phonological recoding may play a minor role in skilled adult reading, it plays a critical role in helping the child become a skilled reader. This article reviews the evidence relevant to these issues. The first section examines evidence on the role of phonological recoding in the development of word identification skills and reading comprehension. The next section reviews evidence showing that children with reading disabilities often have deficits in basic phonological processing skills. The third section deals with the nature of the reading problem in such children which, it is argued, is consistent with the proposed developmental analysis of the importance of phonological recoding in learning to read. The article concludes with a discussion of the teaching implications of these conclusions.

Abstract: The Elementary School Journal Volume 83, Number 5 ? 1983 by The University of Chicago. All rights reserved. 0013-5984/83/8305-0001$01 .00 In recent years there have been several reports supporting the intuitively logical premise that students are more likely to learn what they are taught than what they are not taught (Barr 1975; Calfee & Piontkowski 1981; Dank 1977; Walker & Schaffarzick 1974). Studies that focused solely on reading instruction, for instance, verify that programs that emphasize decoding produce relatively larger gains in decoding than comprehension and programs that emphasize comprehension produce relatively larger gains in comprehension and smaller gains in decoding. These outcomes may be viewed by some as obvious. Nevertheless, this paper presents an extension of the argument that what is taught is more likely to be learned. However, I will specifically emphasize the differences in the reading instruction and resultant instructional outcomes for good and poor readers in the early elementary grades. Simply put, I shall argue that good and poor readers differ in their reading ability as much because of differences in instruction as variations in individual learning styles or aptitudes. The argument is organized from general to specific facets of instruction. First, I examine the issue of the amount of time allocated for reading instruction in elementary' school classrooms and how it is used. Next, I look at instructional emphases during reading instruction and examine the verbal behaviors of teachers

Abstract: Research in native (English) and nonnative (ESL) reading comprehension has shown that the ability to understand texts is based not only on the comprehender's linguistic knowledge, but also on general knowledge of the world and the extent to which that knowledge is activated during processing. Separate components of background knowledge which have been identified in the literature are: (1) prior knowledge in the content area of the text (familiar vs. novel); (2) prior knowledge that the text is about a particular content area (context vs. no context); and (3) degree to which the lexical items in the text reveal the content area (transparent vs. opaque). This paper reports a study which shows the individual and interactive effects of these three separate variables on the reading comprehension of both native (English) and nonnative (ESL) readers. Results indicate that, unlike native speakers for whom all three components of background knowledge play a significant role in reading, understanding, and recalling a text, nonnative readers show virtually no significant effects of background knowledge. Further, also unlike native readers, nonnative readers appear not to have a good sense of how easy or difficult a text is for them to understand. These findings are discussed in relation to schema-theoretical views of reading as an interactive process between the text and the reader, and in relation to their implications for ESL reading pedagogy.

Abstract: A strong psychometric relationship has consistently been reported between measures of vocabulary knowledge and reading comprehension. This finding could imply that one way to improve children’s reading performance is to increase their vocabulary. Eight studies are reviewed that attempted to do this. Although all eight studies reported increases in students’ word knowledge, many failed to facilitate reading comprehension. Methodological and instructional differences across studies are examined in an attempt to account for the different results. The major goal of this paper is to discuss methodological and theoretical issues that arise from a review of the studies and to suggest implications for future research.

Abstract: Research into the memory deficit of retarded readers is examined within a working memory framework. Although much of the evidence in this area is confusing, there is fairly consistent evidence that reading retardation can be associated with a deficit in long-term storage of phonological information. This deficit may affect retarded readers' ability to utilize the articulatory loop, a short-term store which appears to play an important role in certain aspects of normal reading acquisition. On the other hand, there is fairly consistent evidence that retarded readers perform normally at storing non-verbal information and the semantic aspects of verbal information in long-term memory. Problems with current research strategies are discussed and suggestions for future research directions are made.

Abstract: Analysis of the reading of a neurological patient (HTR) indicates that it is based on the operation of a relatively unimpaired phonological route. Quantitative investigations of type of error, read...

Abstract: Dominick LaCapra calls for a new view of intellectual history-one that will revitalize the importance of reading and interpreting significant texts. In ten essays, he reformulates the problem of the relation between the "great" texts of the Western tradition and their contexts. Seeking to refine "context" into a concept useful to historical research, LaCapra urges intellectual historians to learn from lessons and developments in contemporary literary criticism and philosophy, fields that have undertaken a radical reassessment of the reading of texts.

Abstract: The problem of asynchronous processes reading shared data while the data are being modified by another process is considered. This problem differs from the standard readers/writers problem in that concurrent reading while writing is allowed. The model used here strongly limits the use and size of the shared variables. If multiple copies of the shared data are allowed, then simple, efficient solutions are found. In general, solutions which are more time efficient because they avoid waiting are seen to require more copies of the shared data. The number of copies used by all algorithms is shown to be the best possible. The main solution demonstrates that any system of processes which uses large distributed variables can be strongly simulated by a system which uses only binary distributed variables. 9 references.

Abstract: COMPREHENSION MONITORING is defined as a metacognitive process which is affected by person, strategy, and task variables. It is viewed as an executive function, essential for competent reading, which directs the reader's cognitive processes as he/she strives to make sense of incoming textual information. While reading comprehension is of primary concern, studies of oral communication adequacy have been prominent in metacognitive research and are touched upon in this review. Considered more fully are studies of problem detection, i.e., of detecting inconsistencies in oral and written discourse with both listening and reading tasks. Self-report studies of problem detection and strategy use involving protocol analysis, interview data, and other self-report tasks are reviewed. Investigations which deal primarily with monitoring (fix-up) strategies are examined, even though studies dealing with recall (study) strategies are not included. Conclusions about research findings are drawn, suggestions are made regarding methodology, and instructional implications are suggested.

Abstract: MANY SCHOOL CHILDREN'S reading experiences occur almost exclusively within the context of homogeneous ability groups The intent of this paper was to review what is known about the nature of processes within reading groups of different ability levels and the effects of these processes on children's reading development A process-product model of classroom learning that emphasizes the instructional and social dimensions of learning contexts provided the framework for this examination Finally, as a guide for future research and theory development, the paper presents a perspective on instructional-social contexts for reading instruction This perspective emphasizes the need for identifying the role of different contexts in furthering various aspects of reading proficiency in children who vary in learning aptitudes