Is the Influence of Psycholinguistic Research Evident in Preservice Teachers\u27 Views of the Reading Process?

The overall aim of this investigation was to attempt to determine whether the psycholinguistic view of the reading process was being reflected in the views of preservice teachers

Appreciation of Reading Through the Five Senses

While the definition of reading remains an elusive one for reasons pointed out by Edmund Huey (1908) more than seventy years ago, there is one component of the reading process which surely deserves attention. That component is the appreciation gained in reading through the five senses. How is this accomplished? An examination of reading and its relation to the five senses should help to make this clear

Bringing Children and Books Together

The author of good children\u27s books devotes his talents to creating new worlds into which continuing generations eagerly seek entrance. How can teacher help children to discover these new worlds? It has been said that in order to help children develop an interest in reading and a desire to read, the classroom teacher must be familiar with children\u27s books. Much of the literature dealing with the teaching of reading seems to indicate that capitalizing on interests is a relatively recent practice, however, a glance back to the seventeenth century demonstrates that at least one individual would have been an ardent advocate of this procedure

Reading: Why?

The question in the title is open to some variety in interpretation. Among the options are the following: Why should we read? Why do we read? It is to this latter question that this article is addressed

Does the Teacher\u27s Attitude Toward Reading Affect the Attitude Toward Reading Held by the Students?

It has been pointed out that the teacher of reading, while continuing to be regarded as a most significant influence on reading progress, continues to be a relatively neglected research variable (Schofield and Start, 1977)

Story Grammars: Are They Relevant for Classroom Teachers?

The focus of this article will be on one area which has received emphasis during this time, story grammar, and the relevance of this area for reading teachers

Comprehension: Process or Product?

In terms of the measurement of comprehension In school, in most instances we look at the product when we question students and hear their answers. More concern should be directed to the process, however, as we can make changes in the process through instructional techniques

The Reading Process for the Beginning Reader

In spite of the fact that most of us learn to read to some degree or another in our lifetimes, no one has yet provided for us an answer to the question What is reading? Unfortunately, there is no single, simple answer to this question now, nor will there be such an answer in the future. Further, learning to read is a process which is unique for each individual. The reading task for a beginning reader is quite different from the task for a reader who has attained some proficiency. There is a common thread, however, in the reading process that is essential for success at any level. that thread is two-ply; one strand is interest on the part of the reader; the other is meaningful material

Field Based Teacher Education Promise or Problem

One of the most widely advocated recommendations for improving the teaching of methods courses is to put them in an elementary school setting. This should help to ensure that practice is related to theory. Although this is very desirable some questions arise concerning the organization and implementation of such a program

Reading: What is it? What\u27s Required?

What is the task of the reader who is immersed in the act of reading? The importance of understanding this task has been recognized and given increased emphasis in recent years. For those engaged in the preparation of reading teachers, it has become apparent that they must help these future teachers to see that their choice of materials and teaching procedures should stem from an understanding of the task faced by the reader. To obtain an indication of whether or not future teachers did recognize the importance of basing their choice of procedures and materials on their view of the reading task, a study was conducted with a group of preservice elementary education majors