Theories of Reading and Implications for Teachers

When reading current research, one is overwhelmed by the proliferation of new theories of the reading process. The purpose of this paper is to present the prevailing theories of reading comprehension, to examine their similarities and differences, and determine whether they are distinctly different or represent a general theory of cognitive development specifically applied to reading

Reading Disabilities: Are There Fewer In Japan?

Comparative reading research offers us an avenue to study a universal process — learning to read — in cultures and societies with different customs, traditions and writing systems. Such studies provide insights into how we learn, and fail to learn, and information about methods for meeting the reading needs of different students in our own country. In studying learning to read in another writing system there is always the temptation to make comparisons in terms of which is better or worse, easier or harder. In the past, research from Japan indicated that learning to read in Japanese produced fewer reading disabilities due to its writing system. Both past and more recent research on comparative differences in reading disabilities, particularly in Japan, have been examined to determine whether in fact more recent findings corroborate these beliefs

Learning to Read Better: Training Decoding, Comprehension and Perceptual Skills

The present study is a program evaluation designed to evaluate an elementary school remedial reading instructional program using Carr\u27s model (1982) of reading ability. The Learning to Read Better program evolved from Anes\u27 (1979a, 1979b, 1981) study and experience In teaching children with reading problems. The program is structured according to the components of the reading process, with time in the reading room and teaching responsibility allocated so that learning in each component occurs during every remedial session. Four key components of the reading process emphasized in this program are: visual-perceptual training, decoding, oral reading, and comprehension