During the past decade reading beliefs have changed from a product orientation that included the decoding of or thographic symbols to a process orientation that involves keeping all forms of communication whole. Additionally, current research clearly demonstrates that reading strategies must go beyond the printed page (Tierney and Pearson, 1983; Rumelhart, 1985; Goodman, 1986). The pedagogy of reading has also changed from teacher directed, skill building strategies to student entered process oriented strategies (Tierney and Pearson, 1983; Rumelhart, 1985)
