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Many journal articles, scholarly reports and books have been published regarding miscues and the predictive/ communicative nature of the reading process. Few teachers, however, seem to be aware of these more recent research findings which hold highly significant implications for instruction. How many teachers are aware of the predictive/communicative nature of the reading process? How do they feel about reading behavior that does not process each word in a precise exacting manner? Unless teachers are aware of such concepts and incorporate them in their teaching, research efforts become inconsequential.

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