Harvard Educational Review
  1. Fall 1977 Issue »

    Foreword

    Helen Popp
    How children acquire language and how they learn to read and write are timeless concerns. Theory related to these processes is modified by new knowledge and experiences; the focal points of interest in each process shift; and recommendations for instruction change as one theory or another gains recognition.

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    Fall 1977 Issue

    Abstracts

    Introduction
    Eugene Radwin, Maryanne Wolf-Ward
    Foreword
    Helen Popp
    From Utterance to Text
    The Bias of Language in Speech and Writing
    David R. Olson
    Two Functions of Language
    Carol Fleisher Feldman
    Trends in Second-Language-Acquisition Research
    Kenji Hakuta, Herlinda Cancino
    Learning about Psycholinguistic Processes by Analyzing Oral Reading
    Kenneth S. Goodman, Yetta M. Goodman
    Alternative Conceptualizations of Dyslexia
    Evidence in Support of a Verbal-Deficit Hypothesis
    Frank R. Vellutino
    An Interactionist Approach to Advancing Literacy
    Nan Elsasser, Vera P. John-Steiner
    The Nature of Literacy
    An Historical Exploration
    Daniel P. Resnick, Lauren B. Resnick
    Making Sense of Reading—And of Reading Instruction
    Frank Smith
    Varieties of Deficiency in the Reading Processes
    Magdalen D. Vernon
    Reading Reconsidered
    Thomas Wolf
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