I continue here the long-standing discussion on the familiar topic of whether subconscious language acquisition is more powerful than conscious language learning, with a focus on vocabulary, adding recent studies as well as older ones I missed in previous publications on this topic (e.g. Krashen, 2004).

Both the popular media and professional literature are filled with suggestions on how to improve reading, but the one approach that always works is rarely mentioned: provide readers with a supply of interesting and comprehensible books. Instead, people are given advice that is dead wrong as a means of improving reading (e.g., roller skating and…

Contrary to the claims of members of the National Reading Panel, there is strong evidence supporting the practice of in-school free reading. Many studies show "no difference" between in-school free reading and traditional instruction, but there are very few negative studies, and many positive studies. (The author's scorecard has 24 positive and…

Reflects that the term "whole language" involves instilling a love of literature, problem-solving and critical thinking, collaboration, authenticity, personalized learning, and much more. Examines some recent research dealing with two fundamental points of contention between the two sides of the phonics and whole language debate. Finds evidence…

Examines the results of the National Reading Panel's (NRP) comparison of skills-based and whole language approaches through the lens of reading comprehension. Reveals that the research does not show that skills-based methods are superior. Concludes that the NRP's interpretation of the results is not the only possible one and should not be the…

Describes a study of second- and third-grade Hispanic students in an inner-city school, in which increasing children's access to books (through monthly visits to a public library) significantly increased children's interest in books and their reading at home. Concludes that simply providing interesting books for children is a powerful incentive…

Asks seventh-grade boys (in a middle-class school and a school where 82% of students were eligible for Chapter 1 funding) about comic book reading. Finds that those who reported more comic book reading also reported more pleasure reading in general, greater reading enjoyment, and reading more books. Finds no difference in frequency of comic book…

Reviews research on the development of attitudes toward reading to investigate the idea that as children get older, their interest in reading declines. Highlights include research methodology; attitudes toward recreational reading; reading at home; reading autobiographies; and the need to provide interesting books to children. (LRW)

This collection reflects the stance that a truly balanced approach to reading instruction will focus not only on reading but on literacy; integrate language and literacy across disciplines; attend to reading, writing, and other skills and strategies in context; and reflect a coherent integration of as broad a research base as possible. Following a…

This article evaluates the "Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups" (National Institute of Child Health and Human Development, 2000). The author also examines the…

Papers on linguistic minorities and library use include: (1) "Why Consider the Library and Books?" (Stephen Krashen); (2) "Supporting Spanish Language Literacy: Latino Children and School and Community Libraries" (Sandra Pucci); (3) "'I Did Not Know You Could Get Such Things There!': Secondary ESL Students' Understanding, Use and Beliefs…

When the editors of The Voice of Evidence in Reading Research, Ms. McCardle and Ms. Chhabra, decided to edit a book and to invite authors to contribute to it, they wanted it to be a book for teachers. As stated in the first chapter, their motivation was to empower teachers to judge research worthiness for themselves. They feel that it is important…