The authors assert that, in order to teach vocabulary more effectively and better understand its relation to comprehension, we need first to address how vocabulary knowledge and growth are assessed. They argue that "vocabularly assessment is grossly undernourished, both in its theoretical and practical aspects--that it has been driven by…

Continues discussion of Ronald Carter's Rauding Theory. (AA)

Critiques Carver's presentation of his theory of reading comprehension and rauding (see article in same issue), interpreting the theory as a limited, serial, mathematical "model." (JM)

In the bottom-up model of the reading process, the reader's first task is to decode the symbols into sound representations. By contrast, the top-down model assumes that the reader begins by guessing about the meaning of some unit of print. Each model suggests different instructional practices. (Author/SJL)