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The first section of this two-part collection of articles contains six papers and their discussions read at a symposium on Theoretical Models and Processes of Reading. The papers cover the linguistic, perceptual, and cognitive components involved in reading. The models attempt to integrate the variables that influence the perception, recognition, comprehension, and utilization of printed stimuli. Affective factors influencing these variables in both acquisition and performance are included. The final paper in the symposium presents a brief review of the literature on theoretical models in reading and draws implications for teaching and research from several models selected to represent the reading development continuum from kindergarten through college. The second part of this volume represents published papers on theories and processes of reading. Included among these are: (1) "The Substrata-Factor Theory of Reading: Some Experimental Evidence"; (2) "A Developmental Model of Speed of Reading in Grades Three through Six"; (3) "A Theory of Language, Speech, and Writing"; (4) "Reading: A Psycholinguistic Guessing Game"; (5) "The Reading Competency Model"; "The Nature of the Reading Process"; and (7) "Learning to Read." (Author/WR)

The first section of this two-part collection of articles contains six papers and their discussions read at a symposium on Theoretical Models and Processes of Reading. The papers cover the linguistic, perceptual, and cognitive components involved in reading. The models attempt to integrate the variables that influence the perception, recognition, comprehension, and utilization of printed stimuli. Affective factors influencing these variables in both acquisition and performance are included. The final paper in the symposium presents a brief review of the literature on theoretical models in reading and draws implications for teaching and research from several models selected to represent the reading development continuum from kindergarten through college. The second part of this volume represents published papers on theories and processes of reading. Included among these are: (1) "The Substrata-Factor Theory of Reading: Some Experimental Evidence"; (2) "A Developmental Model of Speed of Reading in Grades Three through Six"; (3) "A Theory of Language, Speech, and Writing"; (4) "Reading: A Psycholinguistic Guessing Game"; (5) "The Reading Competency Model"; "The Nature of the Reading Process"; and (7) "Learning to Read." (Author/WR)

The first section of this two-part collection of articles contains six papers and their discussions read at a symposium on Theoretical Models and Processes of Reading. The papers cover the linguistic, perceptual, and cognitive components involved in reading. The models attempt to integrate the variables that influence the perception, recognition, comprehension, and utilization of printed stimuli. Affective factors influencing these variables in both acquisition and performance are included. The final paper in the symposium presents a brief review of the literature on theoretical models in reading and draws implications for teaching and research from several models selected to represent the reading development continuum from kindergarten through college. The second part of this volume represents published papers on theories and processes of reading. Included among these are: (1) "The Substrata-Factor Theory of Reading: Some Experimental Evidence"; (2) "A Developmental Model of Speed of Reading in Grades Three through Six"; (3) "A Theory of Language, Speech, and Writing"; (4) "Reading: A Psycholinguistic Guessing Game"; (5) "The Reading Competency Model"; "The Nature of the Reading Process"; and (7) "Learning to Read." (Author/WR)

The first section of this two-part collection of articles contains six papers and their discussions read at a symposium on Theoretical Models and Processes of Reading. The papers cover the linguistic, perceptual, and cognitive components involved in reading. The models attempt to integrate the variables that influence the perception, recognition, comprehension, and utilization of printed stimuli. Affective factors influencing these variables in both acquisition and performance are included. The final paper in the symposium presents a brief review of the literature on theoretical models in reading and draws implications for teaching and research from several models selected to represent the reading development continuum from kindergarten through college. The second part of this volume represents published papers on theories and processes of reading. Included among these are: (1) "The Substrata-Factor Theory of Reading: Some Experimental Evidence"; (2) "A Developmental Model of Speed of Reading in Grades Three through Six"; (3) "A Theory of Language, Speech, and Writing"; (4) "Reading: A Psycholinguistic Guessing Game"; (5) "The Reading Competency Model"; "The Nature of the Reading Process"; and (7) "Learning to Read." (Author/WR)

The first section of this two-part collection of articles contains six papers and their discussions read at a symposium on Theoretical Models and Processes of Reading. The papers cover the linguistic, perceptual, and cognitive components involved in reading. The models attempt to integrate the variables that influence the perception, recognition, comprehension, and utilization of printed stimuli. Affective factors influencing these variables in both acquisition and performance are included. The final paper in the symposium presents a brief review of the literature on theoretical models in reading and draws implications for teaching and research from several models selected to represent the reading development continuum from kindergarten through college. The second part of this volume represents published papers on theories and processes of reading. Included among these are: (1) "The Substrata-Factor Theory of Reading: Some Experimental Evidence"; (2) "A Developmental Model of Speed of Reading in Grades Three through Six"; (3) "A Theory of Language, Speech, and Writing"; (4) "Reading: A Psycholinguistic Guessing Game"; (5) "The Reading Competency Model"; "The Nature of the Reading Process"; and (7) "Learning to Read." (Author/WR)