ABSTRACT
This chapter aims to report an omnibus search for the principles upon which to base a model of reading instruction. The fundamental paradigm from which many reading educators generate instructional research hypotheses is straightforward: basic process research helps us to build a model of the competent reader, acquisition research and instructional practice research. Both basic and applied researchers have to be aware of the possibility that there will be a discontinuity between models of a process and instructional models that intend to make readers competent at that process. At the core of schema-theoretic notions is that the reader is an active information processor whose goal it is to construct a model of meaning for the text. "Process-product" research correlates measures gleaned from classroom observation. Inherent in all the instructional programs that have been developed for the Direct Instruction Model classrooms is the notion of the central importance of task analysis and the sequencing of instruction based on task analysis.
