The purpose of this study was to determine whether or not children in grades two, four, and six make consistent use of Haviland and Clark's Given-New Strategy in visually and aurally comprehending presuppositive negatives. (HOD)

In this study 60 first and fourth graders selected pictures that best represented the meanings of sentences read to them. Results indicated that children were instantiating the target words with specific concepts rather than bringing to mind abstract, undifferentiated meanings. (HOD)

The purpose of this study was to identify cognitive processing activities that produce text learning in the absence of instructions to learn. (HOD)

Comprehension monitoring was investigated by asking college students to read and answer probed recall questions about passages that contained intentionally introduced confusions. Subjects failed to report a large number of the confusions and less than one quarter of the confusions were noticed during reading. (HOD)

Subjects named pictures on which words or nonwords were superimposed as distractors in this study designed to test whether the meaning of printed words is perceived directly or by means of phonetic recoding. (HOD)

Examines whether (1) the organization of the sentences of a passage (regular order as written or scrambled order) affects a reader's comprehension of the passage, and whether (2) sentences read in isolation (one single sentence) are comprehended as well as sentences read in the full context of a cohesive passage. (HOD)

To determine whether the connectedness of prose passages had any effect on the behavior of readers who searched for information in the passages, the behavior of readers who saw the normal arrangement of a passage was contrasted with the behavior of readers who saw the random arrangement of the passage. (HOD)

Reviews the problems posed by atheoretical approaches to research and the benefits of employing theory in conducting research in active response modes. (HOD)

Compares direct, explicit teaching of reading comprehension and current metaphor theory with the traditional approach to metaphor instruction found in basal readers. Finds statistically significant differences in favor of direct instruction of metaphor. (RS)

Concludes that adult disabled readers perceive reading as a decoding process rather than as a meaning constructing or comprehension task. (HOD)

Investigates the proficiency level of adult readers on the "when" and "where" aspects of storing and retrieving information to successfully complete a task. (HOD)

An examination was made of factors affecting reading performance of upper elementary students. Factors included effects of questions placed at various positions in the text, role of factual and inferential questions used as adjunct aids, and differences in processing strategies used by the readers in probed recall tasks. (Author/HOD)

Examines information-processing differences among four types of readers differing in reading comprehension and speed. Finds that good comprehenders outperformed poor comprehenders on all types of tasks, but the results were less clear for the high- and low-speed readers. Proposes differences in working memory as a source of individual differences…