This study sought to determine if age-related increases in memory for prose are, in part, due to deliberate mnemonic strategies and if older children use the high order relations in prose more efficiently than younger children. (HOD)

Illustrates a strategic-process perspective toward reading skill development, discusses cognitive research related to early reading processes, and relates the perspective to a variety of research on the early reading period (grades one to six). (JM)

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)