Suggests that many puzzling reading problems are a by-product of assuming that reading is a process, demonstrates that such puzzling, unresolved questions can be answered, and poses some new questions concerning reading. (JM)

In a model of the functioning of short term memory, the encoding of information for subsequent storage in long term memory is simulated. In the encoding process, semantically equivalent paragraphs are detected for recombination into a macro information unit. (HOD)

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

Presents the results of investigating mature readers' focal points when viewing letters, words, and phrases. Several hypotheses from the experiments imply subconscious preprocessing for the mature reader. (JM)

Using recall for connected discourse processed under three semantic and three orthographic inference conditions as well as a control, hypotheses of superior delayed recall for semantic processing conditions and "reversals" from immediate to delayed recall were tested. (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)

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)

This study shows that illustration is effective in learning of both simple and complex stories of both long and short length thus arguing against the hypothesis that illustration adds to cognitive load. (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)

Investigates the relationship between cognitive synthesis abilities and reading abilities in kindergarten children. (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)

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)

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)