A study of the effect of lexical items within first sentences which affect reading expectations for the remainder of the passage, and of the effects of violation of reader expectation following first sentences, showed poorer performance by low achievers on the "violating" passage and a performance increase with familiar content regardless of a…

Two experiments examined the roles of semantic and surface information in reading and recognizing sentences. Results indicate that reading and recognition are interactive processes, involving conceptually driven and data driven operations; the interaction may be either automatic or controlled. Semantic and surface information are conceptualized as…

The author discusses the processes by which children learn to read and how the natural sequence of learning may be used to improve reading instruction. (JD)

Describes a self-instructional photo-study learning center on comprehension skills for remedial readers. (MKM)

Discusses the superiority of information processing (IP) theory to stimulus-response theory, specifically in terms of language comprehension, language production, and the role of memory. (KM)

Proposes a teaching viewpoint on comprehension which removes some of the abstraction; the final product is a teaching sequence for comprehension skills that is parallel in form to the teaching sequences commonly used for word recognition. (JM)

It is shown how typical analyses of strategic behavior focus on the "problem of remembering" based on the experimenter's conceptualization of optimum task performance. A new definition of a strategy is suggested in which strategies are seen as attempts to solve the "problem of remembering" as understood by the person. (Author/LMO)

Reviews research on aspects of metacognition in children's comprehension of television, particularly how skills in meta-memory, meta-attention, and meta-social cognition-correlate with comprehension. (PD)

Respectively, three experiments indicate that (1) people can identify all the terminal units in stories as well as different kinds of episodic structure; (2) when attention was focused on the intermediate units, the Goal Path emerged in the judgments; and (3) the same judgments about terminal units were made even when the number of sentences per…

Describes how teachers can incorporate the use of comprehension monitoring activities into the guided reading phase of basal reading instruction. (FL)

Traces a teacher's search for the flaw in and the solution for a tenth grader's thinking that creates a problem with comprehension. (HOD)

Suggests 10 classroom-tested activities that improve reading comprehension. (DF)

Latent inferential comprehension scores were calculated for fourth-, fifth-, and sixth-grade students in a study that investigated cognitive styles as mediating variables in comprehension processes. (HOD)

Reviews work in the connection between imagery and reading that has taken place recently in order to discover productive classroom practices aid reading comprehension. (FL)

Reports on a study during which 60 graduate students instructed to read a 669-word passage one, two, or three times completed both free and cued recall measures on three test occasions. Both quantitative and qualitative differences in recall were found as a function of the number of times text was read. (HOD)