In this article, we articulate the critical differences between memory-based processing and explanation-based processing. We suggest that the most important claim of memory-based text processing is that the automatic processes that function with respect to text processing are all applications of ordinary memory processes. This claim contrasts with…

Assuming that readers' emotional responses can enhance readers' metacognitive experiences and inform literary analysis, this study of 11th-grade poetry readers features instruction that models both cognitive and affective reading processes. The author: (1) Presents a case for more explicit attention to emotion in language arts classrooms; (2)…

Examines an avant-garde illustrated book and suggests that "deviant" books urge a kind of reading that gives visibility to the text and seeks out relationships created between two volumes--the book and its words. (DF)

Describes a condition called "reader's block" whereby the mind fails to comprehend the meaning of the text because of digressing thoughts. Suggests that "freereading," like freewriting, can help to clarify thoughts. Argues that it is not necessary to read things correctly the first time through. (PRA)

Two experiments investigated some of the cognitive and affective causes of interest and liking. Results did not support the hypothesis that degree of surprise per se causes interest. The hypothesis that interest and liking arise from different causes was supported. (Author/LMO)

Argues that literacy has indirect cognitive effects through the conceptual distinctions and social practices that it fosters. Examines the distinction between what is given in a text and what is inferred by readers. Argues that children's acquisition of this distinction is decisive in the development of a literary thought mode. (JD)

Uses a brief fictional narrative to discuss how visual media frequently offer a superior alternative to prose for the communication of some kinds of information, specifically, to describe; represent abstract structures; convey spatial relationships; provide a meaningful context for unfamiliar information; assist readers in their attempts to solve…

Investigates the effects of breakdowns in referential and factual coherence on text comprehension and reveals that the processing of factually inconsistent information hindered other information in passages. (FL)

Examines two texts showing that the relational propositions (frequently implicit) that arise out of a combination of independent clauses involve every clause and that they occur in a pattern of propositions that connects all of the clauses together. Shows how relational propositions are essential to the functioning of the text. (HTH)

Suggests two models of how readers create bridging inferences to resolve signals to textual cohesion. Evaluates reading times, verification accuracy, verification latency, and regressive eye fixations to support the model which views bridges as the result of a form of deduction in which the reader tacitly establishes premises that provide rational…

Investigates the influence of subject-matter setting on comprehension monitoring by secondary school students. Expected comprehension monitoring to decline when material was presented as incontrovertible truth, as in science texts. Concludes that comprehension monitoring depends on subject-matter setting and, contrary to expectations, science has…

Presents a procedural model for discretely testing several of the multiple ways second-language readers comprehend and express themselves about the content and implications of reading passages, reviewing existing measures, illustrating the procedural model, discussing ways to scale the procedural item, and summarizing the practical advantages of…

Listening to students in productive ways seems to be at the core of teaching practices aligned with the basic tenets of the constructivist world view. We present a definition for productive ways of listening, discuss the challenges involved in implementing it, and propose a way to support the "decentering" needed to learning to listen for teacher…

The reading of a literary work can give rise to five different kinds of literary knowing: (1) knowing about self; (2) knowing about others; (3) knowing about texts; (4) knowing about contexts; and (5) knowing about processes of making meaning. A literary work can prompt a reader to reflect upon aspects of his or her own life. Concentrating upon…

Two experiments with 188 college students investigated the facilitative effect of typographical signals such as underlining, headings, or other devices to help readers identify specific points. Results do not support a general facilitative effect of typographical signals but suggest that use of signals depends on the reader's strategic processing.…