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Peer reviewedPeterson, Sarah E. – Reading Research and Instruction, 1992
Investigates the cognitive functions of college students' use of underlining as a learning strategy. Finds that underlining does not serve an encoding or review function and may be counterproductive for inferential recall. (PRA)
Descriptors: Cognitive Structures, Higher Education, Learning Processes, Learning Strategies
Peer reviewedNorris, Stephen P.; Phillips, Linda M. – Journal of Reading Behavior, 1994
Challenges the widely endorsed practice of activating relevant knowledge prior to reading. Outlines a perspectival (perspective-relative) view of reading and suggests that this view provides a means to make coherent sense of interpretations. Concludes that having specific knowledge is not the main desideratum in interpreting texts--the main…
Descriptors: Cognitive Development, Cognitive Structures, Higher Education, Learning Processes
Peer reviewedSlater, Wayne H.; And Others – Research in the Teaching of English, 1988
Reports on a study using 126 university freshmen to examine the effects of instruction and practice in a discourse structure reading and writing strategy focusing on main ideas, supporting ideas, and central ideas. Indicates the discourse structure treatment is effective and worthy of further study. (NH)
Descriptors: Cognitive Structures, College Freshmen, Content Area Writing, Discourse Analysis
