This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included…

Our understanding of reading--including reading multimodal texts--is always constrained or opened up by what we consider to be a text, what aspects of a reader's embodied activity we focus on, and how we draw a boundary around a reading event. This article brings together five literacy researchers who respond to a human-scale graphic novel,…

Reviews studies that have explicitly investigated the "seductive detail" effect (in which a reader's attention is diverted toward the interesting but unimportant seductive details and away from the uninteresting but important main ideas). Concludes that these studies do not provide convincing evidence for the existence of the effect.…

Distinguishes between macrostructures and microstructures in text, reviews research on the comprehension of text structures, and concludes that both theory and research support the presence of a link between text structure and reading comprehension. (DMM)

Reviews models of reading performance as an organizing framework for understanding findings from empirical studies of text and reader factors. Reviews numerous empirical studies of text design and reader variables and their effects on comprehension. Aims to help readers understand this research and its implications in document design decisions.…

Explores the possibility that literary theorists and reading researchers are unconscious of each others interests, goals, and assumptions. Seeks to explore how the gaps between these two areas might best be bridged. (EL)

Reviews research on the effects of world knowledge and text structure variables on reading comprehension. Concludes that text structure variables exert influence only when the subject matter is moderately unfamiliar and are redundant in reading familiar or very difficult material. Suggests knowledge and structure variables should be manipulated…

Summarizes three recent Dutch studies in the field of functional text research (text which has concrete goals that must be achieved by lay readers). Focuses on the use of and failure to use software manuals, the minimalist approach and learning styles, and the effect of using decision tables. (SR)

A study investigated the phenomenon "response to literature" through the window of language to determine how different researchers assigned meaning to this central concept in twentieth century research. The benchmark conceptions of the terms "literature" and "response" (with which the research conceptions could be…

Suggests that further explication of the notion of "importance" will benefit the reading field, at both practical and theoretical levels. (ARH)

Examines the nature of listening assessment and recent developments of appropriate tests. Shows listenability to be a function of orality in language and offers a summary of discourse characteristics for selecting materials appropriate to listening instruction. (FL)

Presents a review of the literature on reader-focused text evaluation. Gives an account of the document characteristics that can be evaluated and considers the possible functions of evaluations making a distinction between verifying, troubleshooting, and choice-supporting research. Presents an overview of methods appropriate for the various…

Reviews current approaches to the assessment of the great variety of retellings encountered by teacher and tutor. Proposes a set of three criteria by which teachers can judge whether approaches to retellings developed by researchers are likely to be useful in classroom settings. (JK)

Describes the basic components of Iser's theory, then suggests ways to get students to interact with texts. (FL)

In what appear to be grand saccadic leaps, research on reader response has turned first, at the beginning of the century, to the external reality of the text; then to the internal reality of the reader; and finally to the movement of the response process itself. Three metaphors derive from the three successive research orientations: from the…