Use of cognitive capacity was measured during reading of text in six experiments. Results were consistent with a comprehensibility theory stating that when more meaning is produced in reader's cognitive system while reading a text, more cognitive capacity is filled by reading it. (FL)

Describes a psycholinguistic investigation of children's competence in the production of extended discourse, concentrating on discourse form (narrative versus expository) and production modality (written versus spoken). (SKC)

Concludes that children could attend to texts selectively when reading or listening to expository prose, and when reading, but not in listening to narrative prose. (FL)