The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related…

The development of intermediate grade children's knowledge of structural features and content of stories was examined from a longitudinal perspective. The primary conclusions are that over the intermediate grades, children acquire greater knowledge of structural complexity but demonstrate little growth in knowledge of content. (Author/MT)

Principles of cognitive psychology are used to explain the reading comprehension process. More effective diagnosis and solution of reading problems can be made by understanding the many factors involved and using a broad conceptual model, including internal and external influences, to pinpoint difficulties. (Author/CJ)

The effects of prior knowledge and information orderings on the immediate and delayed recall of unfamiliar information under various levels of control for the effects of cognitive style and reading achievement were studied. Significant interaction effects were discovered. (Author/DF)

The author reported results of 2 sequential and interrelated studies that examined the efficacy of combining 2 models of reading strategy instruction -- reciprocal teaching and direct explanation. The studies were implemented in a high school in the Midwest. The literature documents that even mainstream high school students have serious deficits…