Examines the meaning of "Jack and Jill" according to different semantic theories. (MKM)

Describes a research study in which good readers were able to predict more successfully the outcomes of both concrete and abstract stories than were poor readers. (MKM)

Discusses redundancy in language and proposes an operational definition which could be used in studying the effects of redundancy on communication between writer and reader. (MKM)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)

Describes documents in the ERIC data base that review research on schemata and reading comprehension and discuss the implications of using the schemata paradigm in educational research and practice. (MKM)

Argues that there is a sequence of decision making from curriculum goals to text function to text form, but that only enlightened educators follow it. Proposes additional research into the nature of the reader-text interaction. (MKM)

Presents a three-stage process for teaching the logical relationships that exist in paragraphs to aid high school students in differentiating main ideas from subordinate statements. (MKM)

Suggests using visual cues such as boldface type, indenting, and color coding to help students identify important words in sentences and relationships between sentences. (MKM)

Describes four basic features that distinguish narrative from expository discourse and suggests that teachers who recognize those differences can guide their students to use reading strategies appropriate to particular text structures. (HOD)

Describes research conducted in France on text readability and suggests that readability formulas give high scores to redundant texts that have no great interest and penalize texts with original information. Argues that a coefficient should be incorporated into readability formulas that reflects the nature of the text. (MKM)

Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)