Compares remedial readers to more proficient readers in their meaning-making processes during the reading of literary text. Reveals that the remedial readers spend a disproportionate amount of being out of "envisionments"--either attempting to step into one or failing to step in. (MG)

Reports on a study stemming from schema theory that assessed the role that background knowledge plays in determining young children's ability to process relationships that are explicitly and fully specified in a text, in comparison to those that are only partially specified by the same text. (Author/HOD)

Concludes that the size of a word recognition unit is sensitive to reader skill and context condition. (HOD)

Uses videotapes of children reading stories to examine good and poor readers' comprehension evaluation and regulation while reading inconsistent stories. Finds good readers are more likely to look back at inconsistencies during reading, to give accurate verbal reports of passage inconsistency following reading, and to recall text inconsistencies.…

Examines the comparative use of grapho/phonic and syntactic/semantic cues for ongoing word recognition by readers in grades two, four, six, and eight reading both silently and orally. Finds a greater number of altered words were identified in the oral compared to the silent reading mode in grades four, six, and eight. (RS)

Examines cognitive, metacognitive, and motivational factors as predictors of individual differences in the reading comprehension abilities of good and poor readers. Finds that regression analyses within subgroups indicated word recognition was the most important predictor variable for poor readers, whereas perceived competence predicted the…