Examines the error detection task, a paradigm used to measure metacognitive skill. Finds that conceptual tempo, passage readability, and error type, as well as reading ability, influence sixth-grade students' performance on error detection tasks. (MM)

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully to demonstrate that the orientation readers take while reading a passage influences the specific information that will be retained from that passage. (HOD)

Reports a study intended to examine whether there is a relationship between reading ability and the size of the visual units attended to during visual word processing. Concludes that both good and poor readers read holistically but that poor readers are deficient in analyzing a word's components. (JAD)

Uses inconsistent expository and narrative passages presented one at a time. Finds that good readers were better able to verbally report on passage consistency following reading; students were more likely to look back at inconsistencies in narratives but not expository passages; and students were less able to recall expository passage information.…

Investigates the effects of text absent and text present conditions during summary writing. Suggests that text absent summarization may be beneficial but only for subjects who are competent summary writers or able readers. (SR)