Reports on three experiments focusing on phonological recoding in fluent reading of meaningful sentences and asks whether spelling-sound rules play a role in this process. Results show that effects attributed to spelling-sound rule use--effects previously found in lexical decision tasks with single words--also emerge in sentence reading. (EKN)

Reading comprehension is an active inferential process. Three experiments are described in which the possibility was examined that highly probable inferences are drawn, even when they are unnecessary for comprehension. (Author/RM)

Two experiments were conducted to test how readers process unattended words in a display and how the semantic category of these flanking words affects response time. (Author/AM)

A general theoretical framework for studying the representation of prose in memory is presented. The framework emphasizes the relational structure of story characters as determined by major story themes and provides for empirical consideration of author-reader communication. (SW)

In these studies, people recalled additional, previously unrecalled information from stories following instruction to take a new perspective. The data clearly show the operation of retrieval processes independent from encoding processes. (SW)

Two experiments are described in which reaction times for understanding target sentences or phrases in terms of a preceding context were measured. It is argued that both experiments can be accounted for in terms of contextually generated expectations. (Author/RM)

Two experiments are described. One measured performance of subjects on pairs of concurrent verbal tasks, monitoring sentences for certain items while reading. Secondary task performance combined with a primary task is proportional to its performance in isolation. The second experiment checked certain results of the first. (CHK)

Reports on three experiments that: (1) extend the findings of Scarborough et al. (1977) that exposure to single words facilitates lexical judgments of single words, and (2) suggest that recency of exposure may contribute to word "frequency" effects in reading and in learning from written material. (Author/AM)

Three experiments use a tachistoscopic word recognition task to investigate how skilled readers covert visual input into a speech-related or phonological code during reading. (Author/NCR)

Reports on a study of word recognition in second grade, fourth grade, sixth grade, and college students, which investigated characteristics of word processing (holistic versus component) at various stages of reading development. (AM)