Examines how readers overcome their misconceptions about the principles of motion. Finds that students overcome misconceptions when their prior knowledge is activated, regardless of whether they read text that supports or refutes those misconceptions. Finds that students using several processing strategies have an advantage over students using…

Investigates the cognitive functions of college students' use of underlining as a learning strategy. Finds that underlining does not serve an encoding or review function and may be counterproductive for inferential recall. (PRA)

Reviews research and instruction using think alouds. Notes that teachers using think alouds to model strategies implies a model of learning in which teachers construct knowledge and transmit it to their students. Suggests that using students as think aloud models represents a more recent theory of knowledge as socially constructed and represents…

Examines fifth grade students' metacognitive response to ambiguous literacy tasks and explores the relationship between that response and academic achievement. Finds that a relationship exists between the depth and functionality dimensions: the greater the depth of metacognitive plans, the more likely they are to lead to academic success. (MG)

Describes a study of the use of an integrated communication arts instructional strategy to facilitate comprehension in a high school history course indicating that subjects who wrote following brainstorming activities and text readings generated higher quality ideas and synthesized acquired information better than the groups that did not write.…

Investigates how teachers' perceptions related to the reading process by examining their early recollections of learning to read. Uses comparative analysis between reported positive and negative recollections, yielding highly significant findings related to the variables of setting, age, most significant other, and locus of control. (SR)

Reports on a study that investigated which of four modes of reading (oral reading to an audience, oral reading to oneself, silent reading, silent reading while listening) best facilitates fifth-grade students' comprehension. Concludes that for these students as a whole, comparable comprehension may be expected when they read to themselves or read…

Investigates how readers use schemata and purpose in learning vocabulary from context. Examines Sternberg's model of verbal comprehension acquisition as well as the interaction among vocabulary acquisition and components of the reading process. Finds the effects of comprehension ability and purpose are significant, while the effect of schemata is…

Describes a content analysis of the journal entries of six college freshmen in developmental reading courses, which indicated that students' metacognitive awareness of both reading and learning processes increased over time. (HTH)