Examines an avant-garde illustrated book and suggests that "deviant" books urge a kind of reading that gives visibility to the text and seeks out relationships created between two volumes--the book and its words. (DF)

Argues that literacy has indirect cognitive effects through the conceptual distinctions and social practices that it fosters. Examines the distinction between what is given in a text and what is inferred by readers. Argues that children's acquisition of this distinction is decisive in the development of a literary thought mode. (JD)

Hypothesizes that typographic cues structured according to a defined set of common attributes within textbooks enable readers to discriminate between various levels of information and to make generalizations about the information contained in each level. Proposes a method of identifying and ranking categories of information. (KEH)