Concludes that the Reading-Storage Test is a valid indicator of the primary effects of reading when compared to various cloze techniques. (RB)

Sources of individual differences in the listening comprehension of speech presented at different rates were investigated by factor analyzing 11 variables, including measures of comprehension and field-independency. Twenty-two different tests, two for each variable, were administered to 50 college students. It was concluded that: (a) the cloze…

Results suggest that: understanding can be defined in terms of information stored; and traditional learning concepts and measures are inappropriate for investigating the important effects involved in reading and auding'' prose. (Author/CB)

Concludes that cloze tests as measure of comprehension includes a large component of variance specific to cloze technique and ability to comprehend speeded speech involves ability to be field independent. (MM)

Four conceptually different variables in reading: (1) knowledge gained (new information), (2) amount comprehended (degree of understanding), (3) reading aptitude (differences between individuals), and (4) reading improvement (within individual changes as a result of treatment) are discussed. Existing measures of reading comprehension are evaluated…

A standardized method has been developed which will convert prose training materials into a form which forces the trainees to read the material with at least a minimal level of comprehension. The materials, called programed prose materials, are developed in an objective manner amenable to computer production. Phase I of the project involved an…

The question of whether pupil diameter indicates information processing load during reading was investigated in three experiments involving 24 college students reading passages of varying difficulty. A TV camera and monitor, together with a video-recorder, were used to measure the diameter of the pupil under a reading condition and under three…