The predictions that 48 students with deafness in grades 4-8 made while reading narrative text were analyzed to explore the influence of the children's expectations for text structure and content on reading comprehension. Findings indicated that interacting at a deep level with narrative text was more related to reader characteristics than to…

Uses a cognitive processing perspective to revise fifth grade social studies texts, to describe those revisions, and to demonstrate their effects empirically. Finds that students reading the revised text recalled more material and answered more questions correctly than did those reading the original text. Concludes that a text-processing approach…

To understand better how readers learn and recall text information, a study examined one prose learning approach--the selective attention strategy (SAS)--in which text elements are processed, given various degrees of attention, and learned according to their perceived importance. Fifty sixth grade students from an inner city school in a large…

A study investigated how students' mental representation of an expository text and the inferences they used in summarizing varied as a function of text difficulty and of differences in the task. Subjects, 96 college students and students from grades 6 and 10, wrote summaries of expository texts and answered orally several probe questions about the…