The results of two experiments serve to extend the processing-time explanation of content effects and to indicate that context effects are greater when reliance upon phonological input is increased as compared to predominant reliance on the direct visual access route to the lexicon. (FL)

Points out the possible problems that can arise when people are "certain" about something. Suggests that readers need the power of uncertainty, which will allow them to consider new hypotheses, change conceptions, and use knowledge as a framework for constructing meaning, not merely to confirm ideas they already have. (FL)

Contrasts two theories about the use of semantic context information and reports data that support the theory that readers can use certain semantic strategies in dealing with context. (AEA)

Presents results of a study of fifth-grade students' ability to interpret novel metaphors and similes when provided with a subschemata of semantic attributes. (AEA)

Details a study showing that for young children, proactive semantic cues were the most helpful in reading. Reveals also that the children made miscues displaying semantic associations across cue types. (FL)

Results indicated that children judged "imitative" and "contingent" tended to use primarily new information in resolving contradictory motive information in two stories (i.e., the stories' constructs), while children judged "noncontingent" tended to resolve anomalous information by interpreting the stories in terms of old information (i.e., their…

Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)

Concludes that adult disabled readers perceive reading as a decoding process rather than as a meaning constructing or comprehension task. (HOD)

Investigates the proficiency level of adult readers on the "when" and "where" aspects of storing and retrieving information to successfully complete a task. (HOD)

Reports that second-grade students in reading groups that used materials without pictures had faster mean reading times than students who read the same materials with pictures, but did not differ from them in comprehension or achievement. (FL)

Reports on a study in which ninth-grade students of differing reading ability were asked to paraphrase a section of text. Indicates that a major difference among reader ability groups was in the number of inferences they made in the paraphrasing task. (HTH)

Shows how cognitive psychology can provide guidelines to design computer systems that are easy to use, based on the assumption that prior knowledge of the real world and natural language affect users' attitudes toward the computer. Concludes that human-computer communication is facilitated when the system is consistent with this knowledge.…

Suggests that oral and silent sentence reading represent a similar cognitive process. Reports that poor readers, in particular, decrease processing time on difficult words in silent as compared to oral reading. (AEA)

The article describes a study to determine how instruction on the distinction between two theoretical ideas will affect the intake, interpretation, and recall of new information related to but different from the first. (Author/SB)

An examination was made of factors affecting reading performance of upper elementary students. Factors included effects of questions placed at various positions in the text, role of factual and inferential questions used as adjunct aids, and differences in processing strategies used by the readers in probed recall tasks. (Author/HOD)