Four levels of notetaking (summary, paraphrase, verbatim, and letter search) were used to control depth of processing of a prose passage with high school students, who then either reviewed their notes or read an interpolated text. Results favored groups with deeper levels of processing on two post-tests. (Author/RD)

A study found that a particular study skill system (mapping or paraphrasing) did not benefit one kind of learner (field dependent or field independent) more than another. (MKM)

Delineates five developmental listening comprehension stages second language learners pass through: (1) streams of sound, with no comprehension; (2) word recognition within the stream; (3) phrase/formula recognition; (4) clause/sentence recognition; and (5) extended speech recognition, or general comprehension. The discussion illustrates the…

This discussion centers around the dangers in making too precise a particular concept in educational psychology that distinguishes between two types of understanding, instrumental and relational. (MP)

A target paragraph was embedded in one passage where the target was of major importance, and one where it was of minor importance. Free recall, reading time, and usage of cognitive capacity were measured. There was greater recall when the target was important. The selective-attention hypothesis was not supported. (Author/GDC)

Two experiments demonstrated that third and sixth graders consistently selected certain strategies for solving old and new, empirical and value, contradictory information. Subjects were 320 children. (MP)

A visual search task was used to investigate the development of word processing skills used in reading meaningful text, and to evaluate the relative difficulty of employing different types of units. Subjects were 20 second graders, 19 fourth graders, and 20 college students. (MP)

In studying the effects of different teaching methods on preschoolers' language abilities it was found that the productive training condition produced more generalized responding on other kinds of tasks. (Editor)

To broaden and develop reasoning powers in students the teacher should encourage observation, critical questioning of hypotheses, evaluation of conclusions and how they are reached, and propose new avenues of approach to problems. (JD)

Charts the process by which, over some 10 years, one reader came to read a particular text "with full understanding." Indicates how crucial in that process were the complex, interacting influences of other, simpler literary texts, of the reader's own life experience, and (paradoxically) of "family" experience not consciously…

Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD)

Extends a previous study examining the relationship between reading comprehension and thinking skills by using an "on-line" reporting procedure in which undergraduate subjects reported on their reading during the process of reading. Reports that the extent of a reader's background knowledge affects the order of processing as well as the kinds of…

Examines the usefulness of the Salience Imbalance Theory of metaphor processing to aid in understanding how children comprehend metaphors in written text. Supports the prediction that the measure of salience of features is affected by the topic order and vehicle (asymmetry), but also reports children's responses not explained by the theory. (KEH)

The study of differences between 12 subjects with learning disabilities and 12 without, across 3 grade levels (intermediate, junior high, and senior high) and 2 story grammar tasks, found no developmental differences between disabled and nondisabled groups but did find significant differences in the amount and type of information recalled. (DB)

The study found that college students with learning disabilities (LD) were as able as nondisabled students to use story grammar and comparison text structure to aid recall of social studies text passages. However, LD students scored significantly lower on use of causation text structure. Results suggest that use of comparison structures precede…