School age children and adults read short paragraphs suggesting spatial relationships and were given a recognition test containing items congruent with the semantic content of the test. Subjects recognized the semantically congruent inferences as having been present in the original reading material. (AA)

Addresses the question of the relative contributions of surface word forms and root morphemes in word representation and recognition. (FL)

Uses the works of J. Piaget and N. Chomsky to develop a holistic theory of reading. (FL)

Four experiments examined the "distinctiveness of encoding" hypothesis with respect to recall of text materials. Specifically, they investigated: (1) recall of distinctively versus nondistinctively encoded material; (2) readers' interactions with the semantic base of the text; (3) encoding and recall of semantic content; and (4) the role…

Perceptual processes of reading can be investigated meaningfully without having to make detailed statements about higher-level processing and about the nature of the interactions between downward flowing cognitive information and upward flowing information resulting from visual processing. (HOD)

Describes the reading in sign language of 25 stories by four young deaf readers. Suggests that the reading processes of the deaf closely resemble those of hearing readers. (AEA)

Explores children's predicting and inferencing strategies for understanding written materials by analyzing an example of one second grader's oral reading. Discusses theory of reading comprehension processes, as well as how teachers can develop student's predicting and inferencing abilities at word, sentence and suprasentential levels. (RH)

Reports the findings of experiments that suggest that much of perception, even to high interpretive levels, is automatic and independent of intention or consciousness, and that the production of words in reading may involve problems that have nothing to do with articulation, even if the words have been identified. (GT)

A summary of the major concerns involved in modeling the process of reading attempts to integrate both the cognitive, psychological aspects of the process and some salient aspects of learning to read in a second language. A model of reading as a cognitive activity is outlined. (four references) (CNP)

Examines, in two studies, the cognitive processes involved in locating specific information in a document, such as a table or directory. Concludes that efficient search is a matter of selective inspection to retrieve information relevant to specific goals. (SR)

Describes a condition called "reader's block" whereby the mind fails to comprehend the meaning of the text because of digressing thoughts. Suggests that "freereading," like freewriting, can help to clarify thoughts. Argues that it is not necessary to read things correctly the first time through. (PRA)

Investigates effects of epistemological beliefs and topic-specific beliefs on undergraduates' (N=40) cognitive and strategic processing of a dual-positional text. Findings reveal that epistemological beliefs about the speed of learning affected the overall number of cognitive processes exhibited, whereas topic-specific beliefs interacted with the…

Two experiments were conducted to understand the processes through which 5th graders discriminate relevant from irrelevant information when solving mathematical story problems. Visual scanning was recorded and coded as directed toward relevant information, irrelevant information, the question, workspace, and elsewhere. Experiment 1 focused on the…

The working memory (WM) processes that underlie young children's (ages 6-8 years) mathematical precociousness were examined. A battery of tests that assessed components of WM (phonological loop, visual-spatial sketchpad, and central executive), naming speed, random generation, and fluency was administered to mathematically precocious and…

Noting the differences in processing information by reading and by listening, two studies examined subjects' ability to detect errors in written and oral prose. In both experiments, college students were presented with four expository passages drawn from different written sources. All passages were approximately 300 words and 5 paragraphs long,…