Distinguishing between interpretive and formal models of discourse processing and between qualitative and quantitative research, this paper argues that formal models are the analogues of interpretive models, and that the two are complementary. It observes that interpretive models of reading are being increasingly derived from qualitative research…

The secondary task method is utilized to assess cognitive capacity usage during, and immediately following, interspersed mathemagenic questions of different levels. The method also assesses the relationship between this usage and prose material recalled or recognized from differing positions and different types. The experiment involved 120…

This paper provides a general description of schema-theoretic models of language comprehension and examines some extensions of such models to the study of reading. The goal of schema theory is to specify the interface between the reader and the text: to specify how the reader's knowledge interacts with and shapes the information on the page and to…

Two studies investigated whether variations in the importance of inferences and the salience of premises within a text would affect the probability that the inference would be made. Six stories of about 500 words were used, with eight variations of each story. The target inference, and its plausibility, was constant across all versions. Inference…

The four main components of the reading process are as follows: (1) physiological, the apprehension of printed symbols by the eyes and the engagement of the brain and the nervous system; (2) phonological, hearing the words in the mind's ear; (3) understanding, requiring semantic knowledge, syntactic knowledge, and related prior experience on the…

This paper is intended to serve as an introduction to text analysis as a research tool and vehicle for improving instruction. In terms of perspective, two major theses are maintained throughout the paper: text analysis should be used within the context of understanding that a multiplicity of variables can influence reader/text interactions, and…

Reading as thinking, the key to reading maturity, flexibility, and efficiency, is dependent upon the reader's purposes and his repertory of reading skills. Instruction should begin with the teacher's evaluation of the reader's functioning skill level, his psychological characteristics, and the nature and quality of his stored information. Skillful…

This paper discusses the reading diary study--a method that involves frequent observation and detailed note-taking of the strategies employed by a child while learning to read--and the problems of data reduction, limitations of methods employed by researchers, and analysis of data. The sections include "Miscue Analysis," which can be…

Reading comprehension is an active inferential process. Three experiments are described in which the possibility was examined that highly probable inferences are drawn, even when they are unnecessary for comprehension. (Author/RM)

Two error analyses (one on consonants and one on vowels) underscore the importance of non-visual cognitive processes in reading. (RL)

Questions three assumptions about the diagnosis and correction of reading problems. (MKM)

Examines the pattern of eye movements of skilled adult readers when encountering a surprise ending to a story. Suggests that processing at the discourse level must be considered as an influence on the eye movement control system. (NKA)

Reports the findings of a study showing that the importance or salience of a text at the time of reading has little effect on recognition of specific features from the prose. (HTH)

Offers three explanations drawn from language and literature theories about what happens when people read: (1) receiving sense, (2) finding sense, and (3) making sense. (EL)

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)