Three experiments explored whether recoding to speech during reading occurs before or after lexical access, or not at all. Tests determined the effects of a concurrent shadowing task on lexical information retrieval. Results indicate a model of reading in which speech recoding occurs after lexical access, with temporary word storage. (CHK)

An experiment contrasted the predictions of two explanations of the cognitive review process of the post-passage adjunct question paradigm. The questions presented to 104 college students quizzed either information high in the organizational structure of the expository prose passage or information low in the structure. The top-down-search…

The main experience of an ideal reader while reading a text is an "envisionment" of that text, a representation in the reader's mind of the content of the text. According to this view the envisionment grows and sometimes changes as the reader progresses through the text, and the ideal reader not only updates and supplements the…

A study was conducted to examine three fundamental aspects of the process of responding to a literary work of art: the nature of the reader's response to literature, the processes of response to literature, and the relationship of a reader's personal construct system to the way in which the reader responds to a literary work of art. The subjects…

Much of the current research in reading processes has been aided by movements in experimental psychology known as information processing psychology, cognitive psychology, and cognitive science. The information processing movement has contributed three important ideas: (1) Logogen theory of a cognitive response unit that is sensitive to the set of…

A dynamic model of reading that represents the processes of gaining idiosyncratic integrated meaning from the silent reading of continuous textual discourse has been developed. It includes the roles of the affective interactions as well as the cognitive connections and integrations energized during the silent reading of a continuous text. The…

This examination of the processes in reading comprehension is divided into seven categories. "Theoretical Foundations" reviews some of the research conducted by Bruner, Piaget, and Bloom in the areas of cognition or comprehension processes of young children. "Development of a Spiraling Reading Curriculum" examines a spiraling taxonomy of reading…

The relationship between the reflection-impulsivity dimension, a dimension of cognitive style, and selected aspects of oral reading behavior was investigated in this study. Fifteen impulsive and fifteen reflective average readers were selected from a population of 109 second graders. Measures of intelligence and reading comprehension were…

The building block theory of language structure, an information processing approach, is applied to the development of a model of the reading process. Specifically, the model is concerned with the amount of time an individual will spend reading and the amount of content he will decode which is determined by a series of cognitive processes involving…

Three experiments investigated the hypothesis that, when interpreted in context, general terms are typically encoded on the basis of an instantiation. The results indicated that a particular term naming the expected instantiation of a general term was a better cue for the recall of a sentence than the general term itself, even though the general…

Recent research within the framework of existential sociolinguistics is reviewed, and its implications for the interpretative processes of reading are discussed. It is argued that comprehension through language is based largely on the role that the assumptions of the speaker and the social expectations of the hearer play in symbolic interaction.…

A series of experiments was reported in which three models of word identification were evaluated: the direct-semantic-access model, the visual-features stage model, and the phonemic-recoding stage model. A modified Stroop task was used to contrast these three models. (Editor/RK)

Three studies conducted to examine individual differences among 6- and 7-year-olds in the extent of use of alternative cognitive processes for word reading supported the expectation that boys tended to rely more than girls of the same reading level on access to phonological segments of words. (Author/CB)

Indicates that subjects spent more time reading important information than unimportant information and that, when processing time was limited, extra cognitive effort was allocated to accomplish the same result. Finds that important information was also recalled better, confirming the "levels effect." Reports three experiments supporting…

Suggests that metaphors in text are processed differently from literal language. Indicates that more information was remembered when the context did not contain metaphors and when the target paragraph was more important in the hierarchy of the passage. (NKA)