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

A set of decoding tests and picture-word interference tasks was administered to third and fifth graders to explore the relationship between single-word decoding, single-word semantic processing, and text comprehension skill. (BRT)

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 on a study investigating the effect of prior knowledge of written prose in intact, topic sentence deleted, and topic sentence and concluding sentence deleted conditions, and advances a methodology for determining prior knowledge. (FL)

Investigates effects of illustrations on 11-year-olds' comprehension of abstract and concrete passages. Reveals no significant effects due to the illustrations, although ability effects were found for literal, inferential, and total comprehension. (DF)

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)

Outlines the concept of working memory, with particular reference to a hypothetical subcomponent, the articulatory loop. Discusses the role of the loop in fluent adult reading, then examines the reading performance of adults with deficits in auditory verbal memory, showing that a capacity to articulate is not necessary for the effective…

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)

Presents information regarding frequently occurring reading tasks both at work and in leisure settings. Concludes that (1) competencies exist that can be measured independently, (2) these competencies are distinguishable in terms of goals and procedures of reader, and (3) activity as measured by time spent with material for a specific task is…

Compares the performance of good and poor readers on information processing tasks. (FL)

Three experiments investigated a characteristic of the propositions that underlie sentences. For some of the sentences tested, the same concepts occurred repeatedly across the underlying propositions; for others, concepts were seldom repeated. Repetitions were shown to facilitate sentence processing. (Author/RM)

Prior research has shown that test takers use a variety of strategies when taking passage-based reading comprehension tests. The specific effects that these alternative strategies have on actual examinee test performance are largely unknown. Evidence suggesting that performance differences exist across testing conditions would imply that the…

Suggests that the Right to Read'' movement should be secondary to a right to think'' movement because language is a symbolic expression of knowing or thinking, and as such it takes second place to the development of thinking. (Author/RB)