Argues that the reader's active transformation and recreation of the text and both the content and function are best understood within the context of the personal style or identity the reader is shaping. (HOD)

Discusses research supporting the instructional validity of three comprehension monitoring strategies: (1) summarization of text, (2) self-initiated questioning, and (3) differentiation of reader-based and text-based questions. (FL)

Notes that students' comprehension and interest increase when they talk about how to read, draw inferences, and answer inferential questions. (FL)

Individual differences in working memory capacity affect the probability of resolving apparent inconsistencies in sentences. Resolution was less likely for readers with small working memories. Such readers devote so many resources to reading processes that they have less capacity for retaining earlier verbatim wording in working memory. (Author/RD)

Notes that intermediate grade students who still have difficulty understanding implied messages in print have a limited time for learning the skill. Suggests that the traditional teaching method of questioning about a passage is ineffective, and proposes a direct instruction method for use in a variety of situations. Recommends materials that…

Transformation abilities are those which deal with the intellectual process of changing, revising, or redefining information. Scores on a measure of academic learning were found significantly related to several of these transformation ability factors. (DG)

Examines some historical facts surrounding Thorndike's 1917 article, Reading as Reasoning: A Study of Mistakes in Paragraph Reading," (republished in Reading Research Quarterly, 1971, 6, 425-48), in an attempt to put the article in its proper perspective both as a research study and as a contribution to the psychology of reading. (VJ)

Discusses the methodology and the conclusions of Thorndike's 1917 study. (VJ)

Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)

Defines "reading event," as describing sources of meaning children may draw upon to assist comprehension. Comprehension processes are identified, and a model is proposed for influencing students' selection of meaning sources and comprehension processes. (RH)

Explains how changes in reading theory have meant new emphases and new ways to teaching reading. (JL)

The results of two experiments serve to extend the processing-time explanation of content effects and to indicate that context effects are greater when reliance upon phonological input is increased as compared to predominant reliance on the direct visual access route to the lexicon. (FL)

Points out the possible problems that can arise when people are "certain" about something. Suggests that readers need the power of uncertainty, which will allow them to consider new hypotheses, change conceptions, and use knowledge as a framework for constructing meaning, not merely to confirm ideas they already have. (FL)

Contrasts two theories about the use of semantic context information and reports data that support the theory that readers can use certain semantic strategies in dealing with context. (AEA)

Presents results of a study of fifth-grade students' ability to interpret novel metaphors and similes when provided with a subschemata of semantic attributes. (AEA)