Details a study showing that for young children, proactive semantic cues were the most helpful in reading. Reveals also that the children made miscues displaying semantic associations across cue types. (FL)

Results indicated that children judged "imitative" and "contingent" tended to use primarily new information in resolving contradictory motive information in two stories (i.e., the stories' constructs), while children judged "noncontingent" tended to resolve anomalous information by interpreting the stories in terms of old information (i.e., their…

Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)

Concludes that adult disabled readers perceive reading as a decoding process rather than as a meaning constructing or comprehension task. (HOD)

Investigates the proficiency level of adult readers on the "when" and "where" aspects of storing and retrieving information to successfully complete a task. (HOD)

Reports that second-grade students in reading groups that used materials without pictures had faster mean reading times than students who read the same materials with pictures, but did not differ from them in comprehension or achievement. (FL)

Reports on a study in which ninth-grade students of differing reading ability were asked to paraphrase a section of text. Indicates that a major difference among reader ability groups was in the number of inferences they made in the paraphrasing task. (HTH)

Suggests that oral and silent sentence reading represent a similar cognitive process. Reports that poor readers, in particular, decrease processing time on difficult words in silent as compared to oral reading. (AEA)

An examination was made of factors affecting reading performance of upper elementary students. Factors included effects of questions placed at various positions in the text, role of factual and inferential questions used as adjunct aids, and differences in processing strategies used by the readers in probed recall tasks. (Author/HOD)

The report presents an analysis of the underlying structure of simple stories and examines the implications of such structure for recall. Data comparing recall by children and adults suggest that story schemata differ somewhat at various points in development and that consequently there are qualitative differences in recall. (RC)

Fourteen adults who stuttered and 14 adults who did not participated in a self-paced word-by-word reading experiment. Results indicated that the two groups were not different with respect to speed of word identification but that persons who stuttered retrieved semantic information more slowly than those who did not stutter. (Author/PB)

Identifies four major assumptions that drive current psychological research on the reading comprehension process. Emerging evidence points to prior knowledge and cognitive and metacognitive processes as critical for the development of skilled reading comprehension, and suggests that instruction on the processes underlying comprehension can improve…

A discourse comprehension model is developed in which the initial processing is bottom-up. Word meanings are activated, propositions are formed, and inferences and elaborations are produced, regardless of the discourse context. A network of interrelated items is created which can be integrated into a coherent structure. (SLD)

Defines the method of "think alongs," which are representations of a reader's process of constructing meaning. Illustrates how think along methods of reading instruction might be used in secondary science, math, or social studies classrooms by focusing on critical learning issues in each area. (HB)

Examines information-processing differences among four types of readers differing in reading comprehension and speed. Finds that good comprehenders outperformed poor comprehenders on all types of tasks, but the results were less clear for the high- and low-speed readers. Proposes differences in working memory as a source of individual differences…