Discusses a number of books requiring the reader to examine their illustrations and pictures closely and making a visual statement that could be lost if only surface meanings are considered. (FL)

Discusses the influence of Thorndike's 1917 study on attempts to define the reading process and its practical impact on reading research. (VJ)

Concludes that, although first-grade students generate more haphazard responses on standardized reading tests than do older students, they nevertheless do apply similar reasoning strategies to vocabulary and comprehension items. (FL)

Argues that the paragraph represents a semantic unit, not just a grammatical convention. Presents original research to establish the types and frequencies of certain paragraph formats found in expository material. Discusses the most appropriate time for teaching students the ideational relationships within paragraphs. (FL)

Discusses nontext knowledge necessary for reading comprehension. Examines the composition of children's real world knowledge for ordinary situations. (FL)

Outlines a program of vocabulary development that contains cognitive, affective, and physical elements. Points to test results showing that the program has been effective with fourth grade students. (FL)

Indicates that including philosophical skills in the reading program of fifth-grade students led to improved reading comprehension achievement for both above and below average readers. (FL)

Twenty-four college seniors summarized a 167-word text. Five days later, they completed a sentence-recognition task and described components of successful text summarization. It appeared that students who summarized efficiently also stored information in memory efficiently. (Author/CJ)

Good and poor comprehenders from grades four, six, and eight were directed to process one of two narratives in which major informational inconsistencies were noted. Younger readers and poorer comprehenders required more attentional assistance to note the inconsistencies. (FL)

Reports on a study that was designed to determine the differential holes that three variables--accessing word meaning, integrating prior knowledge, and using text structure to organize ideas--play, not only in comprehension, but also in metacomprehension. (HOD)