Perceptual processes of reading can be investigated meaningfully without having to make detailed statements about higher-level processing and about the nature of the interactions between downward flowing cognitive information and upward flowing information resulting from visual processing. (HOD)

An attempt is made to manipulate depth of processing by inserting in text verbatim, paraphrase, or inference questions after every paragraph of the passage. Findings are discussed in terms of a "levels of processing" analysis. (Author/GK)

Context orientation and depth of processing were tested as possible explanations for thematic organization. The process of searching for the theme of prose passages was detrimental to recall. Theme statements facilitated recall when provided prior to each passage. The theme search process was beneficial only when the correct theme was identified.…

Explores children's predicting and inferencing strategies for understanding written materials by analyzing an example of one second grader's oral reading. Discusses theory of reading comprehension processes, as well as how teachers can develop student's predicting and inferencing abilities at word, sentence and suprasentential levels. (RH)

Demonstrates that (1) in a theory of comprehension, global coherence must refer not just to the availability of a macrostructure, but also to its ease of construction; and (2) the topic-comment assignment at the sentence level can be an important influence on the reader's perception of the passage topic. (FL)

Three experiments were conducted to study the inferencing processes involved in anaphoric reference. Results show that an anaphora activates both its referent and concepts when in the same proposition as the referent, and that all three, when in the same proposition, are connected in the long-term representation of a text. (PJM)

Previous research has reported instances in which some two-year-olds failed to overextend in comprehension what they overextended in use. Fremgen and Fay found no instance of overextension in comprehension in separate experiments. From this Fremgen and Fay conclude children never overextend in comprehension. This conclusion is re-evaluated here.…

Intermediate students scored better on reading comprehension tests when questions on content were interspersed in the text. (JD)

In 2 experiments involving 64 undergraduates words central or peripheral to a script appeared in scripted and nonscripted versions of a story. Efficiency of lexical access was measured by word reading time or naming latency. Data provide little evidence of script-related facilitation of lexical access, thus supporting the modularity theory. (SLD)

Two experiments assessed preschoolers' ability to understand pretend transformations. Subjects were two-, three-, and four-year-olds who viewed episodes in which either one or two similar props were altered in a pretend fashion. In both the single and double transformation, children demonstrated that they could keep track of the pretend…

Describes a condition called "reader's block" whereby the mind fails to comprehend the meaning of the text because of digressing thoughts. Suggests that "freereading," like freewriting, can help to clarify thoughts. Argues that it is not necessary to read things correctly the first time through. (PRA)

Investigates expository text macroprocessing and its relationship to working memory and school achievement by using a hierarchy-rating test. Indicates that the ability to identify expository text topics and main points are connected to Working Memory (WM). Finds that hierarchy-rating and multiple-choice task are strongly related to school…

This study compared 19 students with learning disabilities (LD) in grades 6 and 8 with their nondisabled peers on the free recall of science passages when differences in passage understanding and domain vocabulary were controlled. Results suggested that the poorer performance of LD students might be the result of the inability to understand and…

Studies of the gain from reading-strategy instructions by young (n=41) and old (n=46) adults determined that older adults were more dependent on signals in text. A strictly cognitive approach to text learning is not sufficient for older adults. (JOW)

Developing visual communication media technologies, such as computerized television, three-dimensional video, digital video interactive (DVI), and high-definition television hinder rather than enhance viewers' perceptual processes, understanding, and aesthetic appreciation of visual messages. Visual communication media researchers should reach out…