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Olson, David R. – Visible Language, 1986
Argues that literacy has indirect cognitive effects through the conceptual distinctions and social practices that it fosters. Examines the distinction between what is given in a text and what is inferred by readers. Argues that children's acquisition of this distinction is decisive in the development of a literary thought mode. (JD)
Descriptors: Adult Literacy, Cognitive Processes, Critical Reading, Epistemology
Peer reviewed Peer reviewed
Vande Kopple, William J.; Shoemaker, Allen – Visible Language, 1988
Explores how several kinds of metadiscourse that convey interpersonal meanings affect readers. Describes results of an immediate recall test given on two informative paragraphs which contained some modality markers. Discusses possible roles of modality markers in discourse processes. (KEH)
Descriptors: Advance Organizers, Coherence, Context Clues, Critical Reading
Peer reviewed Peer reviewed
Garofalo, Karen M. – Visible Language, 1988
Hypothesizes that typographic cues structured according to a defined set of common attributes within textbooks enable readers to discriminate between various levels of information and to make generalizations about the information contained in each level. Proposes a method of identifying and ranking categories of information. (KEH)
Descriptors: Cognitive Processes, Content Analysis, Content Area Reading, Context Clues