In three experiments, 172 college students repeatedly read and recalled stories presented in good and poor form to determine whether the memory-enhancing effect of good text organization is transitory or long-lasting and whether it pertains to forgetting as well as learning. Advantages of good form are discussed. (SLD)

Suggests that (1) readers store a substantial amount of text-sequencing information; (2) memory for text-sequencing information is strongly related to comprehension; (3) memory for place on the page is very weak; and (4) memory for place-on-the-page and text-sequencing information appear to be distinct. Indicates that text-sequence information is…

Empirical research into reading theory suggests people begin a reading transaction with an affective response and then primarily rely on memory. They may elect to use imagination as an option to influence the process, but when the affective response is overwhelming, the imagination lies dormant while memory dominates the transaction. A research…

A series of studies investigated the manner in which information is utilized during fixations in continuous reading. Utilization refers to visual information being processed to further the comprehension of the text being read, in contrast to registration, which refers to visual information simply being available to the brain. The studies…

Investigates the effects of reader perspective and cognitive style on encoding, storage, and retrieval processes. Finds that structural characteristics of the text itself may affect storage and retrieval processes but not encoding processes, and that reader perspective shows no effect on a delayed recognition test. (RS)

Twenty college students read passages from John Steinbeck's "Log from the Sea of Cortez," so that the effect of their study strategies on their recall of idea units in the passages could be tested, both immediately after reading and after a one-week delay. The experiment provided a comparison of the effectiveness of two imposed study patterns, a…

The Research Institute for the Study of Learning Disabilities, established at Teachers College, Columbia University, was guided by the postulation that academic failure experienced by learning-disabled children results from interaction between the way they process information and the information processing demands of the instructional methods…