The purpose of this mixed methods study was to investigate how relevance instructions influence readers' personal reading intentions, reading goals, text processing, and memory for text. Undergraduates (n = 52) were randomly assigned to one of three pre-reading relevance instruction conditions that asked them to read from a perspective or to read…

Gives examples of what advanced education students remember about four facets of their own reading instruction--concepts of the construct "reading," early instructional techniques, development of their interest in reading, and qualities they liked and disliked in their teachers. (JM)

Describes a study technique that encourages college students to develop their own strategies for improving their study skills. (MKM)

Attempts to replicate the release-from-competition effect (a difficult concurrent memory task speeds pronunciation of low-frequency irregular words but slows pronunciation of other word types) with mature normal readers of Norwegian (undergraduate education students) and thus tested the generalizability of dual-route models to a considerably more…

Investigates the relationships among the speeds of word encoding, lexical access, semantic memory access processes, and reading achievement of college undergraduate students. Concludes that reading deficiencies may occur as a result of either slow semantic memory access speeds or a lack of organization of information in semantic memory. (FL)

Discusses three strategies that help students remember information from the author's point of view: webbing, pyramiding, and think sheets. Notes that each strategy highlights superordinate ideas and shows how ideas relate to each other. Offers instructional techniques for using the three strategies. (FL)

The SQ3R method has been the backbone of textbook reading strategies for over 20 years. However, research indicates that students--even though they know how to use the technique--do not apply it because they believe it is too involved and too time consuming. Theoretically, SQ3R is a sound technique based on current knowledge about brain functions,…

Describes the relationship between reading and writing and considers its treatment in scholarly research. Explores relationships between writing and reading as they emerge in autobiographical accounts of literacy developments. Analyzes numerous interviews of people remembering literacy experiences. (HB)

Studies the effects of visual elaborations on the cognitive processes of adult learners. Compares the effects of two types of visual elaboration strategies on immediate and delayed recall. Suggests that the incorporation of visual elaboration strategies produces a greater depth of processing, leading to better recall. (HB)

A study investigated reconstructive recall for linguistic style. It was hypothesized that (1) features of linguistic style would be more difficult to recall than underlying content, (2) reconstructive errors would include stylistic forms recalled as standard forms when subjects lacked productive control of a particular feature of a style, and (3)…

The use of suggestopedia--a technique combining memory expansion and relaxation--as a teaching technique for disabled readers is examined in this paper. The paper first describes the origin of suggestopedia as a therapeutic technique in Bulgaria; it then describes some components of suggestopedia: the creation of physical relaxation, the use of…

Explores quantitative and qualitative differences in text processing, reading time, and study time and in learning from text, at immediate and delayed recall. (DF)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 31 titles deal with a variety of topics, including the following: (1) teaching strategies for reading comprehension; (2) strategies for assigning meaning to unfamiliar words in context; (3) differential processing of explicit and…

A study investigated the effect on reading comprehension in English as a Second Language (ESL) of formally incorporating four reading strategies into reading instruction. The four strategies taught were cognitive, memory, compensation, and test-taking strategies. Subjects were 29 students at the University of Alabama of varying language…

Recent research has shown that when individuals hear an impoverished, atypical, or disorganized story and are asked to recall it, they can and do produce a canonical version of it. To determine if this "strategic" manipulation of story structure undergoes developmental changes, two experiments were conducted using second and sixth grade children…