Studies from the interactive perspective regard reading and writing as processes which share a common knowledge base and have similar mental operations. First, according to this model, reading and writing are both interactive processes. Second, both readers and writers go through the same activities as planning, drafting, aligning, revising,…

This research disproves the hypothesis that less-skilled comprehenders are less able to take advantage of constraints at all levels of structure. Five studies used self-paced reading, meaning probe judgment, recall, and sentence and word recognition tasks to examine the effect of supportive discourse contexts on sentence processing in skilled and…

A study was conceived to develop, implement, and evaluate the Structural-Response Instructional Model for increasing reading/thinking skills through written responses to a text's macrostructure. The study sought to determine: (1) if writing activities increased students' reading comprehension, (2) if the model effectively increased reading…