Twenty subjects at each of four age levels (8, 10, 12, and 18) rated linguistic units of prose passages in terms of their importance. Third- and fifth-grade subjects did not differentiate items in terms of their relative importance to the text and at all ages such judgments were related to recall. (Author/JMB)

Brown and Barclay (1976) trained educable retarded children to use either of two memory search strategies, Anticipation or Rehearsal, involving a self-checking component. Following the training, both their free recall performance and their ability to estimate their readiness for a recall test improved significantly. In the present research, the…

Reports three experiments which tested the hypotheses that: (1) as they mature, students become better able to identify the essential organizing features and crucial elements of text, and (2) that this ability is an essential prerequisite for effective use of a limited processing capacity and restricted time when studying. (JMB)

Two experiments examining the effects of providing appropriate frameworks for comprehending ambiguous sections of prose were conducted with 143 children from second through seventh grade. (Author/JMB)

Two experiments concerned with memory and comprehension of prose passages were conducted with children from second through seventh grade. In both experiments the major variable was the provision of appropriate frameworks for comprehending ambiguous sections of the passages. In the initial experiment, recognition of theme-congruent and…