Previous work on recalling prose material can be criticized for its limited use of quantitative analysis and for neglecting the theoretical implications of the distinctions between verbatim and other forms of recall. Nine specially written passages used clauses and actual words to split reproduced material into verbatim, non-verbatim and intrusive…

Investigates whether 8-year-olds can be taught a mental imagery strategy to improve their memory of prose they read. Results of the study showed that the children taught the strategy answered more questions than the group who did not receive those instructions. (Author/DEP)

The effects of the level of adjunct question and type of feedback on learning concepts from prose were examined, using 534 college students. Results suggest that feedback does not necessarily facilitate concept learning and adjunct application questions do not always facilitate the learning of concepts through reading. (TJH)

Differences in discourse type were expected to result in differences in processing text. The more organized discourse types of comparison, problem/solution, and causation were predicted to yield superior recall of information than a collection of descriptions about a topic. Results from two studies supported this prediction. (Author/BW)

This monograph analyzes theoretical and methodological problems that may have prevented previous research from detecting retroactive inhibition with meaningful discourse and reports on two experiments based on the analysis. (Author/TA)

Examines John Dewey's concept of the student through the lens of his poetry and prose to show that the poetry clarifies the prose. The poetry reveals a concept of the student as more fragile and more in need of guidance than the prose might suggest. (SLD)

Students can learn to understand prose by carefully listening to the author's voice. The paper gives examples of prose in standard block form and in a poetic form, explaining why students find the poetic form more comprehensible. Students' awareness of rhetoric can be developed through the Myers Briggs inventory. (SM)

This textbook provides course content in elocution with reading exercises. In the selection of articles for Reading Exercises, great care has been taken to present a variety of style and subject, to attract by interest of matter, to elevate by purity and delicacy of sentiment, and especially to furnish the mind with valuable information, and to…

Organization theory emphasizes groupings of items on the basis of a variety of characteristics, and the role of the learner as an active processor or encoder of information. Research on organization theory as it is applied to memory and recall of prose is reviewed here. (BW)

Develops, refines and qualifies a thesis relating to the symbolism of the sea and investigates the evolution and gradual emergence of two separate patterns for the sea symbol in poetry and public rhetoric. (MH)

Discusses the implications of structuralism by examining "Introduction to The Structural Analysis of Narrative", a contemporary writing by Roland Barthes. Explains Barthes' terms and concepts by using Virginia Woolf's Mrs. Dalloway character for an example. (MH)

Evaluated the effect of using underlining cues in prose materials for 24 elderly volunteers with low or high Wechsler Adult Intelligence Scale vocabulary subtest scores. Results showed underlining cues were not successful in reducing vocabulary-related differences in performance. (BH)

A 2,217-word news article was reduced 10 percent, 30 percent, and 50 percent by one of three reduction methods: word frequency, grammatical, and subjective. Reduction method had no effect on comprehension at the 10 percent and 30 percent reduction levels, but at the 50 percent level the subjective method produced better reading performance than…