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| Reader Text Relationship | 3 |
| Reading Research | 3 |
| Text Structure | 3 |
| Reading Comprehension | 2 |
| Content Area Reading | 1 |
| Grade 6 | 1 |
| Higher Education | 1 |
| Intermediate Grades | 1 |
| Memory | 1 |
| Models | 1 |
| Paragraphs | 1 |
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| Discourse Processes | 3 |
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| Journal Articles | 3 |
| Reports - Research | 3 |
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Peer reviewedFletcher, Charles R.; Chrysler, Susan T. – Discourse Processes, 1990
Presents evidence that indicates recognition memory consists of three separate representations: a surface representation, a propositional textbase, and a situation model. (KEH)
Descriptors: Memory, Models, Reader Text Relationship, Reading Research
Peer reviewedGoldman, Susan R.; And Others – Discourse Processes, 1995
Looks at the role of paragraphing on the identification of and memory for main ideas as compared to elaborative information in expository passages. Finds that paragraph manipulation had a greater effect on the differentiation of main ideas and elaborations when passage content was less familiar. (RS)
Descriptors: Higher Education, Paragraphs, Reader Text Relationship, Reading Comprehension
Peer reviewedCrismore, Avon – Discourse Processes, 1990
Reports the impact of metadiscourse on sixth grade students' learning and attitudes. Finds that low-comfort students learn more when informational metadiscourse is presented in interpersonal voice and high-comfort students learn less. Finds that students' attitudes are more tolerant of opinions if they read just one type of metadiscourse. (KEH)
Descriptors: Content Area Reading, Grade 6, Intermediate Grades, Reader Response
