The present study was designed to determine if maze tests constructed over the same passages by different teachers were comparable. In addition, maze test parallel form reliability was investigated. (HOD)

Any understanding of the relationship of comprehension to grammar must go beyond the scope of the traditional limitations of syntax and relate to real world knowledge in terms of language usage. (Author)

Reports on an examination of three types of cloze tests developed from a fiction and a nonfiction passage to see if such tests showed promise for use in a pre/posttesting paradigm for investigating the acquisition of information from texts by reading. (Author/HOD)

Investigates the influence of metaphors on text processing. Varies the degree of explicitness provided between a metaphor and new information. Finds that metaphors increase learning of the idea units strongly related to the metaphors, and thus can be used to increase learning of particular material in text. (SR)

Identifies and describes major factors interacting with readability measures in 36 experimental studies analyzing the validity of such measures. (RB)

Describes two studies designed to determine if a sentence verification technique would detect differences in performance when subjects read material of varying difficulty. Concludes that the technique was sensitive to differences in text difficulty and suggests several possible uses and advantages of the technique. (HOD)

Critiques Fleming's proposed alternative to Rubenstein's evidence for phonemic encoding. This reanalysis strengthens the evidence for phonemic encoding and suggests that Fleming's "alternative" should be considered as another source of variance affecting recognition, not as a mutually exclusive alternative to phonemic encoding. (HOD)

The purpose of this study was to identify cognitive processing activities that produce text learning in the absence of instructions to learn. (HOD)

Examines eye movement patterns of adult readers as they encounter cross-sentence contradictions. Finds that both readers informed of the existence of contradictions and those not informed were aware of inserted contradictions, and that instructions to search for contradictions caused readers to alter their reading behavior. (RS)

Presents and tests a theoretically derived causal model of the recall of sentences. Notes that the causal model identifies familiarity and concreteness as causes of comprehensibility; familiarity, concreteness, and comprehensibility as causes of interestingness; and all the identified variables as causes of both immediate and delayed recall.…

Indicates that the two tests measure distinct factors in reading comprehension. (RB)