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)

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)

To test the generality of the concreteness/strategy interaction, adult subjects were given concrete and abstract textbook passages to study by using either an imaginal or verbal strategy. (HOD)

Explores whether the interpretation of figurative passages presents a comprehension problem different from that of any difficult text. Indicates that although some abilities important in processing isolated figurative expressions carry over to figurative passage interpretation, these figurative-unique abilities can not definitively account for the…

Comprehension monitoring was investigated by asking college students to read and answer probed recall questions about passages that contained intentionally introduced confusions. Subjects failed to report a large number of the confusions and less than one quarter of the confusions were noticed during reading. (HOD)

To determine whether the writing of certain transformations can predict comprehension of prose written in them, subjects were asked to read three major prose forms, each written in three transformed versions, and to respond to each immediately on cloze tests. (HOD)

Examines the effect of self-instruction training on comprehension monitoring of below-average and above-average readers. Finds that self-instruction aided both groups of students in recognizing between-sentence contradictions and that below-average readers performed as well as above-average readers on transfer measures. (RS)

Reports on a study stemming from schema theory that assessed the role that background knowledge plays in determining young children's ability to process relationships that are explicitly and fully specified in a text, in comparison to those that are only partially specified by the same text. (Author/HOD)

Poor readers' ability to use knowledge-based processing strategies was investigated by comparing good and poor readers' recall of familiar and unfamiliar text. Findings suggest that poor readers' comprehension suffers when their use of prior knowledge is restricted. (HOD)

Investigates the effects of goals and goal progress feedback on reading comprehension self-efficacy and skill. Shows that remedial readers benefit from explicit feedback on their mastery of a comprehension strategy. (MG)

Develops a text-specific prior knowledge measure that predicts the likelihood of a student's success in recalling the content of a reading passage. (HOD)

Examines whether (1) the organization of the sentences of a passage (regular order as written or scrambled order) affects a reader's comprehension of the passage, and whether (2) sentences read in isolation (one single sentence) are comprehended as well as sentences read in the full context of a cohesive passage. (HOD)

The effects of manipulating the connective words "because" and "after" on fifth graders' reading comprehension was examined. The results provide no support for the notion that sentence length is related to comprehensibility or that implicit connectives are more difficult to comprehend. (HOD)

Examines children's comprehension and learning of expository texts on micro-, local-, and global-level processing skills. Finds a gradual increase in higher level processing skills with age. Notes that critical developmental patterns from nine-year olds onward took place in local- and global-level processing. Finds that developmental patterns were…