Seeks to identify difference between six proficient and less proficient college freshmen in their use of personal evocations and reflections in the reading transaction. Finds that, although proficient readers integrate textual cues and prior knowledge in a process of reflecting about stories and characters, less proficient readers seem to approach…

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)

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)

Examines cognitive, metacognitive, and motivational factors as predictors of individual differences in the reading comprehension abilities of good and poor readers. Finds that regression analyses within subgroups indicated word recognition was the most important predictor variable for poor readers, whereas perceived competence predicted the…