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Ágnes Hódi; Edit Tóth; Marianne Nikolov – Reading Research Quarterly, 2025
Reading literacy is a multidimensional construct in terms of text and reading processes. Much research has examined the divisibility of the processes underlying reading, but they have treated the rest of the construct as unitary. This study extends the examination of dimensionality to a neglected area in literacy studies. It tests reading models…
Descriptors: Reader Text Relationship, Reading Processes, Text Structure, Foreign Countries
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Hartman, Douglas K. – Reading Research Quarterly, 1995
Finds two general types of intertextual links: (1) links among ideas, events, and people; and (2) social, cultural, political, and historical connections. Notes that the eight high-school students adopted various discourse stances, reflected in the ways they positioned themselves in relation to the passages, and that they used textual resources in…
Descriptors: High Schools, Reader Text Relationship, Reading Achievement, Reading Processes
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Hyona, Jukka – Reading Research Quarterly, 1994
Investigates the phenomenon of topic shift (sentences initiating a new topic are given additional processing time by skilled readers). Finds adults showed a proportionately greater effect than fifth graders when more difficult expository texts were used but not with easy narratives. Finds that paragraph marking did not influence the processing of…
Descriptors: Adults, Comparative Analysis, Grade 5, Intermediate Grades
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Beck, Isabel L. – Reading Research Quarterly, 1991
Uses a cognitive processing perspective to revise fifth grade social studies texts, to describe those revisions, and to demonstrate their effects empirically. Finds that students reading the revised text recalled more material and answered more questions correctly than did those reading the original text. Concludes that a text-processing approach…
Descriptors: Cognitive Processes, Content Area Reading, Grade 4, Grade 5
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Spivey, Nancy Nelson; King, James R. – Reading Research Quarterly, 1989
Analyzes above and below average readers' informational reports, which synthesize both source texts and writer-generated materials. Concludes that general reading ability and success at synthesizing overlap, and that success at synthesis may be related to cognitive factors associated with comprehension, such as sensitivity to text structure. (RS)
Descriptors: Cues, Grade 10, Grade 6, Grade 8