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Peer reviewedLinderholm, Tracy; Everson, Michelle Gaddy; van den Brock, Paul; Mischinski, Maureen; Crittenden, Alex; Samuels, Jay – Cognition and Instruction, 2000
Investigated the effect of causal structure revisions to school texts on the comprehension of more- and less- skilled undergraduates. Found that readers at both skill levels benefited from the revisions but only for the difficult text. (JPB)
Descriptors: Readability, Reader Response, Reader Text Relationship, Reading Comprehension
Peer reviewedBeck, 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
