Examines the effect of training fourth-grade children to use the regulation strategy of rereading as a means of answering questions about previously read text. Finds that subjects trained in the rereading strategy used the strategy more often and were more likely to produce correct responses than were control subjects. (RS)

Concludes that despite the potential disruption to the flow of understanding, readers' use of lookups is a necessary and appropriate fixup activity when reading only is inadequate for remedying text confusions. (FL)

Shows that "Slicing the task"--reducing the amount of print a student has to read at a given time by inserting questions into the text--may be effective with good readers but not for poor readers. (FL)

Examines the nature and prevalence of author-provided cues to effective processing of introductory college textbooks in psychology and biology. Concludes that the authors of the texts chose cues that would be effective even with relatively passive learners and rarely chose cues that demanded much activity from readers. (SKC)

Explores opposing theoretical views on the effects of text underlining and reports on a study of 67 college freshmen. Finds that the subjects who generated their own underlining did not perform significantly better than those who were given experimenter-generated marking. (SKC)