Scientific texts are often multimodal, consisting of both text and illustrations. However, previous research indicates that young readers are poor at using text-and-illustration integration strategies and at in-depth processing of scientific illustration information. This study used an experimental paradigm to teach strategies of illustration…

Exploring ways to help primary school teachers extend the literacy of their pupils, this paper devises and classroom-tests strategies whereby teachers might develop the abilities of their children to use literacy more effectively as a means of learning. It focuses on the reading and writing of non-fiction text. Outlining four basic insights into…

Reports on a study showing that teachers' understanding of learning and the age of children affect children's comprehension styles. (EL)

Challenges the widely endorsed practice of activating relevant knowledge prior to reading. Outlines a perspectival (perspective-relative) view of reading and suggests that this view provides a means to make coherent sense of interpretations. Concludes that having specific knowledge is not the main desideratum in interpreting texts--the main…

Predicated on the assumption that many of the problems exhibited by learning disabled children arise from difficulties they have in processing information, the program of research described in this paper was undertaken to (1) identify reading comprehension difficulties that are due to disorders in the reader, and (2) design and test effective…

To examine the role of phonetic code in memory, a study investigated the use of phonetic recoding strategies in fifth and sixth graders identified as good and poor readers. Subjects--120 students with IQ scores in the average range--were divided evenly between both grades. Thirty subjects from each grade who scored above the 50th percentile on the…