Given limited work modeling the role of individual difference factors and processing variables in students' learning from multiple texts, the author evaluates such a model. In particular, the model analyzed examines the relation between cognitive (i.e., habits with regard to information evaluation) and affective (i.e., interest) individual…

An experiment compared the impact of more and less semantically connected sentence contexts on vocabulary learning. Third graders (N = 40) were taught the definitions and meanings of six unfamiliar verbs: "anticipate," "attain," "devise," "restrain," "wield," and "persist." The verbs were…

Evaluates schema theory and presents dual coding theory as a theoretical alternative. Argues that schema theory is encumbered by lack of a consistent definition, its roots in idealist epistemology, and mixed empirical support. Argues that results of many empirical studies used to demonstrate the existence of schemata are more consistently…

Discusses the results of a study that examined the relationship between comprehension ability and prior knowledge in children's recall of structurally equivalent text. (AEA)

Describes schema theory, then explores the machine metaphor implicit in schema-theoretic accounts of reading. (FL)

Reports on a study which examined children's and adults' use of text structure and content schemata in isolation and as they interact. Indicates that subjects' ability to select appropriate schemata supported the validity of both schema types. Also finds that structure and content schemata interact with schooling and text to influence processing…

Latent inferential comprehension scores were calculated for fourth-, fifth-, and sixth-grade students in a study that investigated cognitive styles as mediating variables in comprehension processes. (HOD)

Examines previous studies of the effects of prediction activities, prior knowledge, and text type upon reading comprehension. Finds the three elements unimportant to ordinary reading. Observes that many schema theory concepts arose from analysis of difficult reading. Suggests that the schema theory variables may arise only in atypical reading…

Describes four experiments that examined the influence of an information units' category membership, normative importance, and goal-relatedness on its perceived importance. Results suggest that category membership and goal-relatedness did affect perceptions of importance.(HOD)

Reports that results of two experiments designed to assess the effects of text cohesion and schema availability on children's comprehension of social studies passages that varied in vocabulary difficulty failed to support expectations based on the interactive theory of reading. (FL)

Indicates that students were much more likely to comprehend text when they had a culturally appropriate schema into which to incorporate new information. (AEA)

Reviews research relevant to understanding the conditions in which elaborative inferences are made, with a particular concern for the implications for schema-theoretic notions of comprehension. (FL)

Using sixth-grade students, a study examines (1) relationships between background knowledge and passage comprehension, (2) relative usefulness of certain variations in measuring available knowledge, (3) value of a background measure as applied to a teacher-directed small group prereading language and concept organizer activity, and (4) effect of a…

Reports the results of a screening test used to identify fifth and sixth grade students who employ a text processing strategy based on an inaccurately constructed hypothesis about the material being read. (FL)

Examines how cultural schemata influence American and Palauan students' reported strategies and their reading comprehension. Finds that students predominantly use processing strategies categorized under awareness development and intrasentential ties establishment for culturally unfamiliar passages. Finds that students use intersentential ties and…