Examines the meaning of "Jack and Jill" according to different semantic theories. (MKM)

In three experiments, subjects read passages and circled misspelling in them. Results support the unitization hypothesis that common words are normally read in units larger than letters but are read in letter units when misspelled. (Author/CP)

The relationship between lower level code availability and top-down contextual processing in word recognition was investigated in two experiments. The major finding was that the increment in performance resulting from coherent organization relative to the random passage was equivalent in both normal and reversed orthographic forms. (Author/GK)

Among findings were that as reading proficiency increased, ability to use graphic information increased considerably, although not significantly; and low readers were least efficient in their use of grammatical form class cues, with their errors more often than not being of a different form class. (SBH)

Reports a series of studies that investigated the role of parafoveal vision in reading by using the Stroop phenomenon. Supports the "peripheral search guidance" process of Hochberg's model of reading, and provides evidence of processing variations across retinal location. (RL)

Provides further evidence of the psychological importance of semantic roles for verbal learning and broadens the realm of earlier work with semantic roles by using connected prose rather than individual sentences. (HOD)

Uses students' writings about their responses to particular books to raise questions about the kinds of responses students are being taught. (AA)

Draws teaching suggestions from an analysis of secondary school students' comments about their experiences with fiction. (AA)

Explores the central assumption of the cloze procedure, which is that context can be used inferentially to predict deleted words. (MKM)

Four experiments dealt with integration of semantic information while reading. Reading and comprehension time of two related sentences in a text was analyzed according to their proximity and relation within the text. A model of textual comprehension is proposed. (CHK)

Analyzes what "reading to learn," a process central to higher education, means in terms of conceptual and strategic knowledge, and explores what interventions could help college students learn more from text. Views "reading to learn" as necessitating a deep approach, and suggests that students should be able and required to…

Provides a personal account of the development of the Eye Movement Contingent Display Control research methodology for the study of perceptual and cognitive processes in reading. Suggests that the usefulness of eye movement techniques for studying human cognition is still in its beginning stages. (RS)

Describes the development of reading and spelling procedures in Portuguese-speaking children from first to fourth grade and discusses whether existing developmental models may account for this development. Finds that results contradict U. Frith's strictly sequential theory but not P. Seymour's model, which allows for concurrent development of…

Investigates effectiveness of two variations of elaborative interrogation for group settings in an experiment where college students learned factual sentence information--students used whatever strategies worked best for the sentence-learning task. Indicates that written and oral variations of elaborative interrogation were equally effective; both…

Investigates how students in an upper-level sociology course wrote critiques and how their texts were evaluated by four professors in the discipline. Finds that students received higher scores if they found weaknesses in the source article, basing their judgments on disciplinary knowledge; and neither major nor educational level was a strong…