Investigates the effects of cognitive mapping on written summarization and comprehension of expository text. Concludes that mapping appears to assist students in: (1) developing procedural knowledge resulting in more effective written summarization and (2) identifying and using supporting details in their essays. (MG)

Examines the effects of two types of comparison-contrast discourse structures on the initial learning and retention of unfamiliar scientific information by mature readers. Finds a demonstration of the mature reader's versatility in accommodating unfamiliar information, especially when it is presented in well-structured patterned texts. (MS)

In round two of a debate begun in November 1988, this article again reemphasizes the poor quality of Jeanne Chall's experimental phonics research and reporting inaccuracies that invalidate her conclusions. The basic flaw might lie in Chall's belief system. Includes 57 references. (MLH)

Furthering the "Kappan" phonics debate, the author claims that her research results were misunderstood by critic Marie Carbo and that evidence concerning phonics' instructional benefits is cumulative, particularly for children at risk. Based on 80 years' empirical and theoretical support, Carbo's "no conclusion" stance is unsupportable. Includes…

Compares high school students' use of analogic and pictorial illustrations for understanding and remembering complex instructional text. Finds that pictures proved helpful for both immediate performance and delayed performance, while analogy was helpful for delayed performance but only slightly more helpful on immediate performance. (MM)

Examines the effectiveness of the SQ3R study technique in enhancing comprehension of material in an introductory psychology textbook. Finds significantly better performance on tests of recall or conceptual items for students using SQ3R than for those using individual study methods. (RS)

Assesses the effects of textual errors on dyadic and individual learning. Finds that dyads performed better than individuals on recall of text in sections without errors, on recall of error location, on error frequency, and on motivation and interest measures, but performed no better on recall of texts containing errors. (RS)

Analyzes whether a combination of televised story and/or an illustrated storybook influence children's story comprehension. Finds no significant differences between groups. Suggests that the communication medium alone has little importance for reading comprehension. (RS)

Uses picture-word interference tasks to examine the relationship between reading achievement and the automatic recognition of familiar and less familiar words and pseudowords. Finds that achieving and nonachieving fourth-grade readers show similar automatic recognition of both familiar and less familiar words. (MM)

Examines the effects of repeated readings and attentional cues on measures of reading fluency and comprehension. Suggests that increasing fluency is a less efficient means of improving comprehension than presenting cues about comprehension. (MM)

Examines the conflict between applied linguistics and schema theoreticians over the relationship between the concepts of cohesion and coherence. Suggests that the positions taken are the result of theoretically different starting points. Reports the results of two studies that support the theory accounting for cohesion and coherence. (RS)

Reflects on reading research and reading education, observing that mature judgment and perspective seem to be lacking in both fields. (MM)

Discusses the relationship between vocabulary and reading comprehension. Cites recent research supporting the utility of both direct and indirect vocabulary instruction. (MM)

Reports on a psycholinguistic investigation of a 10-year-old, nonautistic hyperlexic on tasks of written and auditory presentations of single words, sentences, and text. Finds good development of both phonological and lexical reading mechanisms. Finds a significant dissociation between reading accuracy and reading comprehension and also between…

Uses stimulated recall to elicit a retrospective account from two alternative school students who choreographed a dance to depict their understanding of the relationship between the two central characters in a short story. Suggests that these students' account illustrates the way in which reader, text, and context participate in a complex…