Examines three experiments about how readers combine immediate sentence context with information presented earlier in a paragraph in processing words in text. Finds that discourse information operates interactively with local context to affect readers' expectations for and processing of upcoming words. (MG)

Describes three studies relating to visual functioning. Finds that reading retardation is the result of a clustering of factors, of multiple causation. Discusses the need to determine whether or not a student has the necessary lateral and other functional vision skills to maintain sufficient body energy for the demands of the reading task. (MG)

Explores task, person, and strategy variables as determinants of strategy use in college students, drawing upon study strategy, metacognition, and attribution research literatures. Finds that the college students reported using more than eight strategies per student on the average. (MG)

Investigates the construct validity of measures designed to assess topical knowledge. Interviews students about their knowledge of four topics and administers a recognition test. Finds no strong correlation between the two. Concludes that recognition measures assess a specific body of information, whereas interviews open a broader window on a…

Examines, in two studies, the cognitive processes involved in locating specific information in a document, such as a table or directory. Concludes that efficient search is a matter of selective inspection to retrieve information relevant to specific goals. (SR)

Investigates how nonproficient college readers monitor their comprehension of difficult expository text. Describes reading behavior as follows: as a global description of word-related, sentence-related, and discourse-related strategies used by nonproficient readers; and as a process description of how readers monitor their comprehension when…

Ascertains the nature of secondary reading programs in American-sponsored Overseas Schools (A/OS). Finds that (1) the programs are most often remedial; (2) programs offer reading instruction as part of content courses or as required courses; and (3) there are very few certified reading personnel. Concludes that the A/OS needs to include reading…

Suggests changes in the Guided Reading format based on recent research on the nature of reading and reading instruction. Emphasizes the dynamic process of constructing meaning from text. (MG)

Describes an experimental investigation of how a live metaphor might help readers connect an old idea with a new concept, thereby adding new information to an existing base of knowledge. Finds that the use of metaphors may generate a meaningful learning experience for less able readers at the university level. (MG)

Examines the degree to which audiotaped progressive muscle relaxation (PMR) training influenced the oral and silent reading performance of eight adolescents who were legally classified as emotionally disturbed. Finds that PMR training can have a positive influence on the reading performance of emotionally disturbed adolescents. (MG)

Studies the number of reading articles published in major journals by the leading research universities' reading faculties. Presents institutional productivity ratings of various universities. Provides data from several time periods. Finds that several institutions continue to make substantial scholarly contributions. (HB)

Studies the different effects on college readers of mnemonic imagery conditions compared to no-strategy control conditions. Indicates that both remedial and nonremedial readers scored significantly higher through exposure to mnemonic imagery conditions. (HB)

Determines whether the time of day when reading is taught has an effect on below-grade-level students' mastery of reading skills. Indicates an overall increase in mean scores for the mastery of reading skills for afternoon instruction as compared with morning instruction. (HB)

Considers the prospects and need for a psychologically plausible connectionist model of the development of word recognition skills. Emphasizes the importance of phonological skills as precursors and facilitators of learning to read. Argues that it may be possible to develop a connectionist model which will be more consistent with evidence from…

Investigates the effect of vocabulary glossing on recall and vocabulary learning, as well as learners' preferences as to glossing. Finds that glossing did not significantly affect recall for the college students but that those with higher than average proficiency recalled more if they had read a glossed version of the text. Notes that participants…