Finds that a graphical browser (a graphical representation of the structure of a hypertext document) had no effect on recall, comprehension, or recall of text structure but that it did increase the amount of text read by users and reduced the number of nodes repeated during reading. (SR)

Proposes a model of the reader's understanding of simple narrative texts, such as fables. Tests this model by using point generation and fable comprehension data from adult subjects. Identifies three components needed for understanding a fable's moral. Argues that data support the theory propounded. (HB)

Demonstrates how cognitive style can be a useful construct in understanding why some children learn to read easily while others do so with great difficulty. Overviews relevant findings from cognitive style research in areas related to both acquisition of word recognition skill and the development of comprehension processes. (MG)

Takes a closer look at the reading skills of beginning readers who are able to read words by analogy. Finds that reading unfamiliar words by analogy to known words is an easier process and can be executed by beginners more readily than reading unfamiliar words by phonologically recoding the words. (MG)

Examines the use of prediction during the silent reading of short stories with surprise endings. Investigates the effects of instructional setting and content familiarity upon overall reading comprehension, literal comprehension, inferential comprehension, and interest. Finds that both inferential comprehension and interest were negatively…

Investigates the cognitive functions of college students' use of underlining as a learning strategy. Finds that underlining does not serve an encoding or review function and may be counterproductive for inferential recall. (PRA)

Reports the results of interviews with 12 reading specialists who stated their major concerns about reading education. States that the responses focused on three major categories: (1) changes in the definition of reading; (2) changes in the scope of reading programs; and (3) changes in people's attitudes to reflect the current understanding of…

Studies 54 children with hearing loss using the hypothesis that children with hearing loss who learn standard language through using their hearing will learn to read in the same predictable ways as children with normal hearing. Finds that hearing losses do not make the normal acquisition of reading impossible. (MG)

Explores teachers' enthusiasm for books to determine whether they have the kind of enthusiasm which would be a positive force in developing positive attitudes to reading. Stimulates teachers to consider their own reading and how it is reflected in the classroom. (MG)

Examines the content of eight basal reading series (published in 1989) to determine how and the extent to which lessons and activities that promote metacomprehension behaviors necessary for independent reading were included. Finds that basal authors made considerable efforts to incorporate activities and lessons that promote or foster strategic…

Notes that three groups of fifth graders either read an original social studies text, read a revised version, or were asked questions while reading the original text. Finds no differences among the three groups in amount of information recalled and the number of questions answered correctly, but students who were asked questions tended to recall…

Suggests the integration of the methods relating to theories that underlie emergent literacy (such as whole language, literature-based instruction, process-conference writing, cooperative learning, and composition-based instruction) with established spelling practices (such as the direct study of a basic core vocabulary, application of proven…

Compares recall and transfer performance of subjects receiving an extended instructional analogy or elaboration in a science text. Finds no differences between groups on explanative or nonexplanative recall. Finds differing amounts of far and immediate transfer for both groups in some instances. Suggests implications for the design of transfer…

Examines the relationships between what intermediate-grade children ask, how their questions come about, and the purpose for asking questions in reading. Finds that only with much effort did children succeed in raising questions for discussion. (RS)

Investigates effects of explicit instruction in how to take notes during a lecture. Finds preliminary support for providing explicit instruction with self-questioning to low performing first-year college student. Finds that the quality of notes and immediate comprehension of lecture information improved. (RS)