Working from theories of text grammar and logic, the authors suggest and tentatively confirm several hypotheses concerning the role of micro- and macro-structures in comprehension and recall of texts. (Text is in French.) (DB)

Reports two experiments analyzing the effects of different types of word misidentification on children's understanding of connected discourse. Results vary depending upon the way comprehension is assessed. (AA)

Examines the selective dissemination of indexed surrogates to overcome two major causes of cultural lag: reading overload and lack of cogency of technical communication. An analysis of three models--reference-retrieval systems, question-answering systems, and surrogate-dissemination systems--explores reasons for lag in technique implementation.…

Conditions under which children learn to read with comprehension are explored; it is argued that the environment of the school must be graded in accordance with the thinking level of children and individualized so that children have different paths available to achieve common understandings and skills. (Author/DS)

Discusses two major questions in the study of reading Chinese characters from the viewpoint of experimental psychology: (1) Is there cerebral lateralization? (2) In progressing from the recognition of single characters to the comprehension of sentences, is phonetic recoding necessary? The answer to both is yes. (KM)

Purposes a reconsideration of the traditional notions regarding reading rate and flexibility (i.e., that the good reader is a flexible reader who adjusts reading rate to the difficulty of the material or the purpose for reading) and suggests that perhaps there is no relationship between reading rate and flexibility. (JM)

Suggests that the cloze procedure be used as an instructional strategy; includes a rationale for using cloze tasks in reading instruction, descriptions of various cloze activities, and guidelines for implementing cloze exercises in an instructional setting. (TJ)

Two experiments examined the roles of semantic and surface information in reading and recognizing sentences. Results indicate that reading and recognition are interactive processes, involving conceptually driven and data driven operations; the interaction may be either automatic or controlled. Semantic and surface information are conceptualized as…

Two experiments were conducted with Chinese subjects to investigate whether phonemic similarity affected the visual information processing of Chinese characters. The first experiment used a short-term retention paradigm and the second, a sentence judgment task. Results were discussed with respect to the issues of orthographical differences and of…

Response latencies were obtained in word matching and sentence completion tasks from disabled readers, age-matched normal readers, and reading-level matched normal readers. Results indicated that perceptual and semantic processing are interconnected and improvements in the speed and accuracy of one facilitates improvements in the other. (HOD)

Summarizes what is known about the reading process and suggests that English instructors can help their students learn to comprehend assigned materials. (MKM)

Reviews the research that has led to a new formulation of the reading process and emphasizes the remarkable similarities that have been found inprocesses underlying reading and other cognitive capacities. Using the example of developments in woodcut book illustrations, he examines the relations between the process of reading and the history of…

Proposes a teaching viewpoint on comprehension which removes some of the abstraction; the final product is a teaching sequence for comprehension skills that is parallel in form to the teaching sequences commonly used for word recognition. (JM)

A study was conducted to extend the findings of Meyer (1975) on forward transfer theory, by examining a different subject matter (four science passages) and different adjunct question types (verbatim recognition vs. conceptual short-answer essay). Results were consistent with the forward transfer theory of adjunct questions. (Author/LMO)

Hyperactive boys (N=20) recalled fewer words and showed less category organization than reading-disabled and normal boys. Rather than lacking the skill to use semantic organization as a strategy in free recall, hyperactive boys had difficulty in spontaneously generating the strategy and in sustaining sufficient effort to task completion.…