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)

Considers the rhetorical conventions that nonnative speakers of English often carry with them when they learn English. Stresses the need to respect students' diversity. (MG)

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…

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…

Describes and categorizes patterns we construct between texts of different kinds (patterns of intertextuality). Whether the principles of intertextuality can be applied to other sorts of semiotic "texts" such as computer graphics and hypermedia is raised as a crucial question for the future of educational research. (Contains 48…

The eight articles and two commentaries of this theme issue indicate the main lines of thinking represented at a symposium on the comprehension of graphics in text. The common assumption is that graphics per se do not have a direct effect on learning results but are effective only when processed adequately. (SLD)

Probes the complicity that results from the act of narrative engagement which, in a first-person narrative, can create a close relationship between the reader and the writer. Distinguishes among three types of first-person narration using the terms "immediate-engaging-first-person,""distant-engaging-first-person," and…

Investigates fifth-grade children's expectations for stories in relation to knowledge of literature/reading ability. Shows "high readers" included more high-level story propositions and structurally important story information than did low readers; students who included structurally important story information scored higher on knowledge…

Describes the PMOSE/IKIRSCH document readability formula, which provides a measure of document complexity (looking at structure and density) of a wide array of different document types (including lists, schedules, tables, graphs, charts, indexes, time lines, maps, calendars, and forms). Discusses implications of the formula in terms of document…

Rates 200 Reading Recovery books on five variables thought to represent "semantic,""syntactic," and "phonic" features of text. Finds the variables accounted for 83% of book level variance. Supports the validity of the Reading Recovery book levels. Suggests that the formula can be used by teachers to grade children's…

Examines comprehension of causal text sequences (in simulation) using construction-integration analysis. States that 16 preliminary simulations, applied to 2 text frames each, influenced decisions concerning 4 simulation choice points. Reveals good qualitative fit between the construction-integration activation of the probe questions and their…

Suggests the electronic classroom provides a space for applying feminist ideas to a theorization of hypertext. Explores the potential for hypertext to interrogate dominant ideologies and to produce alternative knowledge. Uses feminist activist art as a model, and takes advantage of the way hypertext enables combination the best of both modern and…

Blends the authors' voices with those of RTEACHER listerv members to explore the good and bad news about leveled text. Suggests the concept has involved teachers in questioning how they select texts for reading instruction; but the greatest challenge is a shift in emphasis from acquiring extensive collections of leveled books to learning more…

This paper considers the generic structure of "Conclusion" chapters in PhD theses or dissertations. From a corpus of 45 PhD theses covering a range of disciplines, chapters playing a concluding role were identified and analysed for their functional moves and steps. Most "Conclusions" were found to restate purpose, consolidate research space with a…

This study investigated the effects of linguistic simplification and content schemata on reading comprehension and recall. The participants, 240 Iranian male students of English as a foreign language (EFL), were divided into 4 homogeneous groups, each consisting of 60 participants (30 with high proficiency and 30 with low proficiency). To elicit…