Concludes that (1) when women read advertisements, they screen them through their own personalities, including their personal and family marketing needs, and (2) the process they use to do this depends more on the product advertised and its usefulness than on the advertisement. (FL)

Reports that reading researchers are now debating whether reading is a bottom-up or top-down process. (FL)

Results showed that students in grades two and four could be differentiated on the basis of simultaneous-successive factor scores and that the differentiation into high-high and low-low cognitive processing subgroups also differentiated Ss in their phonological awareness, disambiguation of ambiguities, appreciation of incongruities and riddles,…

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Using recall for connected discourse processed under three semantic and three orthographic inference conditions as well as a control, hypotheses of superior delayed recall for semantic processing conditions and "reversals" from immediate to delayed recall were tested. (HOD)

Discusses whether the learning of separate subskills is a prerequisite for learning to read and whether the reading process actually is made up of many different skills. (FL)

This research examined the possibility that readers would differentially recall passage material as a result of differing levels of processing during reading. The results seem to indicate that what readers remember from reading passages is determined by the activities they engage in during reading. (Author/BW)

Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)

Suggests that reading theorists who neglect to treat context frequently produce distorted views of how reading occurs. (MKM)

Comprehension monitoring was investigated by asking college students to read and answer probed recall questions about passages that contained intentionally introduced confusions. Subjects failed to report a large number of the confusions and less than one quarter of the confusions were noticed during reading. (HOD)

Examines the meaning of "Jack and Jill" according to different semantic theories. (MKM)

In three experiments, subjects read passages and circled misspelling in them. Results support the unitization hypothesis that common words are normally read in units larger than letters but are read in letter units when misspelled. (Author/CP)

The relationship between lower level code availability and top-down contextual processing in word recognition was investigated in two experiments. The major finding was that the increment in performance resulting from coherent organization relative to the random passage was equivalent in both normal and reversed orthographic forms. (Author/GK)

Among findings were that as reading proficiency increased, ability to use graphic information increased considerably, although not significantly; and low readers were least efficient in their use of grammatical form class cues, with their errors more often than not being of a different form class. (SBH)

Reports a series of studies that investigated the role of parafoveal vision in reading by using the Stroop phenomenon. Supports the "peripheral search guidance" process of Hochberg's model of reading, and provides evidence of processing variations across retinal location. (RL)