This report provides an overview of concept and principle-learning studies and traces the theoretical basis for schema theory, which asserts that all knowledge is assimilated into a general cognitive framework. The procedures of an original study are described, which was designed to test the hypothesis that the inclusion of a "domain…

Four experiments were conducted to determine whether staging, or the prominence given to various segments of information through manipulation of prose structure, affects recall of the content of prose passages. In all of the experiments, pairs of passages were used in which members of each pair had identical content but different staging patterns.…

The effects of subject-generated and experimenter-provided verbal and pictorial elaboration on memory of prose were investigated in a sample of 192 fifth-grade pupils. Based on scores obtained from standardized reading tests, pupils were divided into those above, and those below, grade level. Each child read a social studies textbook passage under…

The prediction that utilization of contextual information will be reduced by the presentation of secondary tasks requiring attention was studied. The importance of a limited-capacity operational memory for reading performance was discussed. (BJG)

Two experiments tracked the acquisition of skilled reading as college students read as many as 160 pages of geometrically inverted text and assessed the consequence for memory of skill at reading. Results were interpreted in terms that emphasized an operational basis to memory--pattern-analyzing procedures rather than conscious contents.…

Critically reviews studies related to readers' anticipation of semantic, syntactic, and spatial features of text in the light of current theories of reading. Concludes that the class of interactive models, which conceive simultaneous bottom-up and top-down processing, are most consistent with available evidence. (AA)

Reviews research, much of it conducted by the Center for the Study of Reading, on the role of schemata in the process of reading comprehension. (MKM)

The reading of four profoundly and prelingually deaf children (ages 7-17 years) was studied. (Author/DLS)

Encounters with written language through reading can be exciting if they serve a function within the child's own framework of interest. (DD)

Hypothesizes that cloze easiness is a measure of information and tests this theory against a reanalysis of earlier data on cloze test performance. (AA)

Differences between oral and silent reading suggest both must be assessed in order to reveal thought processes. (MKM)

To determine whether the writing of certain transformations can predict comprehension of prose written in them, subjects were asked to read three major prose forms, each written in three transformed versions, and to respond to each immediately on cloze tests. (HOD)

Reviews the main features of the model, the steps that led to its development, and appropriate approaches to evaluating its adequacy. (AA)

Uses the eye-voice span to investigate the extent to which readers use syntactic or semantic cues to control segmentation during reading. Results are interpreted as favoring a semantic integration model in which skilled readers pace their information intake in order to facilitate integration of that information. (AA)

School age children and adults read short paragraphs suggesting spatial relationships and were given a recognition test containing items congruent with the semantic content of the test. Subjects recognized the semantically congruent inferences as having been present in the original reading material. (AA)