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Peer reviewedTuinman, J. Jaap – Reading Research Quarterly, 1971
Examines some historical facts surrounding Thorndike's 1917 article, Reading as Reasoning: A Study of Mistakes in Paragraph Reading," (republished in Reading Research Quarterly, 1971, 6, 425-48), in an attempt to put the article in its proper perspective both as a research study and as a contribution to the psychology of reading. (VJ)
Descriptors: Cognitive Processes, Educational Psychology, Error Patterns, Measurement Techniques
Clay, Marie M.; Imlach, Robert H. – Journal of Verbal Learning and Verbal Behavior, 1971
Descriptors: Behavioral Sciences, Intonation, Learning Theories, Linguistic Theory
Peer reviewedStauffer, R. G. – Reading Research Quarterly, 1971
Discusses the methodology and the conclusions of Thorndike's 1917 study. (VJ)
Descriptors: Cognitive Processes, Educational Theories, Educational Trends, Paragraphs
Peer reviewedTuinman, Jaap; Hafner, Lawrence E. – Psychological Reports, 1971
Descriptors: Adjectives, Cloze Procedure, College Students, Language Research
Peer reviewedSmith, Karl U.; And Others – Journal of Applied Psychology, 1971
Descriptors: Behavior Patterns, Eye Fixations, Eye Movements, Feedback
Peer reviewedSmith, Frank; Holmes, Deborah Lott – Reading Research Quarterly, 1971
Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)
Descriptors: Cognitive Processes, Memory, Models, Reading Ability
Gephart, William J. – Reading Res Quart, 1970
Descriptors: Federal Aid, Information Systems, Models, Program Descriptions
Peer reviewedBrown, Eric – Reading Research Quarterly, 1970
Descriptors: Dialects, Language Acquisition, Learning Theories, Models
Peer reviewedRystrom, Richard – Reading Teacher, 1970
Descriptors: Communication (Thought Transfer), Inner Speech (Subvocal), Learning Processes, Listening Comprehension
Hill, Margaret Keyser – Int Reading Assn Conf Proc Pt 4, 1968
Descriptors: Cognitive Processes, Diagnostic Tests, Listening Comprehension, Needs
Farr, H. L. K. – J Ind Teacher Educ, 1970
Describes the need for vocational English in an organic curriculum for vocational education rather than a transplanted English curriculum. This curriculum should include improved reading and writing techniques and "Regeneration, a new third "R . Regeneration suggests a radical improvement in present courses of technical English or a replacement…
Descriptors: Curriculum Development, Curriculum Enrichment, English Instruction, Interdisciplinary Approach
Peer reviewedDilena, Mike – English in Australia, 1982
Explains how changes in reading theory have meant new emphases and new ways to teaching reading. (JL)
Descriptors: Child Language, Cognitive Processes, Elementary Secondary Education, Knowledge Level
Peer reviewedReynolds, Ralph E.; Anderson, Richard C. – Journal of Educational Psychology, 1982
Text information relevant to questions was learned better than text information irrelevant to questions. Results are predicted by a theory that readers selectively allocate a greater volume of attention to question-relevant information, and that a process supported by the additional attention causes more of the information to be learned.…
Descriptors: Attention, Higher Education, Instructional Materials, Learning Processes
Peer reviewedPollatsek, Alexander; Rayner, Keith – Journal of Experimental Psychology: Human Perception and Performance, 1982
The functions of spaces between words in adult reading of text were investigated in three experiments. Results were consistent with a two-process theory in which filling parafoveal spaces disrupts guidance of the next eye movement and filling foveal spaces disrupts processing of the fixated word as well. (Author/RD)
Descriptors: Adults, Eye Fixations, Eye Movements, Reading Processes
Peer reviewedBecker, Curtis A. – Reading Research Quarterly, 1982
Contrasts two theories about the use of semantic context information and reports data that support the theory that readers can use certain semantic strategies in dealing with context. (AEA)
Descriptors: Cognitive Processes, Context Clues, Educational Theories, Elementary Education
