Examines the strategies readers engage in by analyzing their self reporting responses during and after reading a passage. Argues that teachers should instruct children to be aware of the nature and effectiveness of their own reading strategies. (RAE)

Discusses how readers process text and the implications this processing has for technical writers. Presents guidelines for designing documents so that readers can better understand and apply what they have learned from text. (JAD)

Examined relationships among working memory, memory span, and reading skills in children and adults. Found that working memory and short-term memory skills develop through adolescence, but working memory skills show declines in adulthood. Age-related declines in memory appear to be related to the task's processing demands, which may affect the…

Examines undergraduate students' imaginative processes (i.e., spontaneous imagery and emotional response) to newspaper articles. Finds that, as in previous studies with literary texts and feature journalism articles, imagery and affective responses (i.e., emotional response and story interest) were moderately to strongly related. Finds that both…

Finds that the writing system and the reading system share many of the same orthographic, phonological, and working memory subprocesses but that the patterns of concurrent relationship between these subprocesses and writing and between these subprocesses and reading differ. Suggests that writing and reading draw upon the same as well as unique…

Investigates the relationship between the relative difficulty of passages and the number of unknown words in passages. Finds little support for the theory that free reading results in large vocabulary growth. Calls into question the practice of devoting large amounts of classroom time to free reading if the purpose is to increase vocabulary or…

Examined the effects of infant age on parent-infant interactions during picture-book reading. Subjects were 3 groups of parent-infant dyads with infants aged 9, 17, and 27 months. Found that parents reading to younger infants used more attention-recruiting verbalizations and more elaborations, compared with parents reading to older infants, who…

Explores the relationship between pragmatics and reading from a perspective of "learning to read" in order to "read to learn." Second language reading is discussed in terms of cognitive processing and research on content and formal schemata; cognitive processing and readers' cognitive strategies and metacognition; and the reading-writing…

Twenty-nine prelingually, profoundly deaf adolescents were interviewed to assess their metacognitive knowledge about school-related reading. Students' schemata for school-related reading were largely skill based and passive and lacked mature metacognitive knowledge that would enable students to gain the most from their reading instruction and…

Suggests focusing historical narratives explaining composition's emergence and search for an identity by concentrating on the changing face of rhetoric within institutional settings. Investigates the cultural history of the term "process." Explores what the unacknowledged cultural values "process" bring to reading and writing and the…

Examines developmental stages of reading from preschool to secondary school. Discusses cognitive requirements of various stages of reading and identifies possible sources of difficulty. Presents several case vignettes to illustrate common patterns of reading disabilities and their behavioral manifestations. Offers specific suggestions for…

Discusses children's pictures termed "visual manifold narratives" (picture books that develop more than one narrative line by including two or more sets of separate pictures on the page). Discusses some uses of the manifold narrative, the reader's role in constructing meaning, subversion of the linear narrative, the metafictionality of manifold…

Investigates the relationship between overall comprehension and the comprehension of coreferential ties for second-language readers of Spanish literature. Significant correlations between overall comprehension and coreferent identification indicate that coreferential tie errors may be symptomatic of confusion about another entity in the text. (42…

Outlines how contemporary reading theorists conceptualize reading fluency, discussing why it is a good indicator of reading process efficiency. Suggests ways to foster development of reading fluency. Children must acquire the automatic word and phrase processing that enables fluent reading and lets them allocate cognitive capacity to…

Discusses the importance prior knowledge plays in learning in the content areas. Discusses previewing pictures as a prereading activity and presents a picture analysis activity which can be used to activate prior knowledge to use as a foundation for good bridge building. (MG)