Supports the function of analogy in activating specific background knowledge and generally related knowledge in reading unfamiliar text, a view consistent with emerging schema theoretic notions. (AEA)

Indicates that readers monitor their comprehension as they read, evaluating whether the ideas expressed in the text are consistent with one another. (AEA)

Examines the relationship between performance on five Piagetian tasks and three measures of reading achievement in primary school children. Concludes that the relationship is minimal and inconsistent across different measures of reading as well as across grade levels. (FL)

Analyzes five basal readers and 10 adolescent novels to determine the occurrence of three types of language styles or registers: formal, informal, and technical/special. Concludes that the basal readers contained examples of all three types of registers while the novels contained relatively few examples of technical/special language. (FL)

A biofeedback study found that subvocalization neither hindered reading speed nor aided comprehension. Text readability and conceptual difficulty showed no effects. (AEA)

Investigates the use of graphic and contextual information by average and below-average readers when reading with equal rates of miscues. (HOD)

Results of this investigation indicate that the possession of high prior knowledge concerning the topic read greatly aided comprehension of that topic. (HOD)

Reports on regression analyses that determined the predictability of each of three oral reading behaviors on comprehension (unaided recall of story propositions) with adjustments for the effects of other variables so that the effect of a single oral reading behavior on comprehension could be independently determined. (HOD)

Investigates the relationship between cognitive synthesis abilities and reading abilities in kindergarten children. (HOD)

Reports on three experiments designed to determine when inferential elaborations dealing with instruments and consequences of action were made--at comprehension or retrieval. (HOD)

Examines whether (1) the organization of the sentences of a passage (regular order as written or scrambled order) affects a reader's comprehension of the passage, and whether (2) sentences read in isolation (one single sentence) are comprehended as well as sentences read in the full context of a cohesive passage. (HOD)

Examines the relationship between the number of cohesive ties in a passage, as defined by M. Halliday and R. Hasan, and free and prompted recall scores. (HOD)

Yields evidence of reading proficiency and age/experience effects on the use of lookbacks (retrievals of information presented in an earlier segment for correct responses to comprehension questions). Supports the pronounced good comprehender-poor comprehender monitoring differences found in earlier research. (AEA)

Concludes that adjunct questions can significantly improve low achieving high school students' reading comprehension. (FL)

Reports that no significant differences in comprehension were found between an experimental group of seventh grade students that read selected passages from an appropriate science textbook containing built-in aids and a control group that read the same passages without aids. (FL)