Results of a study show that reading and listening comprehension depend on the same language processing skills and that localized processing skills, not global organizational skills, are a major source of individual differences in language processing. (JM)

Supports the developmental gradient-shift explanation for differences between the reading performance of children and college students. (HOD)

Evaluates the efficacy of the "levels hypothesis" (the prediction that ideas residing at superordinate positions in a text hierarchy are most memorable) as a suitable descriptor of children's reading comprehension of expository prose. (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 information-processing differences among four types of readers differing in reading comprehension and speed. Finds that good comprehenders outperformed poor comprehenders on all types of tasks, but the results were less clear for the high- and low-speed readers. Proposes differences in working memory as a source of individual differences…

Investigates developmental differences in the effects of context on ongoing word recognition under conditions that placed greater demands on the readers' comprehension/memory capacity than had been the case in prior studies and examines the generality of these prior findings. (HOD)