Examines the tongue-twister effect to help determine the role of phonological information during silent reading. Concludes that the tongue-twister effect results from phonetic rather than visual confusion, and that the locus of the effect is within working memory. (MG)

Examines the influence of prior knowledge on expert readers' strategies to identify and state a text's main idea. Identifies three methods of constructing the main idea: automatic construction; draft-and-revision; and topic/comment. Concludes that expert readers' construction of the main idea is often a mediated, strategic task. (RS)

Tests undergraduate students on efficiencies of lexical access, semantic memory access, verbal working memory span, contextual priming, and efficiency with which anaphors are resolved. Finds that none of the reading subcomponent measures correlated with comprehension when subjects were not under a time pressure, but a number of these measures…

Examines three experiments about how readers combine immediate sentence context with information presented earlier in a paragraph in processing words in text. Finds that discourse information operates interactively with local context to affect readers' expectations for and processing of upcoming words. (MG)

Investigates how interest and importance interact to affect the strategy use and recall of skilled readers. Finds that readers acted strategically, except when they encountered seductive details: subjects spent a great deal of time on seductive details, even though they considered them highly memorable and unimportant. (RS)

Analyzes think-aloud protocols generated during reading to locate sources referred to when students made links reaching beyond what they read. Finds proportion of links to sources located within the text decreased and proportion of links outside the context increased over time. Notes students who increased use of sources located outside the task…

Discusses a descriptive study of reading strategies used by lawyers and law professors, and reports on an experimental study where law students were taught the strategies. Finds that the strategies significantly improved comprehension, especially of beginning law students. (SKC)

Explores reading strategies used by two groups of readers differentiated in terms of academic performance subsequent to their first year in law school. Finds that students in the top quartile used different strategies than students in the bottom quartile. Suggests that attention should be paid to literacy requirements and practices as students…

Describes an experiment that explored the relationships between text structure, prior knowledge, and reader's purpose on the processing of text and memory for text information. Results demonstrated that the strategies used to read text are flexible. (HOD)

Examines how various reading and writing activities interacted over time as college students composed from multiple sources. Discusses the linear and nonlinear nature of the restructuring and composing process. Finds that individual reading and writing activities served unique yet partially overlapping functions over the course of the task.…