Critiques Carver's presentation of his theory of reading comprehension and rauding (see article in same issue), interpreting the theory as a limited, serial, mathematical "model." (JM)

Reports that the reading comprehension of 14- and 18-year-old students and the volume of reading done by students and adults ranks higher in New Zealand than in the United States or Iran. Suggests that levels of reading achievement for students depend on the reading demands of society. (AEA)

Finds that the updating of situation models is achieved by accessing both locational and temporal links in the knowledge-based spatial representation. (SR)

Examines Ronald Carver's statement of theory (see article in same issue) from a metatheoretical perspective. (JM)

Supports the conjecture that learning to recognize text structure through flowcharting transfers to more careful reading of expository texts by less skilled readers. (AEA)

Studies the reading comprehension of high school students who read three expository passages of increasing difficulty. Finds that the two groups use the same type and number of strategies on the easy passage, but as the passage difficulty increased, good comprehenders use more types of strategies and use strategies more often than the poor…

Examines the ability of children to evaluate their comprehension of text using lexical, external, and internal consistency standards. Finds that children more often use lexical and external consistency than internal consistency and that the results of verbal report measures are inconsistent with performance measures. (RS)

Compares secondary school students' underlining of main points in a biology text to their teachers' underlinings of main points. Finds large variations in the number of main points underlined by the students and even by the teachers, and large variations in the agreement between students and their teachers. Suggests that educational variables are…

Concludes that after treatment using a taxonomy of comprehension skills adolescents more accurately perceived the distinctions between positive and negative authority figures. (RB)

Supports the hypothesis that the skilled reader of modern English relies upon the orthographic and syntactic-semantic information that is stored within the brain in order to read efficiently, reinforcing the assumption that reading is a highly cognitive process. (RB)

Discusses the results of a study that examined the relationship between comprehension ability and prior knowledge in children's recall of structurally equivalent text. (AEA)

Analyzes the reading disorder, hyperlexia, and suggests that further study of this syndrome may contribute to an understanding of both word recognition and comprehension in the total reading process. (AEA)

A study shows that word shape information, when combined with knowledge of the syntactic and semantic structure of the passage being read, more often than not specifies unique words among all of the alternative high frequency words of English. (MKM)