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Peer reviewedAbramovici, Shimon – Journal of Research in Reading, 1990
Examines the "levels effect" (the theory that more important text elements are more likely to be remembered than less important elements) in children and adults when reading expository text. Finds differences between adults and children in the extent to which they engaged in the type of processing that resulted in levels effects. (MG)
Descriptors: Adults, Children, Comparative Analysis, Elementary Education
