Reaction time to reading sentences which were not clearly interrelated was longer when a paragraph was titled to give it to more discourse (paragraph) level meaning. The presence of titles had no effect on reaction times for meaningful paragraphs, however. (CP)

Describes two subject-paced reading experiments in which word-reading times were collected using the moving-window method. Finds that reading times of content words increase more steeply than reading times for function words. Discusses results in terms of buffer models of reading, the processing of different lexical classes, and hypotheses which…

In an analysis of a processing activities model of memory applied to connected discourse, 206 college students assigned to eight conditions in two studies evidenced significantly greater recall when provided with semantic level tasks than either surface feature analysis or reading control (intentional and incidental) conditions. Additionally,…

This paper discusses a study designed to evaluate the use of semantic and syntactic expectations in reading. Sixteen college-student subjects, measured for reading proficiency by the Nelson-Denny Reading Test, were divided equally into a fast-reading group (350-450 words per minute) and an average-speed reading group (200-275 words per minute).…