Investigates the influence of metaphors on text processing. Varies the degree of explicitness provided between a metaphor and new information. Finds that metaphors increase learning of the idea units strongly related to the metaphors, and thus can be used to increase learning of particular material in text. (SR)

College students with either high or low prior domain knowledge (PK) read a text chapter presented in short pages on a computer monitor. Half of the participants read with headings present and half with headings absent. The computer recorded time spent reading and rereading each short page. Learning was assessed through a structured recall task.…

Assesses the effects of headings on text processing behaviors during immediate and delayed testing of 65 undergraduate students. Finds that headings did not appear to affect overall comprehension or overall answer location accuracy. (MG)

Compares three linguistically motivated algorithms for assigning between-word space sizes for their impact on text readability. Finds that the readability of text can be improved with the aid of a rudimentary automatic parser. (PRA)

Investigates the relationship between text type, tone, and readers' responses of 58 students. Finds that narrative and expository text were not responded to differently. Finds that subjects made fewer text-based and more reader-based statements when reading descriptive text than when reading expository or narrative text. (MG)

Finds that the reader's purpose for reading (read-to-do or read-to-recall) partially determines what type of mental representation is stressed during comprehension. Finds that the processing of procedural text is codetermined by the participants' purpose for reading and type of text (narrative versus list-like) as well as the text structure (as…

A study examined the effect of divided and alternating comparison/contrast text structures on the reading comprehension of the college developmental reader. In the divided pattern, all of the information about an object is provided and then all of the information about the other object is provided, while in the alternating pattern comparisons…

Investigates effects of prior knowledge on learning from high- and low-coherence history texts. Examines participants' comprehension in two experiments. Finds high-knowledge readers performed better on open-ended questions after reading low-coherence text. Indicates that low-coherence text requires more inference processes--these inferences are…

Examines the effects of two types of comparison-contrast discourse structures on the initial learning and retention of unfamiliar scientific information by mature readers. Finds a demonstration of the mature reader's versatility in accommodating unfamiliar information, especially when it is presented in well-structured patterned texts. (MS)

Investigates and demonstrates the strong effects of the role of global discourse organization on the comprehension of temporal order in narrative texts. Proposes three principles of discourse organization. Tests the comprehension of underlying event order of five passages by subjects. (HB)

Finds layout of a list affects the way it is read and understood; recall for separately arranged lists in text was better than that for continuously arranged lists, and notes a difference in reading patterns between the two layouts; and a separated list allowed readers to reread the points selectively, while a continuous list made readers reread…

Considers how psychological models of first language (L1) textual comprehension distinguish between expository and narrative texts but are unclear on differences of inference generation between the two types of tests in a second language (L2). Shows that subjects generated more inferences for narrative texts while exhibiting more miscomprehension…

This paper analyzes the relative contributions of general reading comprehension and domain knowledge to subject matter text learning. The paper points out the limits of each factor in explaining text learning and summarizes some recent studies that support the complementary role played by each factor. A two-factor account of text learning (general…

Investigates two characteristics of texts--structural importance and text-based interest--that affect what students remember from their reading of biography. Finds that interest has a powerful effect on recall for both good and poor readers. Finds that seductive details and main ideas were best remembered whereas details supporting the main idea…

Reviews models of reading performance as an organizing framework for understanding findings from empirical studies of text and reader factors. Reviews numerous empirical studies of text design and reader variables and their effects on comprehension. Aims to help readers understand this research and its implications in document design decisions.…