This paper looks at two specific problems faced by second-language university students attending courses in English for Academic Purposes: expository texts and reading-to-write tasks. A reading reaction journal (RRJ) can provide a forum for students as they activate a variety of reading strategies when reading expository text and in addition, can…

Describes three experiments that examined the trade-off between text-based and task-based importance. Defines text-based and task-based importance. Concludes that undergraduate subjects spontaneously adopted an interactive, compensatory strategy in which task-based importance superseded the role of text-based importance. Discusses implications for…

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.…

This study describes the reading and test-taking strategies that test takers used on the "Reading" section of the "LanguEdge Courseware" (2002) materials developed to familiarize prospective respondents with the new TOEFL. The investigation focused on strategies used to respond to more traditional "single selection"…

Investigates whether there were differences in locating discrete information in printed versus computerized text. Finds that computer searching tended to be more time consuming and less efficient than printed text searching. Finds no difference between computer and text conditions in total number of correct answers located. (SR)

Explores the nature of point-driven and purpose-driven understanding in undergraduate and graduate students. Finds that readers following a point-driven reading strategy tend to get locked into a particular level of interpretation. Discovers an asymmetric relation between readers' main-point identification and their interpretation of the author's…

States that previous research shows that readers who are given multiple perspectives on a domain excel in solving problems using material from that domain. Reports on three experiments that provide online evidence for a reinstatement-and-integration theory hypothesized previously as a possible processing account for problem solving with domain…

Describes two experiments where participants read passages describing a character as consistent, inconsistent, or neutral with respect to the character's actions in the text. Finds that in experiment one, reading times for critical sentences were longer when description and action were inconsistent; in experiment two, resolution of global…

For the first time, the annual conference of the European Association for Computer-Assisted Language Learning (EUROCALL) took place in Sweden. The conference took place at the Faculty of Education on historic ground on the old fortification walls of Carolus Dux from the 17th century right in the centre of the city. This year's host comprised the…

This article analyzes the braille spelling errors of 16 Greek students who are blind. More specifically, it explores the types of spelling errors, the students' attitudes toward spelling, and the relationship between spelling and reading strategies.

Developed for college English courses, this book presents selections of poetry, short stories, and commentary intended to invite different ways of reading and interpreting literature. An introduction provides an overview of the book's content, as well as a discussion of how to read. The first section, "Entering a Language," considers the…

Indicates that individuals increase the size of their reading units as they perfect their knowledge of either Chinese or English; a Chinese word may be processed by character components or by larger units depending on the frequency of the word; and familiarity with the Chinese writing system does not help individuals increase the size of their…

The effects of interest on the allocation of attention to, and the learning of, written material were investigated, using 23 undergraduates. Results indicate that interesting sentences were learned better, but they were allocated less attention. Students used some strategy other than attention to learn interesting material. (TJH)

Investigates the relationship between the use of appropriate study strategies and test scores on three different content area exams. Finds a high correlation between the use of positive strategies and test performance. (RS)

Explores procedures for improving the teaching of reading through the use of a direct instruction staff development model based on research that includes the application of five principles of effective staff development. Includes theory presentation, demonstration, guided practice, classroom practice, feedback, and coaching. (PRA)