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…

Describes the multidisciplinary nature of children's literature as a field of study. Suggests research in children's literature encompasses a diverse set of methodologies and theoretical perspectives. Discusses research on text, research on child readers, contexts that support engagement, and research needs. (RS)

Reviews research on the effects of world knowledge and text structure variables on reading comprehension. Concludes that text structure variables exert influence only when the subject matter is moderately unfamiliar and are redundant in reading familiar or very difficult material. Suggests knowledge and structure variables should be manipulated…

Describes the main premises underlying the model. Briefly outlines the main tenets of second-language reading research. Shows how the model of second-language reading can be made a component of a communicative English as a second-language syllabus. (RS)

Explains eight categories of friendly text features: text organization, signaling, discourse consistency, cohesion, explication, conceptual density, metadiscourse, and instructional devices. Extratext determinants of readability (reader, goal, teacher) are also examined. Within the context of two models of reading, the interaction of these…

Suggests picture books are made more difficult for kids to predict, to make sense of, and to learn from by fitting them into the didactic framework of basals. Discusses the picture book genre. Compares the original version of "Ira Sleeps Over" to the basal version. Examines in detail how picture books are made to fit into a basal…

Analyzes the use of graphic aids in electronic texts by using four conceptual differences distinguishing printed and electronic texts. Proposes that these four differences can act as a theoretical framework informing the use of such graphic aids. Discusses the need for and the ramifications of such a theoretical model. (HB)

Noting that children must be provided with the opportunity to read various types of text as early as possible if they are to develop into strategic and self-directed readers, this paper presents research evidence to show that every text type makes unique demands on readers. The first section of the paper discusses reading in the school context,…

Written for researchers and graduate students, this book--a collection of essays by cognitive scientists, socio- and psycholinguists, and English, reading, and language arts educators--explores theoretical and research questions associated with the relationships among oral and written language, listening and reading, and speaking and writing. The…