Describes two experiments showing that experienced readers use text signals to guide their attention to relevant information in a text. Indicates that subjects (1) took longer to read a summary sentence if it was signaled in advance, especially poor readers, and (2) recalled important information better if the information was signaled. (JD)

Examines the components of text that predict reading times and recall in skilled and less skilled college readers. Finds that sensitivity to the structure of the text was not a source of reading-ability differences in reading times and recall. Suggests that reading-ability differences result from word-decoding factors and the efficiency of…

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…