Replicates the McConkie and Rayner study (1974) in which the strategies of college students were manipulated through the use of payoff conditions. (RB)

Reports on a study that demonstrated that college students are flexible in their reading and readily adjust their reading rates in accordance with the payoffs of a task. In particular, propositions expressing case relations were more likely to be retained than those expressing descriptive information. (HOD)

Investigates the relationship between learning style, reading and study skills scores on a number of standardized tests, and performance on a scanning experiment involving locating information in meaningful prose. (HOD)

Two experiments suggest that a sharp increase in reading automaticity occurs during the first grade, but that by the end of the year the development of automaticity begins to level off. (HOD)

Discusses several factors of reading ability and their interrelationships at elementary, secondary, and college levels. (TO)