Examines the contexts for use of knowledge about expository text structure and the ways in which students use text structure knowledge. Finds that, following text structure instruction, students used their knowledge of text structure in a variety of contexts during reading, writing, and everyday life. (SR)

Examines the differential effects of reading guides on text comprehension and the transfer of strategies learned through the use of the guides to new material. Finds that students using reading guides had higher comprehension test scores and greater transfer than those who did not. (SR)

Investigates whether enriching text with analogies, similes, and metaphors has an impact on student cognitive learning and attitudes. Reports no gain on achievement, negative gain on attitude, no gain on proposition recall test, and negative gain on student attention to the text. (YP)

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…

The predictions that 48 students with deafness in grades 4-8 made while reading narrative text were analyzed to explore the influence of the children's expectations for text structure and content on reading comprehension. Findings indicated that interacting at a deep level with narrative text was more related to reader characteristics than to…

Examines differences in language ability between normally achieving students and learning-disabled students with reading comprehension problems. Poor comprehending students differed from normal achievers for all language measures and in the manner that reader- and text-related variables predicted comprehension. Results supported the positive role…

Examines the responses of preschoolers to a number of print design features in various genres of alphabet picture books. Discusses the authors' personal stance on the language learning and language teaching that occurs during these encounters with alphabet books. Ponders the published criteria presented by children's literature experts for…

Addressed three issues in a description of techniques used to study how people learn structured sequences. These are the content of what is learned, the role of conscious awareness in syntactic learning, and the role of limited-capacity processing or focal attention in syntactic learning. (Contains 86 references.) (Author)

Investigates whether information abstracts reporting on empirical work possess a predictable discourse-level structure and whether there are lexical clues revealing this structure. Results support the presence of a detectable structure in the text-type of empirical abstracts, which may be of use in a variety of text-based information processing…

Reports the means, standard deviations, and relevant statistics on an examination of the readability of 24 contemporary textbooks that employ a hybrid approach to the basic speech communication course. Discusses some strategies for developing reading skills. (KEH)

Reviews research in revising instructional text by examining multidisciplinary research in readability, text structure, text interestingness, expert revisers' strategies, and readers' comprehension strategies. Finds that much of this research is limited by a simplistic view of reading, the use of experimentally contrived texts and contexts, and a…

Second, fourth, and sixth graders were given passage of text whose material could be represented as four-level class inclusion hierarchy. Students were asked to construct external representation of passage and answer questions that required them to reason about contents of passage. Quality of representation and performance on question tasks were…

The accuracy of 210 college undergraduates' judgments of the relative learnability of original (Army training manuals) and rewritten (war or cultural histories) versions of 20 pairs of texts of known difficulty was studied. Students were 95 percent accurate in their judgments of learnability. Implications for college textbook selection are…

Effects on comprehension of a text structure used primarily in science and mathematics to present principles and associated proofs were studied for 70 undergraduates in 3 experiments. Results suggest that the usual proof-first structure is more difficult than a principle-first structure and results in less complete text representation. (SLD)

The effect of equations in scientific proofs on readers' comprehension was studied. Forty college undergraduates solved unfamiliar physics problems with or without a traditional series of related equations. Verbal proofs produced better responses than did equation-based proofs. Equations in proofs cause readers to shift attention away from…