University of Illinois at Urbana-Champaign. Center for the Study of Reading
44 works on record
Works
On the making of inferences during reading and their assessment
Cognition
Five-year-olds' recognition of authorship by literary style
Register, cohesion, and cross-cultural reading comprehension
Kindergarten reading
Influence of comparison training on children's referential communication
A systematic definition of sentence topic
Colloquial and literary uses of inversions
Understanding anaphora
Intercultural misunderstandings about health care
Stories are to entertain
An analysis of the outcomes and implications of intervention research
Instrumentation considerations in research involving eye-movement contingent stimulus control
Strategies for correcting students' wrong responses
Permissible inferences from the outcome of training studies in cognitive development research
Orthographic and phonological activation in auditory and visual word recognition
The communicative environment of young children
Salience, similes, and the asymmetry of similarity
Means to an end
The development of story liking
What's in a story
Discourse structure and mental models
Elements of a plan-based theory of speech acts
The problem of knowledge acquisition
Basic-level superiority in picture categorization
Facilitating reading comprehension through flowcharting
Testing the metaphoric competence of the young child
Everyday and academic thinking
Pre-passage questions
Author's intentions and readers' interpretations
What good is orthographic redundancy?
Direct instruction
Long-term academic effects of direct instruction follow through
Increasing background knowledge through analogy
Learning word meanings from context
Achievement outcomes of two reading programs
Analysis of interacting plans as a guide to the understanding of story structure
Sensitivity to what is important in prose
Organization, goals, and comprehensibility in narratives
Linguistics and the pragmatics of language use
Contextual and linguistic factors in children's comprehension of nonliteral language
Inducing flexible thinking
Children's understanding of the narrator's role in stories
Sources of difficulty in the young child's understanding of metaphorical language