Rereading strategically: The influences of comprehension ability and a prior reading on the memory for expository text

Reading Psychology

Volumn 22, Issue 1, 2001, Pages 41-65

  Millis, Keith K ^a   King, Anne ^a  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85011247121     PISSN: 02702711     EISSN: 15210685     Source Type: Journal    
DOI: 10.1080/02702710151130217     Document Type: Article

References (42)

1. Anderson, T. H. (1980). Study strategies and adjunct aids. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.). Theoretical issues in comprehension: Perspectives from cognitive psychology, artificial intelligence, linguistics, and education (pp. 483–502). Hillsdale, NJ: Erlbaum
2. Amlund, J. T., Kardash, C. A. M., & Kulhavy, R. W. (1986). Repetitive reading and recall of expository text. Reading Research Quarterly, 21, 49–58.
3. Barnett, J. E., & Seefeldt, R. W. (1989). Read something once, why read it again?: Repetitive reading and recall. Journal of Reading Behavior, 21, 351–360.
4. Bromage, B. K., & Mayer, R. E. (1986). Quantitative and qualitative effects of repetition on learning from technical text. Journal of Educational Psychology, 78, 271–278.
5. Carney, M., & Geis, L. (1981). Reading ability, academic performance, and college attrition. Journal of College Student Personnel, 22, 55–59.
6. Craik, F. I. M., & Lockart, R. S. (1972) Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
7. Cromer, W. (1970). The difference model: New explanations for some reading difficulties. Journal of Educational Psychology, 61, 471–483.
8. Flesch, R. (1948). A new readability yardstick. Journal of Applied Psychology, 32, 221–233.
9. Garner, R. (1980). Monitoring of understanding: An investigation of good and poor readers’ awareness of induced miscomprehension of text. Journal of Reading Behavior, 12, 55–63.
10. Garner, R. (1981). Monitoring of passage inconsistency among poor comprehenders: A preliminary test of the ‘piecemeal processing’ explanation. Journal of Educational Research, 74, 159–162.
11. Gernsbacher, M. A., Varner, K. R., & Faust, M. E. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition 16, 430–445.
12. Glenberg, A. M., Wilkinson, A. C., & Epstein, W. (1982). The illusion of knowing: Failure in the self-assessment of comprehension. Memory & Cognition, 10, 597–602.
13. Glucksberg, S., & McCloskey, M. (1981). Decisions about ignorance: Knowing that you don’t know. Journal of Experimental Psychology: Human Learning and Memory, 7, 311–325.
14. Goetz, E. T., & Palmer, D. J. (1991). The role of students’ perceptions of study strategy and personal attributes in strategy use. Reading Psychology: An International Quarterly, 12, 199–217.
15. Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395.
16. Haberlandt, K. F., & Graesser, A. C. (1985). Component processes in text comprehension and some of their interactions. Journal of Experimental Psychology: General, 114, 357–374.
17. Haenggi, D., & Perfetti, C. A. (1992). Individual differences in reprocessing of text. Journal of Educational Psychology, 84, 182–192.
18. Herbert, D. (1980). Mr. wizard’s supermarket science. New York: Random House.
19. Howe, M. J. A., & Singer, L. (1975). Presentation variables and students’ activities in meaningful learning. British Journal of Educational Psychology, 45, 52–61.
20. Hyönä, J., & Niemi, P. (1990). Eye movements during repeated reading of a text. Acta Psychologica, 73, 259–280.
21. Kleitzen (1992). Proficient and less proficient comprehenders’ strategy use for different top-level structures. Journal of Reading Behavior, 24, 191–215.
22. Kolers, P. A. (1976). Reading a year later. Journal of Experimental Psychology: Human Learning and Memory, 2, 554–565.
23. Levy, B. A., & Burns, K. I. (1990). Reprocessing text: Contributions from conceptually driven processes. Canadian Journal of Psychology, 44, 465–482.
24. Lorch, R. F., & Myers, J. L. (1990). Regression analysis of repeated measures data in cognitive research. Journal of Experimental Psychology: Learning. Memory, and Cognition, 16, 149–157.
25. Maki, R. H., Jones, D., & Kallod, M. (1994). The relationship between comprehension and metacomprehension ability. Psychonomic Bulletin & Review, 1, 126–129.
26. Mayer, R. E. (1983). Can you repeat that? Qualitative effects of repetition and advance organizers from science prose. Journal of Educational Psychology, 75, 40–49.
27. Millis, K., Simon, S., & tenBroek, J. (1998). Resource allocation during the rereading of scientific texts. Memory & Cognition, 26, 232–246.
28. Nelson, T. (1992). Metacognition: Core readings. Boston: Allyn & Bacon.
29. Nelson, T., & Leonesio, R. J. (1998). Allocation of self-paced study, time and the “labor-in-vain effect.” Journal of Experimental Psychology: Learning. Memory, and Cognition, 14, 676–668.
30. Noble, J. (1985, October). Estimating reading skills from ACT assessment scores. ACT Research Report Series, 88.
31. Noble, J. P., & Sawyer, J. P. (1987, November). Predicting grades in specific college freshman courses from ACT test scores and self-reported high school grades. ACT Research Report Series, 87–20.
32. Oakhill, J. (1994). Individual differences in children’s text comprehension. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 821–848). San Diego, CA: Academic Press.
33. Otero, J., & Kintsch, W. (1992). Failures to detect contradictions in a text: What readers believe versus what they read. Psychological Science, 3, 229–235.
34. Perfetti, C. A. (1988). Verbal efficiency in reading ability. In M. Daneman, G. E. Mackinnon, & T. G. Waller (Eds.), Reading research: Advances in theory and practice (Vol. 6, pp. 109–143). New York: Academic Press.
35. Pressley, M., Levin, J., & Ghatala, E. S. (1984). Memory strategy monitoring in adults and children. Journal of Learning and Verbal Behavior, 23, 270–288.
36. Ratcliff, R. (1978). A theory of memory retrieval. Psychological Review, 85, 59–108
37. Rothkopf, E. Z. (1968). Textual constraint as a function of repeated inspection. Journal of Educational Psychology, 59, 20–25.
38. Shebilske, W. L., & Fisher, D. F. (1993). Eye movements and context effects during reading of extended discourse. In K. Rayner (Ed.), Eye movements in reading: Perceptual and language processes (pp. 153–179). New York: Academic Press.
39. Trabasso, T., & Sperry, L. L. (1985). Causal relatedness and importance of story events. Journal of Memory and Language, 24, 595–611
40. van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
41. Yuill, N. M., Oakhill, J. V., & Parkin, A. J. (1989). Working memory, comprehension ability and the resolution of text anomaly. British Journal of Psychology, 80, 351–361.
42. Zwaan, R. A., & van Oostendorp, H. (1994). Spatial information and naturalistic story comprehension. In H. van Oostendorp & R. A. Zwaan (Eds.), Naturalistic text comprehension (pp. 97–114). Norwood, NJ: Ablex.