Investigates effects of illustrations on 11-year-olds' comprehension of abstract and concrete passages. Reveals no significant effects due to the illustrations, although ability effects were found for literal, inferential, and total comprehension. (DF)

Investigates the development of children's metacognitive knowledge about reading, its relationship to reading performance, and the influence of using two different interviewing techniques for eliciting information about reading. (FL)

Suggests that reciprocal teaching (interaction of novices and experts in explicit, overt demonstrations of strategy use) is a successful way of increasing comprehension scores of students. Outlines the theoretical underpinnings of reciprocal teaching and reviews research examining its effects on comprehension disabled subjects. (MM)

Examines how high school students use diagrams and summaries during reading and the roles of verbal and spatial ability. Finds a significant direct effect of verbal ability on the recall but no effect of spatial ability on recall. Finds more inspections of diagrams in the first few sentences followed by a random inspection pattern. Discusses…