Following The Author's Top-Levelorganization: An Important Skillfor Reading Comprehension
p. 73
References
p. 74
Acknowledgment
p. 74
On Investigating Children'stransition From Narrative Toexpository Discoursethe Multidimensional Nature Ofpsychological Text Classification
p. 77
Acknowledgments
p. 90
References
p. 90
The Reader's Affective Response To Narrative Text
p. 95
Language, Knowledge Of The Worldand Inference
p. 107
Language, Knowledge Of The Worldand Inference
p. 109
References
p. 126
Acknowledgments
p. 126
The Role Of """"Typicality""""In Reading Comprehension
p. 129
References
p. 142
Discourse Conventionsand Literary Inferencetoward A Theoretical Model
p. 168
Readers' Understanding Of Metaphor: Implications Of Linguistic Theory For Psycholinguistic Research
p. 175
Comprehension As Context: Toward Reconsideration Of A Transactional Theory Of Reading
p. 189
Author's Intentions And Readers' Interpretations
p. 205
Instructional Issues
p. 227
Instructional Issues
p. 229
References
p. 250
Reading To Learnsetting Students Up
p. 255
References
p. 279
Strategies For Promoting Reader-Text Interactions
p. 283
Instructional Research On Literacy And Reading: Parameters, Perspectives, And Predictions
p. 307
Author Index
p. 321
Subject Index
p. 329
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