No detailed description available for "Sentence structure and the reading process".

"The extent to which the length and structure of sentences affect the processes involved in silent reading is a problem which has received little attention in the fundamental investigations of reading. This study is an attempt to deal experimentally, by means of an analysis of photographic records of eye movements, with certain phases of this problem. The specific questions and problems to which attention will be given are as follows: (1) Will an analysis of the photographic records of eye movements reveal differences in the reactions of subjects to complex or compound sentences and to simple sentences containing the same content? (2) What effect does a dependent clause at the beginning of a complex sentence have on the reading process as compared with the effect of a simple sentence containing the same content? (3) Are compound sentences read in the same manner as simple sentences which contain the same words? (4) In what respects does the reading of a long sentence differ from the reading of a group of short sentences having the same content? In brief, what is the effect of the length and the structure of sentences on the processes involved in silent reading by subjects selected from different school grades?"--Leaf 7

First published in 1973. This book proposes and tests a theory about human memory, about how a person encodes, retains, and retrieves information from memory. The book is especially concerned with memory for sentential materials. We propose a theoretical framework which is adequate for describing comprehension of linguistic materials, for exhibiting the internal representation of propositional materials, for characterizing the interpretative processes which encode this information into memory and make use of it for remembering, for answering questions, recognizing instances of known categories, drawing inferences, and making deductions.

The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field