Reading as a generative process.

From a model of learning as a generative process, it was hypothesized that familiar stories, in contrast to unfamiliar stories, facilitate the learners' generation of meaning for low-frequency, undefined words. In 3 experiments, 468 6th graders were randomly assigned to across-S treatments which applied the hypothesis. Across 3 levels of reading ability (determined by Science Research Associates Reading Placement and Listening Skills Tests), 4 elementary schools, and 2 modes of presentation, the hypothesis was supported (p