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This links to an email list serve on Med Ed research that I find useful

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Reading is characterized by the successful coor- dination of a number of concurrent processing layers (Pressley & Afflerbach, 1995). Many pro- I cessing activities occur automatically for the ex- perienced reader, such as lexical access, anaphor resolution (deciding to whom the author refers), and proposition integration. Others require the allocation of conscious attention, for instance, when elaborating on text meaning or when generating bridging inferences to integrate meanings across paragraphs (Kintsch, 1993). Although reading requires a coordination between auto- matic and attention-demanding (control) processing activ- ities, existent models of reading provide at best only a partial understanding of how the two processing types interact.

use this page to navigate to a number of the resources posted as bookmarks in the diigo medical education research group.