Finally, interventions that prompt the writer to “read-as-the-reader” explicitly focus working memory resources on the reader representation. These are effective in improving the revising activities of 5th and 9th graders (Holliway & McCutchen, 2004) as well as of college students (Traxler & Gernsbacher, 1993). However, it is unclear from these studies what costs are incurred when limited attention and storage capabilities are focused on the reader representation rather than on the author and text representations. In all of these studies, the task involved writing a text that described a geometric figure to the reader and thus possibly limited the.
