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Peer reviewed
Direct linkLee, Carol D. – Reading Teacher, 2023
This paper pushes beyond current debates over what is being called the science of reading to articulate a multidimensional complex conception of what is entailed in reading comprehension. Reading comprehension entails not only cognitive processes, but equally important is how issues of identity along multiple dimensions, perceptions of tasks and…
Descriptors: Reading Comprehension, Reading Instruction, Elementary Secondary Education, Cognitive Processes
Hess, Juliet – Studies in Philosophy and Education, 2023
In this paper, I consider pedagogical moments when the project of pedagogy is to "not understand," as understanding would entail complicity with dehumanization. I explore the slipperiness of understanding and parse when understanding is helpful and when it reinscribes structures of dehumanization. I examine when it might be important in…
Descriptors: Music Education, Teaching Methods, Educational Practices, Humanization
Zhang, Lishan; Huang, Yuwei; Yang, Xi; Yu, Shengquan; Zhuang, Fuzhen – Interactive Learning Environments, 2022
Automatic short-answer grading has been studied for more than a decade. The technique has been used for implementing auto assessment as well as building the assessor module for intelligent tutoring systems. Many early works automatically grade mainly based on the similarity between a student answer and the reference answer to the question. This…
Descriptors: Automation, Grading, Models, Artificial Intelligence
Dominguez, Higinio – ZDM: Mathematics Education, 2021
This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. Drawing from highly resonant concepts from materialism and Indigenous Knowledges--two perspectives that researchers rarely bring into dialogue--this alternative approach…
Descriptors: Mathematical Concepts, Indigenous Knowledge, Observation, Mathematics Teachers
Soares, Sara; Gonçalves, Matilde; Jerónimo, Rita; Kolinsky, Régine – Journal of Research in Science Teaching, 2023
Narrative texts have been advocated as tools to tackle science learning challenges, and there is even the proposal of a "narrative effect" on learning. We believe it is necessary to examine previous evidence on this effect, as well as to characterize the process of learning through science narrative texts more broadly. In this article,…
Descriptors: Narration, Science Education, Science Instruction, Teaching Methods
Micah Watanabe; Tracy Arner; Danielle McNamara – Reading Teacher, 2024
Students in the 3rd and 4th grade often encounter what has been called a reading "slump" when their class curriculums increasingly ask them to comprehend and learn from texts. Students are more likely to struggle if they have not been offered sufficient opportunities to build world and domain knowledge and engage in challenging…
Descriptors: Reading Instruction, Reading Strategies, Elementary School Students, Grade 3
Download full textHung, Yueh-Nu – International Journal of Education and Literacy Studies, 2021
The eyes cannot lie. Eye movements are biological data that reveal information about the reader's attention and cognitive processes. This article summarizes the century-old eye movement research to elucidate reading comprehension performances and more importantly, their implications for reading instruction. This review paper addresses three…
Descriptors: Eye Movements, Reading Instruction, Reading Comprehension, English
Lane, Jonathan D. – Journal of Cognition and Development, 2021
The recent proliferation of research on children's supernatural concepts is noteworthy, as this work is necessary for a full account of human cognition. Despite this advancement in our field, there is a lingering tendency for scholars to exotify supernatural concepts; to treat them as distinct or special. Arguments have been raised that these…
Descriptors: Concept Formation, Young Children, Comprehension, Beliefs
Hugh W. Catts; Alan G. Kamhi – American Educator, 2025
Grassroots efforts and other advocacy have led to the vast majority of states adopting policies designed to improve the reading outcomes of all children, including those who struggle to read. Whereas these policies consider various aspects of reading, much of their emphasis has been on developing word reading accuracy and fluency through explicit…
Descriptors: Reading Comprehension, Educational Policy, Advocacy, Activism
Kuperman, Victor; Siegelman, Noam; Schroeder, Sascha; Acartürk, Cengiz; Alexeeva, Svetlana; Amenta, Simona; Bertram, Raymond; Bonandrini, Rolando; Brysbaert, Marc; Chernova, Daria; Da Fonseca, Sara Maria; Dirix, Nicolas; Duyck, Wouter; Fella, Argyro; Frost, Ram; Gattei, Carolina A.; Kalaitzi, Areti; Lõo, Kaidi; Marelli, Marco; Nisbet, Kelly; Papadopoulos, Timothy C.; Protopapas, Athanassios; Savo, Satu; Shalom, Diego E.; Slioussar, Natalia; Stein, Roni; Sui, Longjiao; Taboh, Analí; Tønnesen, Veronica; Usal, Kerem Alp – Studies in Second Language Acquisition, 2023
Research into second language (L2) reading is an exponentially growing field. Yet, it still has a relatively short supply of comparable, ecologically valid data from readers representing a variety of first languages (L1). This article addresses this need by presenting a new data resource called "MECO L2" (Multilingual Eye Movements…
Descriptors: English (Second Language), Eye Movements, Reading Skills, College Students
Matsunobu, Koji; Davidson, Robert; Lo, Khin Yee – British Journal of Music Education, 2023
This paper examines the experience and role of negative emotions in facilitating university students' learning in world music courses. Based on a review of literature in music psychology and music education, we posit that negative emotions can engender a meaningful learning context. In this project conducted in an Australian university, we created…
Descriptors: Negative Attitudes, Music Education, Foreign Countries, Undergraduate Students
Christ, Rebecca C.; Kuby, Candace R.; Shear, Sarah B.; Ward, Amber – Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 2022
We, now colleagues, look to our "first" collective encounter with Deleuze and Guattari that took place in a university course on poststructuralism, where one of us was the teacher and three were students. This encounter still disturbs us. And new and different encounters happen each time we reread "A Thousand Plateaus," revisit…
Descriptors: Postmodernism, Philosophy, College Instruction, Student Experience
Zinkin, Melissa – Journal of Philosophy of Education, 2021
Kant writes, 'to have trained one's children is not enough … what really matters is that they learn to "think"'. By 'thinking', Kant means thinking for oneself. But how can one learn to think for oneself? I focus on how we can be motivated to think for ourselves and argue that for Kant it is through the feeling of wonder. I make my case…
Descriptors: Educational Philosophy, Educational Theories, Learning Motivation, Thinking Skills
Esterson, Rebecca K. – Teaching Theology & Religion, 2021
When studying the reception history of the Bible, should students be asked to suspend judgment on a particular interpretation for the sake of the pedagogical goals of the course? Or is their judgment essential to the process of learning and understanding? This essay explores the pedagogical puzzle of right interpretation and wrong interpretation…
Descriptors: Religious Education, Biblical Literature, Content Analysis, Reading Comprehension
MacKay, Elizabeth; Lynch, Elise; Sorenson Duncan, Tamara; Deacon, S. Hélène – Reading Research Quarterly, 2021
The reading wars were fought over the importance of sentence- versus word-level information to students' reading. As the field considers new debates on the science of reading, we argue here that sustained empirical inquiry into the role of sentence-level information in students' reading skill is needed. These investigations could be particularly…
Descriptors: Sentences, Reading Comprehension, Reading Instruction, Instructional Effectiveness
