Our goal in this study is to expand the limited research on writer profile using the advantageous model-based approach of latent profile analysis and independent tasks to evaluate aspects of individual knowledge, motivation, and cognitive processes that align with Hayes' (1996) writing framework, which has received empirical support. We address…

This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in…

Many students' knowledge of fractions is adversely affected by whole number bias, the tendency to focus on the separate whole number components (numerator and denominator) of a fraction rather than on the fraction's integrated magnitude (ratio of numerator to denominator). Although whole number bias appears early in the fraction learning process…

Explicit signals of important relationships in expository texts can provide efficient processing instructions for readers with strategic knowledge about text structures. However, such signal words do not help readers without strategic knowledge about use of text structures and signal words. This study provided the first detailed investigation…

A primary objective of development is to build a knowledge base. To accumulate knowledge over time and experiences, learners must engage in productive processes, going beyond what is explicitly given to generate new knowledge. Though important to accumulating knowledge, these processes are also easily disrupted. Individuals often depend on surface…

Purpose: The primary aim of the present study was to examine whether different ways of presenting narrative stimuli (i.e., live narrative stimuli versus audio-recorded narrative stimuli) influence children's performances on narrative comprehension and oral-retell quality. Method: Children in kindergarten (n = 54), second grade (n = 74), and fourth…

Collaborative and individual learning are both frequently used in classrooms to support learning. However, little research has investigated the benefits of combining individual and collaborative learning, as compared to learning only individually or only collaboratively. With our study, we address this research gap. We compared a combined…