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Direct linkCristina de-la-Peña; Beatriz Chaves-Yuste; María-Jesús Luque-Rojas – Reading Psychology, 2024
In today's digital context, it is essential for students' academic and personal development to improve their digital reading comprehension. A comparative analysis of digital reading comprehension between three modalities is presented: dual (multimodal), auditory, and visual (monomodal). We used an experimental design and a standardized test…
Descriptors: Electronic Publishing, Reading Comprehension, Multimedia Materials, Secondary School Students
Dilgard, Cortney; Hodges, Tracey S.; Coleman, Julianne – Reading Psychology, 2022
Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as "Which strategies are most effective for which students?",…
Descriptors: Phonics, Reading Instruction, Emergent Literacy, Intervention
Pascual, Gema; Goikoetxea, Edurne – Reading Psychology, 2014
Our aim is to evaluate reading comprehension strategies based on empirical evidence and applicable to undergraduate students. Our hypotheses were that domain-knowledge or summary would have more influence on local, global, and inferential questions than rereading-question-answering instruction. Results of Experiment 1 were mixed in terms of…
Descriptors: Reading Comprehension, Reading Strategies, Undergraduate Students, Reading Instruction
