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Direct linkSonia, Allison N.; O'Brien, Edward J. – Discourse Processes: A Multidisciplinary Journal, 2021
The coherence threshold marks the point at which a reader has gained a sufficient comprehension level to move on in a text. Previous research has demonstrated that the readers' coherence threshold can be manipulated by increasing or decreasing task demands. The present experiments examined a manipulation of the coherence threshold within the text…
Descriptors: Reading Comprehension, Difficulty Level, Comparative Analysis, Reading Rate
Domaneschi, Filippo; Di Paola, Simona – Journal of Psycholinguistic Research, 2018
The present study investigates the processing of presupposition accommodation. In particular, it concerns the processing costs and the time-course of accommodation as compared to presupposition satisfaction. Data collected in a self-paced word-by-word reading times experiment support three results. First, independently on the presupposition…
Descriptors: Language Processing, Comparative Analysis, Reading Rate, Sentences
Noam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
Stiegler-Balfour, Jennifer J.; Jakobsen, Krisztina V.; Stroud, Michael J.; Daniel, David B. – Teaching of Psychology, 2020
We examined the effect of in-text American Psychological Association (APA)-style citations on quiz performance as a function of structure building ability, measured by the Multi-Media Comprehension Battery. Participants were randomly assigned to either APA or no citation conditions and asked to read an expository text followed by a comprehension…
Descriptors: Psychology, Professional Associations, Guides, Citations (References)
Parshina, Olga; Sekerina, Irina A.; Lopukhina, Anastasiya; von der Malsburg, Titus – Reading Research Quarterly, 2022
In the present study, we used a scanpath approach to investigate reading processes and factors that can shape them in monolingual Russian-speaking adults, 8-year-old children, and bilingual Russian-speaking readers. We found that monolingual adults' eye movement patterns exhibited a fluent scanpath reading process, representing effortless…
Descriptors: Monolingualism, Bilingualism, Russian, Reading Processes
Graben, Katharina; Doering, Bettina K.; Barke, Antonia – Education and Information Technologies, 2022
In this study, we investigated whether the use of smartphone games while reading a text reduces learning performance or reading speed. We also examined whether this is affected by push notifications. Ninety-three students were randomly assigned to three learning conditions. In the gaming group (G), participants played a game app for 20 s at 2-min…
Descriptors: Telecommunications, Handheld Devices, Computer Games, Reading Processes
Butterfuss, Reese; Kendeou, Panayiota – Journal of Educational Psychology, 2020
The goal of the present set of experiments was to identify the conditions under which readers evoked prepotent-response inhibition to prevent interference from reactivated misconceptions. In Experiment 1, participants with varying inhibition ability read refutation texts that addressed common misconceptions and control texts. Overall, participants…
Descriptors: Misconceptions, Interference (Learning), Inhibition, Reading Processes
Diggs, Calvary R.; Christ, Theodore J. – Contemporary School Psychology, 2019
Rate and comprehension are two components related to broad reading abilities (i.e., phonemic awareness, decoding, vocabulary, comprehension). The purpose of this study was to examine the unique contribution of three curriculum-based measures (CBM)-comprehension assessments compared to a CBM-oral reading rate assessment through diagnostic…
Descriptors: Predictive Validity, Evidence, Curriculum Based Assessment, Oral Reading
Fernandez, Leigh B.; Bothe, Ricarda; Allen, Shanley E. M. – Second Language Research, 2023
In the current study we used the gaze-contingent moving window paradigm to directly compare the second language (L2) English perceptual span of two groups that speak languages with essentially the same lexicon and grammar but crucially with different writing directions (and scripts): Hindi (read left to right) and Urdu (read right to left). This…
Descriptors: Native Language, Second Language Learning, Transfer of Training, Urdu
Peterson, Jeff – Reading Matrix: An International Online Journal, 2022
Extensive reading (ER) research has suggested that completing the equivalent of 7,200 standard words of extensive reading per week facilitates substantial reading rate gains. Research has also suggested that 100 minutes per week is sufficient to complete this goal for most English language learners (Beglar & Hunt, 2014). However, experimental…
Descriptors: Reading Habits, Reading Achievement, Second Language Learning, Second Language Instruction
Gómez-Merino, Nadina; Fajardo, Inmaculada; Ferrer, Antonio; Arfé, Barbara – Journal of Deaf Studies and Deaf Education, 2020
Twenty participants who were deaf and 20 chronological age-matched participants with typical hearing (TH) (mean age: 12 years) were asked to judge the correctness of written sentences with or without a grammatically incongruent word while their eye movements were registered. TH participants outperformed deaf participants in grammaticality judgment…
Descriptors: Deafness, Eye Movements, Grammar, Accuracy
Carrol, Gareth; Littlemore, Jeannette – Discourse Processes: A Multidisciplinary Journal, 2020
Native speakers understand familiar idioms (e.g., "over the moon") and conventional metaphors (e.g., describing time as a doctor) quickly and easily. In two eye-tracking studies we considered how native speakers are able to make sense of fundamentally "unfamiliar" figurative expressions. In Experiment 1 compared with literal…
Descriptors: Familiarity, Eye Movements, Figurative Language, Comparative Analysis
Download full textHye-ryeong Hahn – Journal of Pan-Pacific Association of Applied Linguistics, 2024
The current study explores the effects of processing demands and proficiency on second language (L2) learners' acceptability judgment of wh-island sentences. A total of 65 adult Korean learners of English and ten native speakers (NSs) of English participated in an experiment that combined self-paced reading and acceptability judgment. They were…
Descriptors: Sentence Structure, Verbs, Language Processing, Form Classes (Languages)
Pasqualotto, Angela; Venuti, Paola – Learning Disabilities Research & Practice, 2020
In this research, we examined the responsiveness to treatment in 49 Italian children with Dyslexia. In part A, we compare the efficacy of a phonological-based treatment (Ph-T) with a cognitive training of executive functions (CT). In part B, we investigate whether a sequential treatment (CT+Ph-T) has a larger remedial effect compared to the pure…
Descriptors: Dyslexia, Executive Function, Phonology, Rehabilitation
van Berkel-van Hoof, Lian; Hermans, Daan; Knoors, Harry; Verhoeven, Ludo – Journal of Speech, Language, and Hearing Research, 2019
Purpose: This study investigated the effects of signs on word learning by children with developmental language disorder (DLD), in comparison with typically developing (TD) children, and the relation between a possible sign effect and children's linguistic and cognitive abilities. Method: Nine- to 11-year-old children with DLD (n = 40) and TD…
Descriptors: Signs, Children, Language Impairments, Developmental Disabilities
