The aim of this study is to examine how critically and creatively the students express their feelings and thoughts by using emoticons. In the first part, how the students expressed what they read by using emoticons was examined. In order to assess their skills for reading comprehension and the skills for expressing what they understood through…

Introduction: Students usually answer comprehension questions from texts as part of their academic activities. Elaborated Feedback (EF) has been found to be relatively effective to improve comprehension and learning from texts. However, there is little research on how computer-based feedback influences the question-answering process. This study…

This article investigates mental representations of literary characters and their relations with other aspects of response to literature and age, gender, and expertise. A Saga chapter and the beginning of a contemporary novel were presented to 16 participants from each of three age groups (13 years, 17 years, adults) equally divided by gender and…

Examines interview responses of Mexican eighth graders about an adolescent novel that related the adventures of a female conquistador, including: their conceptions about gender, dynamics between the reader and the text, and the expression of response. Results revealed students' anxieties about gender issues, noting that how they understood these…

Reading is invisible. Any report of another's reading (beyond the level of word recognition) must rely on some kind of reproduction of the actual experience; there is no way to tap into the experience itself. After completing a pilot study, a small number of adolescents--5 eighth graders and 5 eleventh graders read the first four chapters of…