Studies of interventions' impact on reading self-efficacy have been conducted since the 1980s. The purpose of this project was to conduct a systematic review of these studies because the primary studies often yielded divergent results. Included studies entailed an intervention, addressed reading specifically, and reported explicit pre- and…

Rapidly changing environments in day-to-day activities, enriched with stimuli competing for attention, require a cognitive control mechanism to select relevant stimuli, ignore irrelevant stimuli, and shift attention between alternative features of the environment. Such attentional orchestration is essential to the acquisition of reading skills. In…

These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the…

Since reading achievement and study achievement failed to correlate significantly in this study, results should be interpreted in a number of ways. (HOD)

Research in second or foreign language learning indicates that for adult learners, the improvement of one language skill facilitates the development of other skills. The purpose of this study was to investigate the correlations among Chinese EFL students' reading, writing, and listening development by examining their test scores on the College…

Discusses a study which sought to determine whether a correlation existed between reading ability and writing ability of college freshmen as measured by standardized examinations. (JM)

According to Gough and Tunmer (1986), in a "Simple View of Reading" (SVR), Reading comprehension (RC) = Decoding (D) x Linguistic Comprehension (C). To further evaluate this model, this paper describes an exploratory study of the performance of 60 university students, the majority of whom received academic accommodations at university to…

A new auditory measure of cognitive style (reflective-impulsive), a standard measure and intelligence scores were related to college students' reading performance. Only intelligence and errors on the auditory test contributed significantly to the variance of the reading measures. The importance of auditory factors in understanding adults' reading…

Presents two meta-analyses of empirical literature focusing on the relationship between music instruction and reading performance, using reading test scores or general tests of verbal aptitude. States that the meta-analysis of correlational studies reflected music students have higher scores on standardized reading tests; while experimental…

An experiment in which 90 undergraduate students were tested on simple and complex versions of a word-span task with high and low frequency words suggests that both word knowledge and a content-free working memory play causal roles in the relationship between word span and higher level cognitive tasks. (SLD)

Investigated whether a correlation exists between a nonnative English speaker's reading proficiency in English and the use of native-English-like pausing in reading aloud. Results indicate a statistically significant although moderate correlation between students' reading test scores and their native-like use of pausing in reading aloud. (38…

Studied whether individual differences in print exposure and exposure to other media can account for individual differences in acquired declarative knowledge, controlling for confounds between experience and ability. Results with 268 undergraduates (90 males and 178 females) suggest that exposure is a significant contributor to knowledge…

This study examined the relationship between teacher education students' scores on basic skills admission tests and graduating seniors' scores on the National Teacher Examinations (NTE) at Eastern Kentucky University. The 1981-82 basic skills test scores for 262 teacher education students were compared with their NTE scores taken in 1984-85 during…

The importance of cognitive internal state words in skilled reading comprehension was studied with 31 5th graders, 32 7th graders, and 10th graders. Positive correlations with cognitive word knowledge were significantly higher for verbal than quantitative achievement percentiles. The order of cognitive word acquisition depends on complex factors.…