Reading texts may serve as a vital source of informational content and language knowledge for second language (L2) learners, which is known as the dual relevance of L2 reading (Han & D'Angelo, 2009). Text complexity, however, influences the two, determining to a great extent whether the dual outcome is attainable. Drawing on Complex Dynamic…

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in…

Notes that Guided Design is a teaching strategy that can be used to increase high school and college students' comprehension when reading and studying. Describes implementation of Guided Design and a summary of one student's application of Guided Design to the comprehension of a difficult chapter in a cognitive psychology textbook. (RS)

Describes the rationale, advantages, and teaching procedures of the "talk through," a postreading strategy that helps high school and college students go beyond a simple retelling to transform, reorganize, and elaborate information and monitor their own understanding. (SR)

Describes "rauding" (a combination of "reading" and "auding") as representative one of five basic reading processes that involves the comprehension of complete thoughts in sentences of textual material (the central process for understanding written or spoken language), requiring a certain minimal amount of time, and…

Discusses prereading activities, citing the book "Too Late the Phalarope," by Alan Paton, to help improve student reading comprehension and enjoyment. (HTH)

In seven experiments, college or high school students studied texts containing either adjunct application or adjunct factual questions. Students were then tested for their ability to apply the presented concepts. Results suggested that the type of adjunct question had little influence on students' later ability to apply presented concepts.…

Twenty college and 38 high school deaf students were studied in the hope of determining whether the deaf (who are, in a way, second language learners of English) will select referents differently as compared to hearing native English speakers. Seventy-three normal hearing students were used as the control group. Booklets were prepared containing…

Although Newton's laws of motion are well known, studies have shown that many people have misconceptions about the motions of objects. Subjects of these studies tend to follow a theory held in the three centuries before Newton (impetus theory). This theory and studies examining misconceptions about motion are discussed. (JN)

In an effort to evaluate comprehension skills with a "real world" task, students were asked to summarize and respond to an excerpt from a college freshman textbook. The written responses of a group of both high school students (n=100) and college students (n=51) were analyzed through a checklist developed to assess students'…

The perception of syllable-initial stop consonants as voiced or voiceless was shown to depend on prevailing rate of articulation. Reducing articulatory rate of a precursor phrase causes a greater proportion of test consonants to be identified as voiced. Timing should be regarded as intrinsic to the acoustical specifications of phonetic events.…

While the prediction of college grade point average (GPA) has been extensively investigated, research results seem inconclusive. Recent developments in the realm of intelligence have emphasized word knowledge and world knowledge. These two components were investigated relative to college GPA in a group of elementary and secondary student teachers…

This paper describes the investigation of a computerized measure of reading rate as measured by the new Nelson-Denny Reading Test CD-ROM (1993). This study addressed three aspects of validity: (1) score comparability between reading rate measured by the computer version and the paper-and-pencil version; (2) concurrent validity with reading…

Describes an instructional technique called "creative graphing" in which students learn to reorder information visually, to interpret the graphic aids of their textbooks more easily, to highlight relationships that are not immediately apparent in the text, and to illuminate ideas for further exploration using charts, trees, stars,…

Describes a strategy adaptable to middle school, high school, and college levels that helps to motivate students to want to read and gain information; promotes discussion and fosters students' learning from one another; helps below-grade-level readers understand content; and encourages higher order thinking. (SR)