The present study examined how argument type (science based vs. personal case based), belief consistency (belief consistent vs. inconsistent) and reading goals (read to evaluate vs. read to learn) influence comprehension and trustworthiness evaluations for claim-conflicting multiple texts. Undergraduates read four conflicting texts about the…

Dual-language books' (DLBs) two-language format could support biliteracy development, but little is known about how children read them. Fifty-four third and fifth graders read aloud DLBs with English or Spanish first on each page to determine DLBs' potential affordances. Although there were no significant differences in oral reading fluency or…

The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode…

We examined the impact of prospective information on the processing of information occurring within the present timeline of narrative stories. Participants read target sentences that were consistent with events occurring within a protagonist's present timeline but inconsistent with events in the protagonist's future. When prospective information…

Despite the importance of reading comprehension, many secondary students with Intellectual Disabilities (ID) struggle with this skill. Students with ID also experience greater challenges in foundational literacy skills (i.e., skills related to phonological awareness) and the cognitive skills temporal processing and nonverbal reasoning (Van…

Although many students struggle to comprehend text, some populations of students are particularly impacted. Students with attention deficit hyperactivity disorder (ADHD), for example, perform lower on working memory measures, which can make reading comprehension even more difficult (Gropper & Tannock, 2009). Inattention, specifically, appears…

This article discusses language comprehension and developing skills with emergent readers, in particular verbal reasoning and language structures, that are necessary for later reading comprehension.

This article presents the results of a multi-site study conducted by nine graduate educators in the United States investigating how reading comprehension might be supported by social annotation. This research examines collaborative learning and group construction of knowledge that took place in six classrooms across a university semester. The…

Proof comprehension is an important skill for students to develop in their proof-based courses, yet students are rarely afforded opportunities to develop this skill. In this paper, we describe two implementations of an activity structure that was developed to give students the opportunity to engage with complex proofs and to develop their proof…

Purpose: To understand complex expository text, readers often engage in metacognitive comprehension monitoring. Metacognitive monitoring is assumed to rely on basic cognitive abilities (working memory updating, short-term memory, verbal intelligence). These abilities decrease in later adulthood. We thus compared younger and older adults in their…

Reading is an integral part of scholarly practice, though we do not often discuss how our approaches to reading differ, and how these approaches may ultimately make interpretive impact on our research. This essay considers approaches to reading in light of the concepts of proximity and orientation. Though formal "close reading" is a…

The purpose of this study was to examine the effects of a rich vocabulary intervention on the comprehension and vocabulary learning of third-grade students with language learning disorders (LLD). The study used a repeated acquisition design (RAD), a single case design involving the repeated delivery of a vocabulary intervention on different sets…

The current study investigates the impact of an educational program based on cognitive neuroscience on developing reading comprehension skills among second-grade students in the Kingdom of Saudi Arabia. To achieve this objective, the researchers employed a quasi-experimental design, selecting a sample of 59 students from Princess Nora bint…

Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU)…

Vocabulary knowledge provides a critical foundation for later reading comprehension. Children with limited vocabularies and background knowledge often need many opportunities to learn a new word. One effective way to promote vocabulary acquisition for young children is to provide opportunities for children to learn new words throughout classroom…