Previous research overwhelmingly suggests that feelings of ease people experience while processing information lead them to infer that their comprehension is high, whereas feelings of difficulty lead them to infer that their comprehension is low. However, the inferences people draw from their experiences of processing fluency should also vary in…

Reading span as a measure of L1 or L2 working memory capacity is shown to be related to L2 reading comprehension. Albeit limited, there is research on the relationship between both L1 and L2 reading spans and their roles in L2 reading comprehension, yet these studies take reading as a global construct rather than delving into its multi-level…

Reading-specific and general color-shape cognitive flexibility were assessed in 68 first and second graders to examine: 1) the development of graphophonological-semantic cognitive flexibility (the ability to process concurrently phonological and semantic aspects of print) in comparison to color-shape cognitive flexibility, 2) the contribution of…

Educators have widely used cognitive strategy instruction to address reading comprehension deficits evidenced by students with learning disabilities. However, no one has yet conducted a review of the quality of this literature. This review applies the quality indicators advocated by Gersten et al. (2005) and Horner et al. (2005) to evaluate the…

This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own…

The objective of the study was to examine the performance characteristics and differences between English and Oriya medium school children on various cognitive processing, reading, academic achievement, and teacher perception measures. The sample consists of 243 schoolchildren, 120 from Grade IV and 123 from Grade VII from three different schools…

"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

Among the plethora of studies conducted thus far to explore the factors affecting EFL reading effectiveness, scant attention seems to be paid to the why of poor reading comprehension of most EFL learners. In this regard, the present article capitalized on qualitative research on a small scale, for the purpose of addressing the not-so-often debated…

Two experiments were conducted to assess the effects of various constraints on the processing of jokes. Participants read humorous jokes and nonhumorous alternatives of the jokes, which were presented in 3 conditions that manipulated discourse context (comedy, political, and control). In Experiment 1, participants rated the funniness of texts and…

Purpose: The present study had two purposes: provide an illustration of use of the National Longitudinal Survey of Youth 1979 Children's (CNLSY; U.S. Department of Labor, 2009) database and use the database to seek convergent evidence regarding the magnitude and significance of genetic effects influencing low and typical performers on measures of…

Comprehension strategy instruction has been widely studied in the past 10 years. We now know that students who actively engage and interact with text using particular cognitive strategies are more likely to understand and remember more of what they have read. Students who use these strategies are able to access knowledge that is outside the realm…

Reading is a complex act mediated by cognitive and sociocultural constructs that include classroom discourse and personal epistemology. This study explored the epistemic beliefs underpinning the discourse of four third-grade, male struggling readers and sought to understand how these beliefs unfolded during the critical-analytic reading…

Working memory predicts children's reading comprehension but it is not clear whether this relation is due to a modality-specific or general working memory. This study, which investigated the relations between children's reading skills and working memory (WM) abilities in 3 modalities, extends previous work by including measures of both reading…

As a construct definition, the current study develops a cognitive model describing the knowledge, skills, and abilities measured by critical reading test items on a high-stakes assessment used for selection decisions in the United States. Additionally, in order to establish generalizability of the construct meaning to other similarly structured…

The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to…