The purpose of the study was to explore the cognitive profiles associated with inadequate responsiveness to fractions intervention on 3 fractions outcomes (calculations, ordering, and word problems). At the start of 3rd grade, 2 cohorts of students (N = 124) identified at the start of intervention as at-risk for mathematics difficulties were…

Two studies were conducted to investigate effects of domain knowledge on metacognitive monitoring across the life span in materials of different complexity. Participants from 4 age groups (3rd-grade children, adolescents, younger and older adults) were compared using an expert-novice paradigm. In Study 1, soccer experts' and novices'…

The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related…

The present study aimed at testing theoretical predictions of the fuzzy-trace theory about true and false recognition. The effects of semantic relatedness and study opportunity on true and false recognition of words from Deese, Roediger, McDermott lists (J. Deese, 1959; D. R. Read, 1996; H. L. Roediger & K. B. McDermott, 1995) were evaluated…

Analogical reasoning--perceiving similarities in different situations and the transfer of such information--facilitates learning and understanding. However, children with learning disabilities (LD) typically demonstrate deficits in such information processing strategies. In this study, we investigated the analogical problem-solving differences…

Suggests that some young readers are aware of text structure and that this awareness is correlated with recall of important textual information. (AEA)

This study tested the hypothesis that children with high working memory capacities solve single-digit additions by direct retrieval of the answers from long-term memory more often than do children with low working memory capacities. Counting and reading letter span tasks were administered to groups of third-grade (mean age=107 months) and…

Ninety children in third and fourth grade were assessed on a hierarchical class inclusion task. Scores were trichotomized, and children from each level were randomly assigned to one of three cueing conditions (no cues, two superordinate cues, six subordinate cues). Subjects were administered a recall task of categorized words and "new" words…

To examine children's comprehension monitoring (CM) ability more comprehensively, this study treated CM as a complex phenomenon involving multidimensional evaluation and regulation procedures and used several different measures to assess them. Results highlight the sensitivity of different measures and the importance of treating CM as a…

A study was conducted to evaluate children's ability to comprehend main ideas after reading connected discourse and to develop and validate a straightforward and intuitively simple system for identifying main ideas in prose. Three experimental passages were randomly selected from third and sixth grade social studies textbooks, and education…

A study investigated the hypothesis that mental imagery facilitates access to prior knowledge and therefore enhances the ability to infer and make text-relevant predictions. The subjects, 29 first grade and 29 third grade students, were randomly assigned to either an experimental group where they were instructed to make pictures in their head to…

Indicates that adding large amounts of supportive information to basal reader stories increased children's story understanding and enhanced their interest in the stories, but had no effect on reading rate or the amount of important information included in story retellings. (FL)

A study investigated children's and adults' abilities to derive inferences requiring the integration of two episodic premises (episodic inferences) and inferences requiring the integration of one episodic premise with extra-stimulus, semantic knowledge. Subjects, 95 kindergarten, third grade, seventh grade, and college students, watched either an…

Research generally indicates that imagery facilitates children's learning on basic memory tasks, such as paired-associate learning. The role of imagery in prose recall is less well defined, however. The purpose of this study was to determine the effect of the construction of mental images on eight year old's ability to recall progressively…

Examines the effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers. (HOD)