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Corrin Moss; Sharon Kwabi; Scott P. Ardoin; Katherine S. Binder – Reading and Writing: An Interdisciplinary Journal, 2024
The ability to form a mental model of a text is an essential component of successful reading comprehension (RC), and purpose for reading can influence mental model construction. Participants were assigned to one of two conditions during an RC test to alter their purpose for reading: concurrent (texts and questions were presented simultaneously)…
Descriptors: Eye Movements, Reading Comprehension, Test Format, Short Term Memory
Jennifer Hemmert Hansen; Grant Eckstein; Troy L. Cox; Steven G. Luke; Krista Rich – TESOL Journal, 2024
Fluent and skillful reading in English requires efficient and automatic letter and word recognition. Dysfluent reading can affect motivation for reading in English language learners, thereby limiting access to a wealth of language input from written texts. Extensive research of repeated reading in first language (L1) settings has been shown to…
Descriptors: Reading Instruction, Repetition, Reading Rate, English Language Learners
Wenying Zhou; Xiaoshi Li – Reading in a Foreign Language, 2025
Extensive reading (ER) has been found to have an assortment of positive effects on various aspects of second/foreign language learning. However, few studies have investigated its impacts on learners of Chinese as a Foreign Language (CFL), especially early beginning learners. To address this gap, this study reports an intervention of extensive…
Descriptors: Undergraduate Students, Chinese, Second Language Learning, Literary Genres
Gordon, Chelsea L.; Lysecky, Roman; Vahid, Frank – IEEE Transactions on Education, 2023
Computer science textbooks with lengthy text explanations of concepts are often considered thorough and rigorous, so lengthy textbooks (and class notes) are commonplace. Some, however, suggest text should be concise because people tend to skim lengthy text. This article takes advantage of modern digital textbooks that measure reading time to…
Descriptors: Computer Science Education, Electronic Books, Textbooks, Student Behavior
Pulido, Manuel F.; López-Beltrán, Priscila – Cognitive Science, 2023
Previous work on individual differences has revealed limitations in the ability of existing measures (e.g., working memory) to predict language processing. Recent evidence suggests that an individual's sensitivity to detect the statistical regularities present in language (i.e., "chunk sensitivity") may significantly modulate online…
Descriptors: Phrase Structure, Native Speakers, Gender Differences, Cues
Thi Ngoc Yen Dang; Xu Long – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
Knowledge of academic words, academic formulas and general formulas is essential for second language learners, but resources for incidental learning of these lexical items are very limited, especially in English as a Foreign Language contexts. This study employed a corpus-driven approach to examine the potential of online news for incidental…
Descriptors: Electronic Publishing, News Media, Information Sources, Incidental Learning
Christofalos, Andriana L.; Raney, Gary E.; Daniel, Frances; Demos, Alexander P. – Journal of Research in Reading, 2020
Background: Research shows that providing readers with a title prior to reading a passage increases comprehension compared with reading a passage without a title. However, the specific type of comprehension that is facilitated by the presence of a title and how this relates to reading time has not been examined. We present three experiments in…
Descriptors: Reading Comprehension, Layout (Publications), Reading Rate, Models
Paape, Dario; Vasishth, Shravan – Cognitive Science, 2022
What is the processing cost of being garden-pathed by a temporary syntactic ambiguity? We argue that comparing average reading times in garden-path versus non-garden-path sentences is not enough to answer this question. Trial-level contaminants such as inattention, the fact that garden pathing may occur non-deterministically in the ambiguous…
Descriptors: Computation, Language Processing, Syntax, Ambiguity (Semantics)
Hisae Miyauchi; Toshiaki Aomatsu; Yoshiko Seiwa; Erika Matsuda – Journal of Visual Impairment & Blindness, 2024
Introduction: This study investigated the effectiveness of changes in the test format (braille and tactile tables) and time extensions (1.5× or 2×) for tests with complex tables for students with blindness. Additionally, it examined the challenges associated with the current test accommodations for students who are blind and explored practical…
Descriptors: Blindness, Students with Disabilities, Testing Accommodations, Validity
Stephanie K. Rich – ProQuest LLC, 2024
This dissertation explores the role of memory in language processing, and specifically how interference during lexical encoding can result in downstream interference during retrieval. The dissertation merges insights from both the sentence processing literature as well as the study of memory in non-sentential contexts and focuses on two factors…
Descriptors: Language Processing, Interference (Language), Recall (Psychology), Psycholinguistics
Fungai Mutema; Elizabeth J. Pretorius – South African Journal of Childhood Education, 2024
Background: Although Zimbabwe has performed quite well on Grade 6 SACMEQ literacy assessments compared to other African countries, reading levels are generally low and there is little research on reading literacy in Zimbabwean primary schools. Aim: Grade 3 and 4 learners' reading comprehension (RC), accuracy and speed in oral reading fluency (ORF)…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Grade 4
Cornelis Potgieter; Xin Qiao; Akihito Kamata; Yusuf Kara – Grantee Submission, 2024
As part of the effort to develop an improved oral reading fluency (ORF) assessment system, Kara et al. (2020) estimated the ORF scores based on a latent variable psychometric model of accuracy and speed for ORF data via a fully Bayesian approach. This study further investigates likelihood-based estimators for the model-derived ORF scores,…
Descriptors: Oral Reading, Reading Fluency, Scores, Psychometrics
Cornelis Potgieter; Xin Qiao; Akihito Kamata; Yusuf Kara – Journal of Educational Measurement, 2024
As part of the effort to develop an improved oral reading fluency (ORF) assessment system, Kara et al. estimated the ORF scores based on a latent variable psychometric model of accuracy and speed for ORF data via a fully Bayesian approach. This study further investigates likelihood-based estimators for the model-derived ORF scores, including…
Descriptors: Oral Reading, Reading Fluency, Scores, Psychometrics
Braasch, Jason L. G.; Killion, Samantha C.; Bråten, Ivar – Journal of Research in Reading, 2021
Background: School-aged children are increasingly engaging with multiple conflicting texts to understand complex societal issues; however, empirical research has not yet examined in what ways contextual factors affect detection of and memory for conflicts. Methods: The current experiment manipulated contextual factors that included the vocabulary…
Descriptors: Context Effect, Adolescents, Memory, Vocabulary
Klimovich, Marina; Tiffin-Richards, Simon P.; Richter, Tobias – Journal of Research in Reading, 2023
Background: Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern…
Descriptors: Speed Reading, Reading Programs, Program Effectiveness, Metacognition