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Direct linkLin, Tzu-Jung; Horng, Ruey-Yun; Anderson, Richard C. – Journal of Experimental Education, 2014
This study investigated the effects of argument scaffolding and source credibility on science text comprehension. Eighty-seven college students were randomly assigned to an argument scaffolding activity, or no scaffolding, and read 2 science texts, attributed to a high- or a low-credibility source. The argument-scaffolding group recalled less…
Descriptors: College Students, Scaffolding (Teaching Technique), Persuasive Discourse, Information Sources
Wu, Xiaoying; Anderson, Richard C.; Li, Wenling; Wu, Xinchun; Li, Hong; Zhang, Jie; Zheng, Qiu; Zhu, Jin; Shu, Hua; Jiang, Wei; Chen, Xi; Wang, Qiuying; Yin, Li; He, Yeqin; Packard, Jerome; Gaffney, Janet S. – Scientific Studies of Reading, 2009
The purpose of this study was to investigate the relationship between morphological awareness and Chinese children's literacy development. Of the 169 children from elementary schools in Beijing, China, who participated in the study, about half received enhanced instruction on the morphology of characters and words in the first and second grade. At…
Descriptors: Structural Equation Models, Foreign Countries, Emergent Literacy, Grade 3
Peer reviewedWu, Xinchun; Li, Wenling; Anderson, Richard C. – Journal of Curriculum Studies, 1999
Provides background information on the Chinese writing system and primary schools in China. Describes the Chinese reading and language arts curriculum, common instructional practices, and how students learn to read and write Chinese characters. Provides a typical lesson for developing reading comprehension. Discusses three ways for improving…
Descriptors: Chinese, Educational Improvement, Educational Strategies, Foreign Countries
