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Validation Processes and Reading Purpose: Is Validation against Knowledge and Prior Text Influenced by Reading Goal?
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van Moort, Marianne L.; Koornneef, Arnout; Wilderjans, Tom F.; van den Broek, Paul – Journal of Educational Psychology, 2022
People read for many different reasons. These goals affect the cognitive processes and strategies they use during reading. Understanding "how" reading goals exert their effects requires investigation of whether and how they affect specific component processes, such as validation. We investigated the effects of reading goal on text-based…
Descriptors: Reading Processes, Reading Comprehension, Reading Habits, Reading Strategies
Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills
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Kendeou, Panayiota; van den Broek, Paul; White, Mary Jane; Lynch, Julie S. – Journal of Educational Psychology, 2009
The authors examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design. Four- and 6-year-old children were tested on oral language and decoding skills and were retested 2 years later. In all age groups, oral language…
Descriptors: Reading Comprehension, Reading Difficulties, Prediction, Beginning Reading
The Development of Comprehension of Main Ideas in Narratives: Evidence from the Selection of Titles.
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van den Broek, Paul; Lynch, Julie S.; Naslund, Jan; Ievers-Landis, Carolyn E.; Verduin, Kees – Journal of Educational Psychology, 2003
Investigates readers' ability to identify main ideas in narrative texts and the development of this ability. Results reveal that even the youngest students were able to identify the main ideas, but they did so less consistently than did older students. Findings have implications for theories of text comprehension development and for educational…
Descriptors: Educational Psychology, Educational Research, Elementary Secondary Education, Learning Theories
Sources of Individual Differences in Reading Comprehension and Reading Fluency.
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Jenkins, Joseph R.; Fuchs, Lynn S.; van den Broek, Paul; Espin, Christine; Deno, Stanley L. – Journal of Educational Psychology, 2003
Examines the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. Results support the conclusion that word level processes contribute relatively more to fluency at lower levels while comprehension…
Descriptors: Context Effect, Elementary Education, Individual Differences, Reading Comprehension
The Effects of Readers' Misconceptions on Comprehension of Scientific Text
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Kendeou, Panayiota; van den Broek, Paul – Journal of Educational Psychology, 2005
The aim of the present study was to investigate the effects of readers' misconceptions on text comprehension. College students with misconceptions in science were asked to read and recall a text that contradicted their misconceptions. Students with no misconceptions served as the control group. Both online (think-aloud, reading times) and offline…
Descriptors: Misconceptions, Science Instruction, Scientific and Technical Information, Recall (Psychology)
Inferential Questioning: Effects on Comprehension of Narrative Texts as a Function of Grade and Timing.
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van den Broek, Paul; Yuhtsuen, Tzeng; Risden, Kirsten; Trabasso, Tom; Basche, Patricia – Journal of Educational Psychology, 2001
Investigated effects of inferential questioning, and of the timing of such questioning, on narrative comprehension by 4th, 7th, and 10th grade students and college students. Results indicate that as reading and language skills become more proficient and automatic, inferential questioning increasingly directs readers' attention during reading to…
Descriptors: Cognitive Style, College Students, Higher Education, Intermediate Grades