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Direct linkSophia C. Weissgerber; Denia Indah Permatasari Terhorst; Ralf Rummer – Metacognition and Learning, 2024
According to an aptitude-treatment interaction experiment (Lehmann et al., "Metacognition and Learning, 11," 89-105, 2016, N = 47, published in "Metacognition and Learning"), perceptually disfluent texts facilitated retention and comprehension performance (but not transfer performance) only for learners with higher working…
Descriptors: Short Term Memory, Metacognition, Generalization, Retention (Psychology)
Download full textDorothy Shiver; Hannah Krimm – Teaching and Learning in Communication Sciences & Disorders, 2023
The purpose of this study was to examine the effect of a refutation text on conceptual knowledge of dyslexia among pre-professional undergraduate students in communication sciences and disorders (CSD). Undergraduate students (n = 60) majoring in CSD were randomly assigned to two groups. They completed a pre-test to evaluate their conceptual…
Descriptors: Dyslexia, Undergraduate Students, Text Structure, Concept Formation
Kelso, Katrina; Whitworth, Anne; Leitão, Suze – Reading & Writing Quarterly, 2022
This study aimed to profile the sublexical, lexical, and text level language skills, and cognitive processes of a sub-group of children with poor reading comprehension known as poor comprehenders. An assessment protocol was developed to assess each of the components from Perfetti and Stafura's Reading Systems Framework. A comprehensive profile was…
Descriptors: Language Processing, Oral Language, Reading Comprehension, Profiles
