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Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension
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Cromley, Jennifer G.; Snyder-Hogan, Lindsey E.; Luciw-Dubas, Ulana A. – Journal of Educational Psychology, 2010
Reading comprehension is strongly associated with academic achievement, including science achievement. A better understanding of reading comprehension processes in science text might hold promise for improving science achievement in the long run. We tested the fit of the direct and inferential mediation (DIME) model of reading comprehension…
Descriptors: Majors (Students), Undergraduate Students, Reading Comprehension, Reading Fluency