The current study examined the effectiveness of self-explanation prompts, visual signaling cues, and a combination of the two features on middle school students' (N = 202) algebra learning. Also explored were the differential effects of features for students with faulty conceptual knowledge (evidenced by a higher prevalence of making errors during…

This study and discussion center upon the use of "YouTube's" automatic captioning feature with college-age adult readers. The study required 75 participants with college experience to view brief middle school science videos with automatic captioning on "YouTube" and answer comprehension questions based on material presented…

The morphological structure of the word has a central function in the organization of the mental lexicon and word recognition. Polymorphemic words in Arabic are composed of two non-concatenated morphemes: root and word-pattern. This study is the first to address the issue of nominal-pattern priming among young developing Arabic speakers. I…

The present study aimed to examine the relationship between letter processing and word processing skills in deaf and hearing readers. The participants were 105 students (51 of them hearing, 54 of them deaf) who were evenly and randomly recruited from two levels of education (primary = 3rd-4th graders; middle = 6th-7th graders). The students were…

Information processing researchers have assumed that algebra symbol skills depend on mastery of the abstract rules presented in the curriculum (Matz, 1980; Sleeman, 1986). Thus, students' ubiquitous algebra errors have been taken as indicating the need to embed algebra in rich contextual settings (Kaput, 1995; National Council of Teachers of…