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Direct linkCastells, Núria; Minguela, Marta; Nadal, Esther – Reading and Writing: An Interdisciplinary Journal, 2023
Little evidence is available regarding the differential impact of reading versus reading and writing on multiple source comprehension. The present study aims to: (1) compare the inferential comprehension performance of students in reading versus reading/synthesis conditions; (2) explore the impact of performing the tasks on paper versus on screen…
Descriptors: Information Sources, Reading Comprehension, Synthesis, Reading Processes
Tuyen Thanh Nguyen; John R. Baker; Thao Quang Le – SAGE Open, 2024
This study investigated what features undergraduate EFL learners perceive as affecting the difficulty of model paragraphs. Four hundred and seventy-five Vietnamese undergraduates participated in a partial least squares structural equation model design. They ranked five paragraphs from easiest to most difficult and responded to a 10-point Likert…
Descriptors: Readability, Student Attitudes, English (Second Language), Second Language Learning
Chang, Peichin; Tsai, Chin-Chung; Chen, Pin-ju – Asia-Pacific Education Researcher, 2020
Attaining coherence in writing remains a huge challenge for English as Foreign Language (EFL) learners. This study investigated how EFL college students structured their expository essays and attained coherence in a content-based language learning course by comparing the effects of the cognitive and linguistic approaches. Three classes…
Descriptors: College Students, English Language Learners, Expository Writing, Essays
Beker, Katinka; Jolles, Dietsje; Lorch, Robert F., Jr.; van den Broek, Paul – Reading and Writing: An Interdisciplinary Journal, 2016
Learning often involves integration of information from multiple texts. The aim of the current study was to determine whether relevant information from previously read texts is spontaneously activated during reading, allowing for integration between texts (experiment 1 and 2), and whether this process is related to the representation of the texts…
Descriptors: Reading Achievement, Prior Learning, Associative Learning, Sentence Structure
Burin, Debora I.; Barreyro, Juan P.; Saux, Gastón; Irrazábal, Natalia C. – Electronic Journal of Research in Educational Psychology, 2015
Introduction: In contemporary information societies, reading digital text has become pervasive. One of the most distinctive features of digital texts is their internal connections via hyperlinks, resulting in non-linear hypertexts. Hypertext structure and previous knowledge affect navigation and comprehension of digital expository texts. From the…
Descriptors: Hypermedia, Prior Learning, Short Term Memory, Reading Comprehension
Gasparinatou, Alexandra; Grigoriadou, Maria – Educational Psychology, 2013
In this study, we examine the effect of background knowledge and local cohesion on learning from texts. The study is based on construction-integration model. Participants were 176 undergraduate students who read a Computer Science text. Half of the participants read a text of maximum local cohesion and the other a text of minimum local cohesion.…
Descriptors: Foreign Countries, Undergraduate Students, Computer Science, Textbooks
McCrudden, Matthew T.; Hushman, Carolyn J.; Marley, Scott C. – Journal of Experimental Education, 2014
This experiment investigated whether study of a scientific text and a visual display that contained redundant text segments would affect memory and transfer. The authors randomly assigned 42 students from a university in the southwestern United States in equal numbers to 1 of 2 conditions: (a) a redundant condition, in which participants studied a…
Descriptors: Multimedia Materials, Multimedia Instruction, Educational Experiments, Text Structure
Ozuru, Yasuhiro; Dempsey, Kyle; McNamara, Danielle S. – Learning and Instruction, 2009
This study examined how text features (i.e., cohesion) and individual differences (i.e., reading skill and prior knowledge) contribute to biology text comprehension. College students with low and high levels of biology knowledge read two biology texts, one of which was high in cohesion and the other low in cohesion. The two groups were similar in…
Descriptors: Reading Comprehension, Prior Learning, Biology, Reading Skills
Surber, John R.; Schroeder, Mark – Contemporary Educational Psychology, 2007
College students with either high or low prior domain knowledge (PK) read a text chapter presented in short pages on a computer monitor. Half of the participants read with headings present and half with headings absent. The computer recorded time spent reading and rereading each short page. Learning was assessed through a structured recall task.…
Descriptors: Prior Learning, Computer Uses in Education, Recall (Psychology), College Students
