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Martinez, Miriam; Harmon, Janis; Gonzales, Jessica; Wilburn, Marcy – Reading Psychology, 2021
Middle school is a place where many students are first introduced to more complex novels. Novel instruction in middle school English language arts classrooms is potentially influenced by the elementary focus on reading strategies and/or the secondary focus on literary analysis. Using a qualitative methodological approach, six middle school…
Descriptors: Middle School Teachers, Middle School Students, Novels, Teaching Methods
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Yeh, Li-Hao; Schwartz, Ana I.; Baule, Aaron L. – Reading Psychology, 2011
Previous studies have demonstrated the efficacy of the Text Structure Strategy for improving text recall. The strategy emphasizes the identification of text structure for encoding and recalling information. Traditionally, the efficacy of this strategy has been measured through free recall. The present study examined whether recall and eye-movement…
Descriptors: Text Structure, Second Language Learning, English (Second Language), Recall (Psychology)
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Comparini, Lisa; Douglas, Edith M.; Perez, Sara N. – Early Education and Development, 2014
Research Findings: This research examines preschoolers' use of mental state terms in naturally occurring peer conflicts in the classroom to determine how children use mental state terms for organizing their social interactions. Analyses focus on the types, frequencies, and social interactive functions of mental state terms. Utterances (N = 166)…
Descriptors: Social Development, Social Cognition, Preschool Children, Play
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Wilson, Hope E. – Journal of Advanced Academics, 2015
There is a dearth of research regarding young children with high intellectual abilities, particularly research involving the direct observation of children in naturalistic settings. The current study examines 2 years of observations of young children (aged 37-71 months; n = 34) at an early childhood facility. The children were observed during the…
Descriptors: Play, Observation, Young Children, Early Childhood Education
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Rolfhus, Eric; Cook, Gary; Brite, Jessica L.; Hartman, Jenifer – Regional Educational Laboratory Southwest (NJ1), 2010
This study compares alignment of the ACT and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for grades 9-12 and analyzes their cognitive complexity. It finds that a majority of the content in the ACT and ADP…
Descriptors: English, Language Arts, Reading, Academic Standards
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Francis, Wendy S.; Corral, Nuvia I.; Jones, Mary L.; Saenz, Silvia P. – Journal of Experimental Psychology: General, 2008
Cognitive mechanisms underlying repetition priming in picture naming were decomposed in several experiments. Sets of encoding manipulations meant to selectively prime or reduce priming in object identification or word production components of picture naming were combined factorially to dissociate processes underlying priming in picture naming.…
Descriptors: Identification, Bilingualism, Cues, Prompting
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Jonz, Jon – Language Learning, 1989
Reports on research into the interactive roles played in the verbal comprehension processes by the sequence of textual elements, text-specific prior knowledge, and levels of language proficiency. Four cloze tests were administered to undergraduate and graduate native speakers of English and to undergraduate non-native speakers of English at three…
Descriptors: Cloze Procedure, Cognitive Processes, English (Second Language), Higher Education
National Clearinghouse for Bilingual Education, Arlington, VA. – 1980
The following award-winning dissertations in bilingual education are included here: (1) "The 1974 Bilingual Education Amendments: Revolution, Reaction, or Reform" by Susan Gilbert Schneider; (2) "(Memory Organization, Bilingualism, and Interlingual Interference: A Comparative Analysis of the Semantic Distance and Semantic Judgment…
Descriptors: American Indians, Auditory Discrimination, Bilingual Education, Bilingualism
Texas Education Agency, Austin. – 1989
The Texas framework for modern and classical language programs in the elementary and secondary schools is intended to (1) establish a philosophy for a proficiency-based sequential language program; (2) outline the overall language program as specified in state rules and legislative mandates; and (3) describe expected student proficiency levels and…
Descriptors: Advanced Courses, Class Size, Classical Languages, Cognitive Processes