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Sabbah, Sabah Salman – International Journal of Education and Development using Information and Communication Technology, 2015
This study explored the potential effect of college students' self-generated computerized mind maps on their reading comprehension. It also investigated the subjects' attitudes toward generating computerized mind maps for reading comprehension. The study was conducted in response to the inability of the foundation-level students, who were learning…
Descriptors: Foreign Countries, College Students, Concept Mapping, Reading Achievement
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Long, Debra L.; Lea, R. Brooke – Discourse Processes: A Multidisciplinary Journal, 2005
The last decade of research in text processing has been marked by a debate between opposing views of comprehension: One side emphasizes discourse processing from the bottom-up, the other from the top-down. A central focus of the debate has been the principle of "search after meaning," posited by the top-down, constructionist approach (Graesser,…
Descriptors: Reading Comprehension, Constructivism (Learning)
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Brown, Anne L.; Campione, Joseph C. – American Psychologist, 1986
The following two changes in conceptualizing learning difficulties are occurring: (1) a shift from identifying deficits to focusing on assessing knowledge and (2) the use of diagnoses that are more dynamic and domain specific. This article illustrates how these changes relate to knowledge of the learning process and to better instruction.…
Descriptors: Academic Education, Arithmetic, Educational Change, Identification
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Ariew, Robert; Ercetin, Gulcan – Computer Assisted Language Learning, 2004
This study explores whether different types of hypermedia annotations facilitate reading comprehension for intermediate and advanced ESL learners. Data was collected from 84 intermediate and advanced level adult ESL learners using a tracking tool that recorded the amount of time readers spent on a given annotation. An expository text was annotated…
Descriptors: Prior Learning, Reading Comprehension, Hypermedia, English (Second Language)
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van den Broek, Paul; Rapp, David N.; Kendeou, Panayiota – Discourse Processes: A Multidisciplinary Journal, 2005
Memory-based and constructionist processes have both been proposed as essential components of the activation of concepts (e.g., propositions) and the establishment of meaningful connections between concepts during reading. In this article, we argue that a comprehensive theory of reading comprehension should include both sets of processes. In…
Descriptors: Reading Comprehension, Concept Formation, Memory, Constructivism (Learning)
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Sanford, Anthony J.; Garrod, Simon C. – Discourse Processes: A Multidisciplinary Journal, 2005
In this article, we discuss 2 issues that we believe any theory of discourse comprehension has to take account of-accessing irrelevant information and granularity. Along the lines that have been suggested as demonstrating the memory-based account, we describe some work in favor of the recruitment of apparently irrelevant information from memory…
Descriptors: Cognitive Processes, Reading Comprehension, Memory, Learning Processes
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Cook, Anne E.; Gueraud, Sabine – Discourse Processes: A Multidisciplinary Journal, 2005
In recent years, memory-based and explanation-based theories have dominated the discourse processing literature. Numerous studies have been conducted to show support for each of the two views. Most of these studies have manipulated factors in the episodic memory trace of texts, without a great deal of focus on how general world knowledge impacts…
Descriptors: Reading Comprehension, Memory, Language Processing, Reading Processes
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Maria, Katherine – Annals of Dyslexia, 1987
Three holistic approaches to reading comprehension instruction for learning-disabled children are described: text-based instruction, explicit comprehension instruction, and a combined model. Following discussion of each model's strengths, weaknesses, and teaching techniques, the combined model is recommended. (Author/JDD)
Descriptors: Beginning Reading, Elementary Secondary Education, Holistic Approach, Learning Disabilities
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Beck, Isabel L.; McKeown, Margaret G. – Teaching and Change, 1999
Explains the relevance of reading-comprehension research for classroom teachers, discussing how knowledge of the world and active engagement with ideas in the text influence comprehension and looking at how to develop both these capabilities. Four sections discuss the power of background knowledge, reading aloud and discussing literature with…
Descriptors: Authors, Elementary Education, Elementary School Teachers, Independent Reading