Introduction: The research analyses four science primary school textbooks designed for the 3rd grade. Methods: The textbooks were analysed using various methods and procedures. It was determined which of the examined textbooks is the most educationally effective, meaning it not only provides information from the respective field and focuses on…

The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students' (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural…

Empirical research has shown that poor comprehenders use reading strategies less frequently than good comprehenders. Moreover, poor comprehenders tend to use simple strategies (e.g. slowing down reading when the text is hard to understand) instead of using more complex strategies (e.g. choosing between main and trivial information). The present…

In this investigation, we examine the contribution of intrinsic content density (ICD) to measures of expository text processing. In Studies 1 and 2, the factor structure of select text density metrics was examined and refined using two text samples (Ns = 150) randomly selected from an expository text corpus. Scores on the ICD measure based on the…

The development and evaluation of valid assessments of scientific reasoning are an integral part of research in science education. In the present study, we used the linear logistic test model (LLTM) to analyze how item features related to text complexity and the presence of visual representations influence the overall item difficulty of an…

The selection and interpretation of individually administered norm-referenced cognitive tests that are administered to culturally and linguistically diverse (CLD) students continue to be an important consideration within the psychoeducational assessment process. Understanding test directions during the assessment of cognitive abilities is…

In some cases difficult-to-read learning materials lead to better performance than easy to-read materials. This phenomenon is called the disfluency effect and is attributed to a subjective feeling of task difficulty resulting in a deeper learning approach. In two studies (n[subscript 1] = 67, n[subscript 2] = 73) we investigated the impact of…

When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the…

Texts are routinely simplified for language learners with authors relying on a variety of approaches and materials to assist them in making the texts more comprehensible. Readability measures are one such tool that authors can use when evaluating text comprehensibility. This study compares the Coh-Metrix Second Language (L2) Reading Index, a…

This article reviews 24 years of research focused on science education for students with learning and other disabilities. Our results are based on 53 articles from 2 relevant databases. We hereby present and discuss the results of the most popular topics investigated, which include: constructivism, exploratory learning, hands-on activities,…

The need for cognitive closure has been found to be associated with a variety of suboptimal information processing strategies, leading to decreased creativity and rationality. This experiment tested the hypothesis that exposure to fictional short stories, as compared with exposure to nonfictional essays, will reduce need for cognitive closure. One…

This paper discusses a study on the aspects of content schemata in second language reading, focusing on two contemporary short stories, i.e. "A Quid of Sirih, A Bowl of Water" and "The Lottery." The study explores the cognitive processes of one UiTM Perlis degree level student, reflecting on his L2 reading processes. The…

The present findings imply that a readability formula is not an effective writing production criterion, even when the writer does not deliberately write to the formula. Comprehensibility of text might be better controlled through the proper use of the transformer concept (MacDonald-Ross and Waller). (Author/PN)

A study examined whether (1) there are untested indices of difficulty that can be used to enhance the accuracy of readability formulas, (2) the same readability formula can be used to assess the readability of text for mature and immature readers and for good and poor readers, and (3) some one model of the reading process or some synthesis of…

Investigates how individual and situational interest factors contribute to topic interest and text learning. Results reveal that both individual interest variables and specific text titles influenced topic interest. Examination of processes predictive of text learning indicated that topic interest was related to affective response, affect to…