This study made triangulated use of eye-tracking and retrospective verbal reports (RVRs) to compare the banked gap-filling processes of two same-scorers and those of a top scorer and a bottom scorer. The two same-scorers differed in their cognitive effort on global and local processing, fluency of choice making, and strategy use when completing…

Few studies have explored how general skills in both reading and writing influence performance on integrated, source-based writing. The goal of the present study was to consider the relative contributions of reading and writing ability on multiple-document integrative reading and writing tasks. Students in the U.S. (n=94) completed two tasks in…

In this study, I sought to investigate whether visuospatial working memory (VWM) explains individual differences in reading fluency growth. One hundred and thirty Japanese junior and senior high school students were administered the Mr. Peanut and reversed Corsi tasks, respectively as measures of VWM, followed by three waves of reading fluency…

This study explored the latent profiles of self-regulated learning (SRL) strategies (cognitive, metacognitive, and motivational regulation) endorsed by Chinese English-as-a-foreign-language (EFL) readers in a high-stakes testing environment, and also their associations with individual factors (gender, grade, reading proficiency, and motivational…

This study investigated the effect of explicit reading strategy instruction on reading comprehension, reading strategy use, reading motivation, and reading self-efficacy in Chinese university EFL learners. A total of 117 first-year university students were randomly assigned to either the experimental group or the control group. Students in the…

The present study used the mixed Rasch model (MRM) to identify subgroups of readers within a sample of students taking an EFL reading comprehension test. Six hundred and two (602) Chinese college students took a reading test and a lexico-grammatical knowledge test and completed a Metacognitive and Cognitive Strategy Use Questionnaire (MCSUQ)…

A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the literature on writing. Previous research suggests that higher quality…

A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the literature on writing. Previous research suggests that higher quality…