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Direct linkAsadi, Ibrahim A.; Ibrahim, Raphiq – Reading Psychology, 2018
Several studies have tested the validity of the simple view of reading model by examining various degrees of orthographic depth. This study aims to validate this model in both transparent and deep versions of Arabic. In addition, the contribution of the basic components of decoding and listening comprehension to reading comprehension in the…
Descriptors: Semitic Languages, Validity, Grade 1, Grade 2
Kobayashi, Keiichi – Reading Psychology, 2015
The present study examined the effect of intertextual conflict resolution on learning from conflicting texts. In two experiments, participants read sets of two texts under the condition of being encouraged either to resolve a conflict between the texts' arguments (the resolution condition) or to comprehend the arguments (the comprehension…
Descriptors: Conflict Resolution, Reading Comprehension, Teaching Methods, Recall (Psychology)
Sadoski, Mark; McTigue, Erin M.; Paivio, Allan – Reading Psychology, 2012
In this article we present a detailed Dual Coding Theory (DCT) model of decoding. The DCT model reinterprets and subsumes The LaBerge and Samuels (1974) model of the reading process which has served well to account for decoding behaviors and the processes that underlie them. However, the LaBerge and Samuels model has had little to say about…
Descriptors: Decoding (Reading), Theories, Models, Comparative Analysis
Lee, Lay Wah; Wheldall, Kevin – Reading Psychology, 2009
This study examines the simple view of reading from the perspective of a language other than English, the Malay language. The aims of the study were to determine (a) the contributions of decoding and listening comprehension to reading comprehension in Malay; (b) which model, the multiplicative model or the additive model, of the simple view of…
Descriptors: Foreign Countries, Indonesian Languages, Beginning Reading, Decoding (Reading)
Peer reviewedJoshi, R. Malatesha; Aaron, P. G. – Reading Psychology, 2000
Presents a study that compares the efficacy of the two formulas: Reading Comprehension = Decoding x Listening Comprehension, and Reading Comprehension = Decoding + Listening Comprehension. Presents a second study that explores whether adding another factor, speed of processing, to the "Simple View of Reading" formula improves its ability to…
Descriptors: Decoding (Reading), Grade 3, Listening Comprehension, Models
Neuhaus, Graham F.; Roldan, Luis W.; Boulware-Gooden, Regina; Swank, Paul R. – Reading Psychology, 2006
Parsimonious models of word recognition and reading comprehension were validated in a sample of third-grade readers. Word recognition was modeled as phonological awareness, decoding skill, and word processing rate. This model demonstrated the importance of unitization of letter clusters for efficient word reading. A curvilinear relation between…
Descriptors: Reading Skills, Word Processing, Word Recognition, Reading Comprehension
Lynch, Julie S.; van den Broek, Paul; Kremer, Kathleen E.; Kendeou, Panayiota; White, Mary Jane; Lorch, Elizabeth P. – Reading Psychology, 2008
The first goal of this study was to examine young children's developing narrative comprehension abilities using theory-based, authentic measures of comprehension processes. The second goal was to examine the relations among young children's comprehension abilities and other early reading skills. Children ages 4 and 6 listened to or watched two…
Descriptors: Reading Comprehension, Early Reading, Models, Phonological Awareness
Peer reviewedTrabasso, Tom – Reading Psychology, 1989
Describes an analytical model which provides explicit criteria to identify possible causal relations that a reader might infer between events in order to arrive at a coherent representation of the text. Applies the model to a story, discusses its psychological validity, and compares it to other models of text representation, comprehension, and…
Descriptors: Models, Prior Learning, Reading Comprehension, Reading Processes
Mcginnis, Debra; Saunders, Nikola N.; Burns, Ryan J. – Reading Psychology, 2007
To examine metacomprehension during comprehension, undergraduates (n = 133) were asked to provide descriptions of how they determined the meaning of four rare words presented in short passages. Content analysis of these written descriptions revealed task-specific metacomprehension reflecting lexical, textbase, and situation model processes.…
Descriptors: Multivariate Analysis, Content Analysis, Individual Differences, Undergraduate Students
Peer reviewedFletcher, Charles R. – Reading Psychology, 1989
Attempts to unify two major approaches to the study of text comprehension into a process model of causal reasoning which explains how readers discover the causal structure of a complicated text. Presents empirical evidence to support the model. (RS)
Descriptors: Higher Education, Models, Reading Comprehension, Reading Processes
Blanton, William E.; Wood, Karen D.; Taylor, D. Bruce – Reading Psychology, 2007
Research on subject matter instruction across the 20th century (e.g., Stevens, 1912; Bellack, 1966; Hoetker & Ahlbrand; 1969; Gall, 1970; Langer, 1999; Mehan, 1979; Nystrand, 1997;) reveals a preponderance of teacher-directed lecture, recitation, and round-robin reading of text in place of instruction that focuses on reading-to-learn, thinking,…
Descriptors: Reading Instruction, Educational Strategies, Middle Schools, Reading Research
Peer reviewedBarnitz, John G.; Morgan, Argiro L. – Reading Psychology, 1983
Details a study designed to determine the effects of passage content (schemata) and syntactic structure (clause order) on the inferential comprehension of causal relations of fifth grade students. (FL)
Descriptors: Grade 5, Intermediate Grades, Models, Reading Ability
Peer reviewedvan den Broek, Paul – Reading Psychology, 1989
Describes how narrative texts can be represented as networks of causally related statements or events and presents empirical evidence that the networks predict performance on reading comprehension. Compares network theory to other theories of discourse comprehension. Suggests implications of causal representations for reading and composition…
Descriptors: Cohesion (Written Composition), Memory, Models, Prior Learning
Peer reviewedLoyd, Brenda H.; Steele, Jeannie L. – Reading Psychology, 1986
Investigates whether standardized tests measure the same comprehension construct as free recall assessment techniques. (FL)
Descriptors: Comparative Analysis, Evaluation Methods, High Schools, Models
