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Reading Research and… | 5 |
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Deming, Mary P. | 1 |
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Ehlinger, Jeanne; Pritchard, Robert – Reading Research and Instruction, 1994
Defines the method of "think alongs," which are representations of a reader's process of constructing meaning. Illustrates how think along methods of reading instruction might be used in secondary science, math, or social studies classrooms by focusing on critical learning issues in each area. (HB)
Descriptors: Classroom Techniques, Cognitive Processes, Content Area Reading, Reading Comprehension

Randall, Alice; And Others – Reading Research and Instruction, 1986
Outlines procedures used in an investigation of college students' thinking aloud protocols and discusses the framework developed for differentiating student-text interactions and identifying the common problems of less able comprehenders. Suggests ways to use protocols to look into the ways students comprehend texts, to identify comprehension…
Descriptors: Cognitive Processes, College Students, Higher Education, Protocol Analysis

Deming, Mary P.; And Others – Reading Research and Instruction, 1994
Compares the reliability and validity of the 10 subtests of the Learning and Study Strategies Inventory (LASSI) obtained from 99 developmental college students with norming values obtained in an earlier study. Indicates that 9 out of 10 subtest reliability coefficients approached but did not equal the earlier study. (HB)
Descriptors: Cognitive Processes, Higher Education, Learning Strategies, Reading Comprehension

Cox, Glenda C.; And Others – Reading Research and Instruction, 1994
Studies the effects of visual elaborations on the cognitive processes of adult learners. Compares the effects of two types of visual elaboration strategies on immediate and delayed recall. Suggests that the incorporation of visual elaboration strategies produces a greater depth of processing, leading to better recall. (HB)
Descriptors: Cognitive Processes, Comparative Analysis, Higher Education, Memory

O'Brien, David G.; And Others – Reading Research and Instruction, 1986
Examines the relations among general language competency factors such as word knowledge, comprehension, and paradigmatic/syntagmatic reasoning, and college developmental readers' ability to interpret two text formats designed to elicit either a literal or figurative interpretation. (DF)
Descriptors: Cognitive Processes, Critical Reading, Figurative Language, Higher Education