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Brechtje E. J. van Zeijts; Lesya Y. Ganushchak; Bjorn B. de Koning; Huib K. Tabbers – Reading and Writing: An Interdisciplinary Journal, 2024
Inference-making is a central element of successful reading comprehension, yet provides a challenge for beginning readers. Text decoding takes up cognitive resources which prevents beginning readers from successful inference-making and compromises reading comprehension. Listening does not require any decoding and could therefore offer a less…
Descriptors: Inferences, Reading Comprehension, Reading Instruction, Listening
Zhengye Xu; Li-Chih Wang; Kevin Kien Hoa Chung; Xinyong Zhang; Ning Li; Duo Liu – Reading and Writing: An Interdisciplinary Journal, 2024
The present study examined whether and how early cognitive flexibility, metalinguistic awareness, including phonological awareness (PA) and morphological awareness (MA), Chinese word reading (CWR), and listening comprehension (LC) influenced Chinese children's later reading comprehension. In total, 153 Chinese children were recruited. Path…
Descriptors: Cognitive Processes, Reading Comprehension, Foreign Countries, Beginning Reading
Kevin Chan; Pui-sze Yeung; Kevin Kien Hoa Chung – Reading and Writing: An Interdisciplinary Journal, 2025
Foreign language anxiety has influenced reading achievement in English as a second language learning (ESL). However, less is known about how foreign language anxiety affects Chinese students learning English as L2 and the interplay between foreign language anxiety and cognitive-linguistic factors on L2 reading performance. This longitudinal study…
Descriptors: Second Language Learning, Anxiety, Word Recognition, English (Second Language)
Zou, Zhenfei; Zhao, Wei; Li, Miao – Reading and Writing: An Interdisciplinary Journal, 2022
This study investigated executive function deficits among Chinese primary school children with word reading deficit and specific reading comprehension deficit. Working memory, inhibitory control, and cognitive flexibility were examined among children with Word Reading Deficit (WRD), children with Specific Reading Comprehension Deficit (S-RCD) and…
Descriptors: Executive Function, Foreign Countries, Children, Reading Difficulties
Delgado, Pablo; Stang Lund, Elisabeth; Salmerón, Ladislao; Bråten, Ivar – Reading and Writing: An Interdisciplinary Journal, 2020
This study investigated whether accessing conflicting claims in other documents by means of hyperlinks embedded within currently read documents may facilitate conflict detection and source-content integration. Norwegian undergraduates (n = 85) read multiple conflicting documents on a controversial health-related issue, with half of the conflicting…
Descriptors: Foreign Countries, Undergraduate Students, Hypermedia, Prompting
Zhao, Ying; Cheng, Yahua; Wu, Xinchun – Reading and Writing: An Interdisciplinary Journal, 2019
Some cognitive processes may be shared between reading comprehension and reading fluency, while others may be independent. In this longitudinal study, 127 Chinese children in grades 1-2 were tested three times (T1-T3) to explore the contributions of early morphological awareness and rapid automatized naming (RAN) to subsequent reading…
Descriptors: Morphology (Languages), Naming, Reading Comprehension, Reading Fluency
Taboada Barber, Ana; Lutz Klauda, Susan; Stapleton, Laura M. – Reading and Writing: An Interdisciplinary Journal, 2020
Previous studies offer mixed evidence regarding whether a unified model of reading comprehension predictors applies to Dual Language Learners (DLLs) and English Speakers (ESs), or whether distinctive models across language groups are empirically supported. The present study adds another dimension to this body of work by examining multiple reading…
Descriptors: Cognitive Processes, Learner Engagement, Student Motivation, Reading Comprehension
Kraal, Astrid; Koornneef, Arnout W.; Saab, Nadira; van den Broek, Paul W. – Reading and Writing: An Interdisciplinary Journal, 2018
The present study investigated comprehension processes and strategy use of second-grade low- and high-comprehending readers when reading expository and narrative texts for comprehension. Results from think-aloud protocols indicated that text genre affected the way the readers processed the texts. When reading narrative texts they made more…
Descriptors: Reading Comprehension, Reading Strategies, Reading Instruction, Literary Genres
Nagler, Telse; Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven – Reading and Writing: An Interdisciplinary Journal, 2014
The "acceleration phenomenon" (AP) is defined by improvements in reading speed and reading comprehension, induced by an artificial text fading procedure corresponding to the previously determined fastest individual reading rate. Recent results, however, indicated that fading that is slower than the self-paced reading rate can produce…
Descriptors: Reading Instruction, Reading Rate, Reading Comprehension, Teaching Methods
Swart, Nicole M.; Muijselaar, Marloes M. L.; Steenbeek-Planting, Esther G.; Droop, Mienke; de Jong, Peter F.; Verhoeven, L. – Reading and Writing: An Interdisciplinary Journal, 2017
The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it…
Descriptors: Reading Comprehension, Grade 4, Predictor Variables, Semantics
Lipka, Orly; Siegel, Linda S. – Reading and Writing: An Interdisciplinary Journal, 2012
Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic…
Descriptors: Reading Comprehension, Reading Skills, Children, English Language Learners
Taboada, Ana; Tonks, Stephen M.; Wigfield, Allan; Guthrie, John T. – Reading and Writing: An Interdisciplinary Journal, 2009
The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of…
Descriptors: Reading Comprehension, Predictor Variables, Reading Motivation, Student Motivation
Mateos, Mar; Martin, Elena; Villalon, Ruth; Luna, Maria – Reading and Writing: An Interdisciplinary Journal, 2008
The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation of these activities to the written products they were asked to generate. To investigate the…
Descriptors: Metacognition, Cognitive Processes, Secondary School Students, Reading

Cain, Kate; Oakhill, Jane; Bryant, Peter – Reading and Writing: An Interdisciplinary Journal, 2000
Presents six experiments that investigate the hypothesis that text comprehension problems in young children arise from phonological processing difficulties for children in the presence of age-appropriate word reading skills. Supports previous work which indicates that poor comprehenders' problems arise from higher-level processing difficulties.…
Descriptors: Cognitive Processes, Elementary Education, Reading Comprehension, Reading Difficulties
Lau, Kit-ling; Chan, David W. – Reading and Writing: An Interdisciplinary Journal, 2007
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a…
Descriptors: Reading Comprehension, Reading Strategies, Reading Motivation, Foreign Countries