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Direct linkReese Butterfuss; Kathryn S. McCarthy; Ellen Orcutt; Panayiota Kendeou; Danielle S. McNamara – Reading and Writing: An Interdisciplinary Journal, 2024
Readers often struggle to identify the main ideas in expository texts. Existing research and instruction provide some guidance on how to encourage readers to identify main ideas. However, there is substantial variability in how main ideas are operationalized and how readers are prompted to identify main ideas. This variability hinders…
Descriptors: Reading Processes, Reading Comprehension, Reading Instruction, Best Practices
Stang Lund, Elisabeth; Bråten, Ivar; Brandmo, Christian; Brante, Eva W.; Strømsø, Helge I. – Reading and Writing: An Interdisciplinary Journal, 2019
The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers' ability to integrate information about sources and content when reading multiple conflicting texts on a controversial socio-scientific issue. Using a path analytic approach with a sample of 140…
Descriptors: Foreign Countries, Secondary School Students, Reading Comprehension, Information Sources
Adlof, Suzanne; Frishkoff, Gwen; Dandy, Jennifer; Perfetti, Charles – Reading and Writing: An Interdisciplinary Journal, 2016
Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, also known as "frontier words" (Durso & Shore, 1991), may be good targets for instruction precisely because they are already familiar.…
Descriptors: Semantics, Familiarity, Adults, Children
