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Writing a Synthesis versus Reading: Strategies Involved and Impact on Comprehension
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Castells, Núria; Minguela, Marta; Nadal, Esther – Reading and Writing: An Interdisciplinary Journal, 2023
Little evidence is available regarding the differential impact of reading versus reading and writing on multiple source comprehension. The present study aims to: (1) compare the inferential comprehension performance of students in reading versus reading/synthesis conditions; (2) explore the impact of performing the tasks on paper versus on screen…
Descriptors: Information Sources, Reading Comprehension, Synthesis, Reading Processes
Children's Surface, Textbase, and Situation Model Representations of Written and Illustrated Written Narrative Text
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Seger, Benedikt T.; Wannagat, Wienke; Nieding, Gerhild – Reading and Writing: An Interdisciplinary Journal, 2021
According to the tripartite model of text representation (van Dijk & Kintsch, 1983), readers form representations of the text surface and textbase, and construct a situation model. In this study, an experiment was conducted to investigate whether these levels of representation would be affected by adding illustrations to narrative text and…
Descriptors: Reading Comprehension, Illustrations, Children, Early Adolescents
Reading Comprehension and Strategy Use in Fourth- and Fifth-Grade French Immersion Students
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Frid, Bailey; Friesen, Deanna C. – Reading and Writing: An Interdisciplinary Journal, 2020
Reading comprehension performance is predicted by decoding skill and linguistic comprehension (e.g., Hoover & Gough, 1990; Joshi & Aaron, 2012; Scarborough, 2001). However, the type of strategies that readers recruit to build a discourse should also contribute to success in first and second language reading comprehension. Sixty-six French…
Descriptors: Reading Comprehension, Reading Strategies, French, Immersion Programs
What Predicts Adult Readers' Understanding of STEM Texts?
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Follmer, D. Jake; Fang, Shin-Yi; Clariana, Roy B.; Meyer, Bonnie J. F.; Li, Ping – Reading and Writing: An Interdisciplinary Journal, 2018
The current study examined the relations among key variables that underlie reading comprehension of expository science texts in a diverse population of adult native English readers. Using Mechanical Turk to sample a range of adult readers, the study also examined the effect of text presentation on readers' comprehension and knowledge structure…
Descriptors: Predictor Variables, Reading Comprehension, STEM Education, Adults
Learning from Texts: Activation of Information from Previous Texts during Reading
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Beker, Katinka; Jolles, Dietsje; Lorch, Robert F., Jr.; van den Broek, Paul – Reading and Writing: An Interdisciplinary Journal, 2016
Learning often involves integration of information from multiple texts. The aim of the current study was to determine whether relevant information from previously read texts is spontaneously activated during reading, allowing for integration between texts (experiment 1 and 2), and whether this process is related to the representation of the texts…
Descriptors: Reading Achievement, Prior Learning, Associative Learning, Sentence Structure
A Comparative Study of Error Detection in Discourse.
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Jarvella, Robert J.; And Others – Reading and Writing: An Interdisciplinary Journal, 1992
Studies error detection by Swedish children. Finds that the sixth-grade children were better at the task, that errors were easiest to detect while listening, that errors were easiest to detect from paper copy, but that fourth graders detected more errors when reading from the moving window. (RS)
Descriptors: Comparative Analysis, Developmental Stages, Foreign Countries, Intermediate Grades
The Effects of First Language Orthographic Features on Word Recognition Processing in English as a Second Language.
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Akamatsu, Nobuhiko – Reading and Writing: An Interdisciplinary Journal, 1999
Uses case alteration (cAse ALteRaTiOn) to investigate effects of first-language (L1) orthographic characteristics on word recognition in English as a second language (ESL). Finds magnitude of case alteration effect for naming tasks was significantly larger for ESL participants whose L1 was not alphabetic. Suggests that L1 orthographic features…
Descriptors: English (Second Language), Graduate Students, Higher Education, Language Research