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Vanbecelaere, Stefanie; Said-Metwaly, Sameh; Van den Noortgate, Wim; Reynvoet, Bert; Depaepe, Fien – British Journal of Educational Technology, 2023
Reading is a fundamental skill to acquire during children's school career. The present meta-analysis examined research on the effectiveness of digital technologies to foster early reading skills during Tier-1 interventions (ie, high-quality core reading instruction which is intended to promote learning for all children). Unlike previous…
Descriptors: Intervention, Reading Instruction, Teaching Methods, Outcomes of Education
Gu, Junjuan; Zhou, Junyi; Bao, Yaqian; Liu, Jiayu; Perea, Manuel; Li, Xingshan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Previous research in alphabetic languages has shown that both position (external, internal) and distance (adjacent, nonadjacent) modulate letter position encoding during reading. To examine the generality of this pattern for a comprehensive model of word recognition and reading, we examined these effects during Chinese reading (i.e., an unspaced…
Descriptors: Chinese, Reading Processes, Orthographic Symbols, Reading Rate
Kendeou, Panayiota; Smith, Emily R.; O'Brien, Edward J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
The present set of 7 experiments systematically examined the effectiveness of adding causal explanations to simple refutations in reducing or eliminating the impact of outdated information on subsequent comprehension. The addition of a single causal-explanation sentence to a refutation was sufficient to eliminate any measurable disruption in…
Descriptors: Attribution Theory, Reading Comprehension, Comparative Analysis, Sentences
Meadowcroft, Jeanne M.; Olson, Beth – 1995
As universities gain access to satellite delivery systems, faculty are asking questions about how information processing varies between print versus television delivery systems. A study compared 68 undergradaute adults' information processing activity when the same message is presented in print vs. on television. Results reveal little differences…
Descriptors: Cognitive Processes, Comparative Analysis, Higher Education, Reading Research
Yussen, Steven R.; And Others – 1986
Noting the differences in processing information by reading and by listening, two studies examined subjects' ability to detect errors in written and oral prose. In both experiments, college students were presented with four expository passages drawn from different written sources. All passages were approximately 300 words and 5 paragraphs long,…
Descriptors: Cognitive Processes, Comparative Analysis, Higher Education, Listening Comprehension

Wakefield, Alice P. – Reading Improvement, 1995
Finds that the predominant learning style preference of a group of elementary school principals and early childhood teacher educators were polar opposites of one another, but these differences were not statistically significant. Finds a significant relationship between teachers' learning style and their years of teaching experience. Discusses…
Descriptors: Cognitive Processes, Cognitive Style, Comparative Analysis, Early Childhood Education

Varnhagen, Connie K.; And Others – Reading Psychology, 1992
Compares elementary cognitive processes (memory access, memory span, simultaneous and successive processing, and word reading) to spelling performance in average and reading-disabled children. Finds no classroom ability group differences in cognitive processing. Notes consistent differences in letter memory access and word reading by poorer…
Descriptors: Cognitive Processes, Comparative Analysis, Dyslexia, Elementary Education
Wu, Xiaoying; Anderson, Richard C. – Literacy Teaching and Learning, 2007
The purpose of this study was to examine the character identification strategies of Chinese children during their oral reading of a continuous text. Eighteen second graders' oral reading of a story, as well as an interview about their decoding strategies, were audiotaped and transcribed. The results generally converged with those of previous oral…
Descriptors: Reading Research, Oral Reading, Metalinguistics, Written Language
End, Laurel J.; Danks, Joseph H. – 1982
A study was conducted to determine the effectiveness of priming, using the first of several metaphors with common ground (the relationship or similar characteristics between the subject of a metaphor and the term used metaphorically) to facilitate comprehension of successive related metaphors. Ten groups of three to five metaphors with common…
Descriptors: Cognitive Processes, Comparative Analysis, Higher Education, Metaphors
Meyer, Bonnie J. F. – 1981
The first part of this paper on prose analysis explains how structural analysis of text can be used in reading research. This explanation focuses on three methodological uses of prose analysis: (1) the identification of the content and organization of the text for use in a scoring system, (2) the measurement of variations between the text and the…
Descriptors: Cognitive Processes, Comparative Analysis, Discourse Analysis, Models

Hutson, Barbara A.; Niles, Jerome A. – Reading Improvement, 1981
Examines differences in the response patterns of primary school children in oral reading and an auditory cloze task. Concludes that the proportions of wrong responses and morphemically acceptable responses were greater for the cloze task, especially for passages on or above an individual's reading level. (FL)
Descriptors: Cloze Procedure, Cognitive Processes, Comparative Analysis, Linguistics
McEneaney, John E. – 1994
A study compared a parallel distributed processing (PDP) model with a more traditional symbolic information processing model that accounts for early reading acquisition by human subjects. Two experimental paradigms were simulated. In one paradigm (a "savings" paradigm) subjects were divided into two groups and trained with two sets of…
Descriptors: Beginning Reading, Cognitive Processes, Comparative Analysis, Elementary Education

Amlund, Jeanne T.; And Others – Reading Research Quarterly, 1986
Reports on a study during which 60 graduate students instructed to read a 669-word passage one, two, or three times completed both free and cued recall measures on three test occasions. Both quantitative and qualitative differences in recall were found as a function of the number of times text was read. (HOD)
Descriptors: Cognitive Processes, Comparative Analysis, Higher Education, Reading Comprehension

August, Diane L.; And Others – Reading Research Quarterly, 1984
Concludes that when presented stories, some of which were inconsistent because of missing pages, less skilled readers were poorer at reporting a missing page, placing it correctly, and fixing the story than were skilled readers. Stories are appended. (FL)
Descriptors: Academic Aptitude, Cognitive Processes, Comparative Analysis, Grade 5

Briggs, Pamela; And Others – Reading Research Quarterly, 1984
Nine- and ten-year old good and poor readers read a target sentence, either a word or a pseudohomophone, preceded by incongruous, congruous, or no-sentence context for the pseudohomophones. Results were consistent with the interactive-compensatory model of reading proposed by Stanovich. (FL)
Descriptors: Academic Aptitude, Cognitive Processes, Comparative Analysis, Context Clues