In this paper, I apply the Multiple Documents Text-Based Relevance Assessment and Content Extraction (MD-TRACE) model, to describe the types of cognitive processes that students engage to critically reason about social issues, as they are portrayed through mass media. In addition to examining such processes, I further consider the extent to which…

Comprehension substantially benefits from attending to, thinking about, and mentally representing the sources of any presented information. Such processes require mental effort and unfortunately people do not always engage in such activities. The current article presents a nascent, evolving model of discourse comprehension that formalizes…

The reading framework for the 2015 National Assessment of Educational Progress (NAEP) presents the assessment's conceptual base and discusses its content. The framework describes the types of texts and questions that should be included in the assessment, as well as how the questions should be designed and scored. This report provides highlights of…

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in…

This article highlights four cognitive processes key to online reading comprehension and how one might begin to transform existing think-aloud strategy models to encompass the challenges of reading for information on the Internet. Informed by principles of cognitive apprenticeship and an emerging taxonomy of online reading comprehension…

Readers increasingly attempt to understand and learn from information sources they find on the Internet. Doing so highlights the crucial role that evaluative processes play in selecting and making sense of the information. In a prior study, Wiley et al. (2009, Experiment 1) asked undergraduates to perform a web-based inquiry task about volcanoes…

Reading is a complex act mediated by cognitive and sociocultural constructs that include classroom discourse and personal epistemology. This study explored the epistemic beliefs underpinning the discourse of four third-grade, male struggling readers and sought to understand how these beliefs unfolded during the critical-analytic reading…

As a construct definition, the current study develops a cognitive model describing the knowledge, skills, and abilities measured by critical reading test items on a high-stakes assessment used for selection decisions in the United States. Additionally, in order to establish generalizability of the construct meaning to other similarly structured…

This study examined the cognitive levels of questions used by Iranian EFL teachers in advanced reading comprehension tests. Twenty teachers participated in this study and generated 215 questions which were then categorized according to Bloom's taxonomy. This taxonomy consists of six major categories which starts from the simplest behavior to the…

Investigates conscious understanding during narrative comprehension as revealed through use of think-aloud methodology. Presents an analytical model of conscious understanding. Identifies three working memory operations in the protocols--operations which are functionally necessary to inferences in the protocols. Discusses data and current models…

The organizational thinking structure presented here aims to help teachers and children to develop and use thinking skills during reading. Three levels of reading are defined: reading the lines, reading between the lines, and reading beyond the lines. (Author/DS)

Suggests that the Right to Read'' movement should be secondary to a right to think'' movement because language is a symbolic expression of knowing or thinking, and as such it takes second place to the development of thinking. (Author/RB)

Investigates the influence of subject-matter setting on comprehension monitoring by secondary school students. Expected comprehension monitoring to decline when material was presented as incontrovertible truth, as in science texts. Concludes that comprehension monitoring depends on subject-matter setting and, contrary to expectations, science has…

Critical reading is a continuous process, only beginning in the first grade, which necessitates carefully planned training by qualified teachers. By building upon the student's competence in literal reading, interpretation, evaluation, integration of facts, accurate recall, and reorganization of materials, the teacher can develop the student's…

Describes the four steps of critical reading adapted to the model of reading proposed by W. S. Gray: (1) the perception of the connotative power of words, (2) the comprehension of persuasive language, (3) the reaction of judgment, and (4) the integration of monitoring devices. (FL)