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Yamasaki, Brianna L.; Prat, Chantel S. – Mind, Brain, and Education, 2023
Neural efficiency, adaptability, and synchronization, or the ability to recruit, dynamically modulate, and coordinate neural resources on an "as needed" basis, have been proposed as hallmarks of skilled reading. The current study explored the relation between these aspects of neural functioning during reading, as measured by…
Descriptors: Individual Differences, Inhibition, Self Control, Cognitive Processes
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Lee, Yuan-Hsuan; Hong, Huang-Yao – Interactive Learning Environments, 2023
This study investigated multimodal multiple text comprehension (MMTC) among forty-eight Taiwanese university students, considering their cognitive and affective characteristics. A randomized trial with pre- and post-tests design was applied. The experiment group received a browser-embedded note-taking device along with epistemic prompting. The…
Descriptors: Foreign Countries, College Students, Reading Comprehension, Individual Differences
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Tarchi, Christian; Villalón, Ruth – British Journal of Educational Psychology, 2021
We investigated the association between thinking dispositions and two outcomes of multiple-texts comprehension: integration of conflicting information in argumentative essays; and recall of inferential information as an index of deep comprehension. We focused on two thinking dispositions, need for cognition (NFC) and actively open-minded thinking…
Descriptors: Personality, Recall (Psychology), College Students, Persuasive Discourse
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Öncel, Püren; Creer, Sarah D.; Allen, Laura K. – Discourse Processes: A Multidisciplinary Journal, 2022
Despite substantive work on the cognitive processes underlying comprehension, little research has examined the "phenomenological" nature of reading. We investigated how readers' experiences of visual and verbal thought related to their transportation into the narrative text and whether these were influenced by perspective-taking.…
Descriptors: Perspective Taking, Phenomenology, Teaching Methods, Correlation
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Braasch, Jason L. G.; Kessler, Erica D. – Discourse Processes: A Multidisciplinary Journal, 2021
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…
Descriptors: Language Processing, Reading Comprehension, Discourse Analysis, Prediction
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Andrews, Sally; Veldre, Aaron – Scientific Studies of Reading, 2021
This study used wrap-up effects on eye movements to assess the relationship between online reading behavior and comprehension. Participants, assessed on measures of reading, vocabulary, and spelling, read short passages that manipulated whether a syntactic boundary was "unmarked" by punctuation, "weakly marked" by a comma, or…
Descriptors: Sentences, Punctuation, Cues, Reading Comprehension
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Papadopoulos, Timothy C.; Spanoudis, George; Ktisti, Christiana; Fella, Argyro – European Journal of Psychology of Education, 2021
We investigated the role of linguistic and cognitive processes in reading precocity from kindergarten to grade 2. A sample of 33 precocious readers was identified that did not differ on age, gender, and parental education to a control group of 259 typical readers. The effects of verbal ability were also controlled. All children were administered a…
Descriptors: Reading Skills, Cognitive Processes, Kindergarten, Grade 1
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McNamara, Danielle S.; Jacovina, Matthew; Allen, Laura K. – AERA Online Paper Repository, 2016
Within the context of comprehension and education, there has been a heavy emphasis placed on an individual's ability to construct a coherent and elaborated mental representation of text content. Previous research has aimed to establish the theoretical basis behind the comprehension process, as well as the most effective interventions for improving…
Descriptors: Individual Differences, Thinking Skills, Reading Comprehension, Cognitive Processes
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Danielle S. McNamara; Matthew E. Jacovina; Laura K. Allen – Grantee Submission, 2015
Reading is a pervasive activity in the classroom, as well as in everyday activities: comprehending text and discourse is crucial to success and survival in the modern world. Nonetheless, many students struggle to understand text at even a basic level, and even more fail to construct deep level understandings of content. Particularly for complex…
Descriptors: Thinking Skills, Reading Comprehension, Cognitive Processes, Individual Differences
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Schindler, Julia; Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne – Language Assessment Quarterly, 2018
Reading comprehension is based on the efficient accomplishment of several cognitive processes at the word, sentence, and text level. To the extent that each of these processes contributes to reading comprehension, it can cause reading difficulties if it is deficient. To identify individual sources of reading difficulties, tools are required that…
Descriptors: Construct Validity, Language Tests, Grammar, Task Analysis
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Kendeou, Panayiota – Discourse Processes: A Multidisciplinary Journal, 2014
In this article, I review and discuss the work presented in this special issue while focusing on a number of issues that warrant further investigation in validation research. These issues pertain to the nature of the validation processes, the processes and mechanisms that support validation during comprehension, the factors that influence…
Descriptors: Reading Comprehension, Validity, Reading Research, Cognitive Processes
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Olkoniemi, Henri; Ranta, Henri; Kaakinen, Johanna K. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
The present study examined individual differences in the processing of different forms of figurative language. Sixty participants read sarcastic, metaphorical, and literal sentences embedded in story contexts while their eye movements were recorded, and responded to a text memory and an inference question after each story. Individual differences…
Descriptors: Foreign Countries, Individual Differences, Figurative Language, Eye Movements
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Unsworth, Nash; McMillan, Brittany D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Individual differences in mind wandering and reading comprehension were examined in the current study. In particular, individual differences in mind wandering, working memory capacity, interest in the current topic, motivation to do well on the task, and topic experience and their relations with reading comprehension were examined in the current…
Descriptors: Reading Comprehension, Short Term Memory, Interests, Motivation
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Sagarra, Nuria – Second Language Research, 2017
Adults demonstrate difficulty and pronounced variability when developing second language (L2) grammatical knowledge and reading skills. We examine explanations in terms of individual differences in working memory (WM). Despite numerous studies, the association between WM and adult second language (L2) acquisition remains unclear, and longitudinal…
Descriptors: Longitudinal Studies, Second Language Learning, Grammar, English
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McVay, Jennifer C.; Kane, Michael J. – Journal of Experimental Psychology: General, 2012
Some people are better readers than others, and this variation in comprehension ability is predicted by measures of working memory capacity (WMC). The primary goal of this study was to investigate the mediating role of mind-wandering experiences in the association between WMC and normal individual differences in reading comprehension, as predicted…
Descriptors: Short Term Memory, Reading Comprehension, Cognitive Processes, Difficulty Level
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