The ability of 2 components, interpretation of a question and memory, to forecast the test-retest association coefficients of reading test items was studied with initial samples of 916 elementary and 949 secondary school students. For both populations, both components forecast the relative sizes of test-retest correlation coefficients. (SLD)

Examines information-processing differences among four types of readers differing in reading comprehension and speed. Finds that good comprehenders outperformed poor comprehenders on all types of tasks, but the results were less clear for the high- and low-speed readers. Proposes differences in working memory as a source of individual differences…

Theories of reading emphasize the cognitive processes and metacognitive skills that readers employ to read with comprehension and insight. Teachers are referred to a resource book, "Enhancing Reading Comprehension," and a five-volume series of coursebooks, "Focus." Each is described briefly. (LB)

Argues that student comprehension difficulties are often diagnosed as reading problems, even though the problem extends to other learning skills. Considers the issue of comprehension in the context of reading, and examines aspects of the issue that extend to teacher communications. Suggest ways to help students understand social studies material.…

This article compares two theories on why children with language impairment have slower response times when completing linguistic and nonlinguistic tasks. First, the slowing is due to difficulty with a particular cognitive processes and second, the slowing is due to a general cognitive processing limitation. Clinical implications are discussed.…

Two studies were conducted to investigate the specificity of the relationship between preschoolers' emerging executive functioning skills and false belief understanding. Study 1 (N=44) showed that 3- to 5-year-olds' performance on an executive functioning task that required selective suppression of actions predicted performance on false belief…

In this article, the authors explore the concept of instructional scaffolding as it applies to facilitating students' reading comprehension. They argue that scaffolding is a highly flexible and adaptable model of instruction that supports students as they acquire both basic skills and higher order thinking processes, allows for explicit…

Students are often asked to integrate information derived from reading multiple documents into a consistent story or model. Based on models of comprehending individual text, we predict that the structure and accessibility of earlier texts should influence one's ability to integrate a new text with previously learned material. In two experiments,…

Recognizing similarities between our relationship to music and to other people reveals significant educational implications. Emotional responses are inseparable from the understanding which is a necessary condition for any fully educational activity. This brings out the importance of reasoning in music education. Such importance is usually…

This study was designed to examine factors associated with literal interpretations of homonyms. Participants were 212 second graders, ages 7;0-8;11, who listened to a story containing 16 key words. The key words were homonymous words ("pseudo-homonyms"), nonsense words, or familiar words used accurately. While listening to the story, children…

Purpose: This study investigated whether phonological or semantic encoding cues promoted better word learning for children with specific language impairment (SLI) and whether this treatment differentially affected children with SLI and normal language (NL). Method: Twenty-four preschoolers ages 4;0 (years;months) to 5;11 with SLI and 24 age- and…

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…

This article examines how eight advanced ESL learners attend to and utilize the nonverbal information found in a video text. Using verbal report methodology in which test-takers verbalized aloud their thought processes while taking a video listening test, the results suggested that the test-takers varied in how they attended to and utilized the…

Objective: The effects of interference, competition, and distraction on cognitive processing are unclearly understood, particularly regarding type and intensity of auditory distraction across a variety of cognitive processing tasks. Method: The purpose of this investigation was to report two experiments that sought to explore the effects of types…

Purpose: The authors asked whether adolescents with Down syndrome (DS) could fast-map novel nouns and verbs when word learning depended on using the speaker's pragmatic or syntactic cues. Compared with typically developing (TD) comparison children, the authors predicted that syntactic cues would prove harder for the group with DS to use and that…