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Mapping the Fluctuating Effect of Strategy Use Ability on English Reading Performance for Nursing Students: A Multi-Layered Moderation Analysis Approach
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Cai, Yuyang; Kunnan, Antony John – Language Testing, 2020
An essential hypothesis of modern language assessment theory pertains to the interaction between strategy use ability (strategic competence) and second language knowledge. However, how they interact with each other is rarely explored. Drawing on relevant research in the literature, in this paper we proposed three interaction patterns (i.e.,…
Descriptors: English (Second Language), Second Language Learning, Nursing Education, Reading Tests
Spelling of Deaf Children Who Use Cochlear Implants
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Hayes, Heather; Kessler, Brett; Treiman, Rebecca – Scientific Studies of Reading, 2011
The spellings of 39 profoundly deaf users of cochlear implants, aged 6 to 12 years, were compared with those of 39 hearing peers. When controlled for age and reading ability, the error rates of the 2 groups were not significantly different. Both groups evinced phonological spelling strategies, performing better on words with more typical…
Descriptors: Spelling, Deafness, Reading Ability, Assistive Technology
The Effects of Cognitive Process and Decision Making Training in Reading Experience on Meaningful Learning with Underachieving College Students
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Dean, Rebecca J. – ProQuest LLC, 2010
The ability of underprepared college students to read and learn from their reading is essential to their academic success and to their ability to persist towards completing their degree. The purposes of this study were to (a) assess the relationship between the cognitive processes of reading-based decision making and meaningful learning and (b)…
Descriptors: Control Groups, College Students, Intervention, Learning Strategies
Learning Strategies and Study Approaches of Postsecondary Students with Dyslexia
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Kirby, John R.; Silvestri, Robert; Allingham, Beth H.; Parrila, Rauno; La Fave, Chantal B. – Journal of Learning Disabilities, 2008
The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading…
Descriptors: Reading Comprehension, Test Wiseness, Dyslexia, Time Management
Gifted/Average Readers: Do They Use the Same Reading Strategies?
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Fehrenbach, Carolyn R. – Gifted Child Quarterly, 1991
This study of 30 gifted and 30 average secondary level readers assessed their reading processing strategies using think-aloud protocols. Gifted readers used such strategies as rereading, inferring, evaluating, predicting, and relating to content area, whereas average readers exhibited word pronouncing concern and inaccurate summarizing.…
Descriptors: Academically Gifted, Comparative Analysis, Learning Strategies, Protocol Analysis
Working Memory in Learning Disability Subgroups.
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Swanson, H. Lee – Journal of Experimental Child Psychology, 1993
Investigated how working memory differences between learning-disabled and nondisabled children reflect a specific or generalized deficit and whether limitations in enhancement of learning-disabled student's working memory performance are attributable to process or storage functions. Results suggest that learning-disabled suffer generalized working…
Descriptors: Children, Cognitive Ability, Cognitive Processes, Comparative Analysis