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McNamara, Danielle S. – Discourse Processes: A Multidisciplinary Journal, 2021
This article provides a commentary within the special issue, Integration: The Keystone of Comprehension. According to most contemporary frameworks, a driving force in comprehension is the reader's ability to generate the links among the words and sentences (ideas) in the texts and between the ideas in the text and what the readers already know. As…
Descriptors: Inferences, Language Processing, Reading Comprehension, Reading Research
McNamara, Danielle S. – Grantee Submission, 2020
This article provides a commentary within the special issue, Integration: The Keystone of Comprehension. According to most contemporary frameworks, a driving force in comprehension is the reader's ability to generate the links among the words and sentences (ideas) in the texts and between the ideas in the text and what the readers already know. As…
Descriptors: Inferences, Language Processing, Reading Comprehension, Reading Research
Marcia A. Barnes – Mind, Brain, and Education, 2023
Because deficits in executive functions (EFs) characterize most neurodevelopmental disorders, it is appropriate to question the value of EFs for understanding learning disabilities. Two types of studies--those testing whether EFs moderate treatment effects and those testing the direction of effects between EFs and academic skills--are presented to…
Descriptors: Executive Function, Learning Disabilities, Academic Ability, Intervention
Layes, Smail; Lalonde, Robert; Rebai, Mohamed – Reading & Writing Quarterly, 2019
We examined the effects of an adaptive phonological training program on the enhancement of 3 processing abilities--namely, phonological awareness, rapid automatized naming, and phonological short-term memory--as well as word and pseudoword reading in Arabic-speaking children with dyslexia. We compared an experimental group (n = 20; mean age =…
Descriptors: Dyslexia, Semitic Languages, Reading Skills, Phonology
O'Leary, Robin – AERA Online Paper Repository, 2018
The purpose of this experimental study was to examine the contribution of phoneme awareness training and orthography to the learning of new vocabulary words by partial alphabetic phase readers. Hypotheses included: Preschoolers taught to phonemically segment words with letters would outperform those trained without letters on an invented spelling…
Descriptors: Comparative Analysis, Vocabulary Development, Task Analysis, Memory
de Koning, Björn B.; Bos, Lisanne T.; Wassenburg, Stephanie I.; van der Schoot, Menno – Educational Psychology Review, 2017
This study investigated the effects of a mental simulation training targeted at improving children's reading comprehension. In a 4-week period, one group of third and fourth graders (n = 75) learned to draw upon their sensorimotor memories and experiences to mentally simulate text (experimental training group), whereas another group (n = 51)…
Descriptors: Elementary School Students, Reading Strategies, Reading Instruction, Instructional Effectiveness
Dittman, Cassandra K. – Reading and Writing: An Interdisciplinary Journal, 2016
Concurrent associations between teacher ratings of inattention, hyperactivity and pre-reading skills were examined in 64 pre-schoolers who had not commenced formal reading instruction and 136 school entrants who were in the first weeks of reading instruction. Both samples of children completed measures of pre-reading skills, namely phonological…
Descriptors: Attention Span, Hyperactivity, Reading Skills, Beginning Reading
Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa – Journal of Educational Psychology, 2017
Reading comprehension in the content areas is a challenge for many middle grade students. Text structure-based instruction has yielded positive outcomes in reading comprehension at all grade levels in small and large studies. The text structure strategy delivered via the web, called Intelligent Tutoring System for the Text Structure Strategy…
Descriptors: Reading Comprehension, Intelligent Tutoring Systems, Pretests Posttests, Web Based Instruction
Barnes, Marcia A.; Ahmed, Yusra; Barth, Amy; Francis, David J. – Scientific Studies of Reading, 2015
The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane's headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin).…
Descriptors: Reading Comprehension, Reading Instruction, Grade 7, Grade 8
Brooker, Heather Rogers – ProQuest LLC, 2013
It is estimated that nearly 70% of high school students in the United States need some form of reading remediation, with the most common need being the ability to comprehend the content and significance of the text (Biancarosa & Snow, 2004). Research findings support the use of visual imagery and keyword cues as effective comprehension…
Descriptors: Visual Aids, Cues, Grade 3, Elementary School Students
Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon – Learning Disabilities Research & Practice, 2015
We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading…
Descriptors: Cognitive Ability, Attention, Self Efficacy, Elementary School Students
Finn, Diana Baker – ProQuest LLC, 2014
The purpose of this study was to examine the relationship of specific cognitive abilities and reading comprehension across a variety of norm referenced tests that align with Cattell-Horn-Carroll (CHC) theory of cognitive abilities and integrative models of reading. Data from existing studies was analyzed by comparing the relationships of four…
Descriptors: Reading Comprehension, Cognitive Ability, Meta Analysis, Comparative Analysis
Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L. – Journal of Educational Psychology, 2014
This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…
Descriptors: Success, Intervention, Intelligence, Grade 4
Cunningham, Anna J.; Carroll, Julia M. – Scientific Studies of Reading, 2011
We investigate the effects of age-related factors and formal instruction on the development of reading-related skills in children aged 4 and 7 years. Age effects were determined by comparing two groups of children at the onset of formal schooling; one aged 7 (later-schooled) and one aged 4 (earlier-schooled). Schooling effects were measured by…
Descriptors: Reading Difficulties, Phonological Awareness, Verbal Learning, Reading Instruction
Rosenthal, Julie; Ehri, Linnea C. – Reading and Writing: An Interdisciplinary Journal, 2011
An experiment with random assignment examined the effectiveness of a strategy to learn unfamiliar English vocabulary words during text reading. Lower socioeconomic status, language minority fifth graders (M = 10 years, 7 months; n = 62) silently read eight passages each focused on an unknown multi-syllabic word that was underlined, embedded in a…
Descriptors: Interdisciplinary Approach, Silent Reading, Vocabulary, Memory
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