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Young-Suk Grace Kim; Alissa Wolters; Joong won Lee – Review of Educational Research, 2024
We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…
Descriptors: Reading Writing Relationship, Reading Comprehension, Spelling, Age Differences
Young-Suk Grace Kim; Alissa Wolters; Joong won Lee – Grantee Submission, 2023
We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice,…
Descriptors: Reading Writing Relationship, Reading Comprehension, Spelling, Age Differences

Vogely, Anita – Modern Language Journal, 1995
Examines strategies students use while performing a listening comprehension task and the relationship between strategy use and listening ability. Eighty-three students registered for first-, second-, third-, and fourth-semester Spanish participated. The first-semester students scored the highest and the second-semester students, the lowest on…
Descriptors: Cognitive Ability, College Students, Comparative Analysis, Data Collection

Larkin, Jill H.; Reif, F. – Journal of Educational Psychology, 1976
Introductory physics students were taught the skill of acquiring the abilities to apply quantitative relations in problem solving, from a text description of those relations. This enhanced the students' capacities for acquiring this ability from a subsequently presented text description of new relations. (BW)
Descriptors: College Students, Higher Education, Physics, Reading Comprehension

Malin, Jane T. – Journal of Experimental Psychology: Human Perception and Performance, 1979
Three problem-solving strategies--working backward from the unknown, forward from the given, and mixed--were applied to interrelated algebra equations. The mixed strategy was most popular and most efficient with grouped variables. Memory load or information-processing load differences among the strategies were evident. (CP)
Descriptors: Algebra, Cognitive Processes, Comprehension, Difficulty Level

Glushko, Robert J. – Cognitive Psychology, 1978
Two experiments used the sentence-picture verification paradigm to study encoding and comparison processes with spatial information. Subjects decided whether a spatial description of a geometric figure matched a second figure. Three critical results demonstrated that task-specific variables could be the primary determinants of how subjects verify…
Descriptors: Abstract Reasoning, Cognitive Processes, Comprehension, Higher Education

Oded, Brenda; Walters, Joel – System, 2001
Investigates the extent to which tasks involving processing differences in English-as-a-foreign-language (EFL) reading result in differences in performance on comprehension. Processing differences were created by the assignment of two tasks--writing a text summary and listing the examples in the text. (Author/VWL)
Descriptors: College Students, English (Second Language), Higher Education, Language Processing

Gass, Susan M.; Varonis, Evangeline Marlos – Studies in Second Language Acquisition, 1994
This study investigated the relationship among input, interaction, and second-language production among 16 native-nonnative dyads. The results indicated that both modified input and interaction initiated by the native speaker lead to greater comprehension by the nonnative speaker, as measured by task performance. (Contains 48 references.) (MDM)
Descriptors: College Students, Higher Education, Interaction, Language Usage

Polio, Charlene; Gass, Susan M. – Modern Language Journal, 1998
Because interaction gives language learners an opportunity to modify their speech upon a signal of noncomprehension, it should also have a positive effect on native speakers' (NS) comprehension of nonnative speakers (NNS). This study shows that interaction does help NSs comprehend NNSs, contrasting the claims of an earlier study that found no…
Descriptors: College Students, Cues, English (Second Language), Higher Education

Howard, Dawn C. – American Journal of Distance Education, 1987
Presents a decision model for planning learner feedback in distance education courses with emphasis on college-level teaching. Knowledge components in information processing models of learning are described, task analysis for learning from text is discussed in terms of comprehension, and criteria for designing learner feedback are examined. (LRW)
Descriptors: Cognitive Processes, Design Requirements, Distance Education, Feedback

Kim, Seongchan – Journal of Pan-Pacific Association of Applied Linguistics, 1999
Investigates whether there is any difference in the degree of difficulty between subject wh-questions and object wh-questions in the acquisition of wh-questions by Korean learners of English. Two experiments were conducted: a comprehension task and a production task. Results show the subject wh-questions are much easier for Korean learners than…
Descriptors: College Students, English (Second Language), Foreign Countries, Higher Education

Hasan, Ali S. – Language, Culture and Curriculum, 2000
Reports a study of listening problems encountered in the English-as-a-foreign-language classroom in the English for Specific Purposes Centre at Damascus University in Syria. Looks particularly at learner strategies, features of the listening text, characteristics of the speaker, attitudes of the listener, the task to be completed as a result of…
Descriptors: Arabic, Cultural Differences, Cultural Influences, English (Second Language)

Fecteau, Monique L. – Modern Language Journal, 1999
Compared the English and French reading comprehension and inferencing skills of U.S. college students enrolled in an introductory French literature course. Participants each read two different texts--one in English and the other in French--by the same 18th century author, recalled them in writing, and did a multiple choice task on selected…
Descriptors: College Students, Comparative Analysis, English, French
Hanclosky, Walter V. – 1986
Two studies were conducted to compare the advance organizer and concept elaboration models of instruction with a task analysis approach. It was hypothesized that the concept elaboration group would achieve significantly higher than either the advance organizer group or the task analysis group on concept learning and principle learning. A pilot…
Descriptors: Academic Achievement, Advance Organizers, Analysis of Variance, Cognitive Structures
Allison, Desmond; And Others – Hong Kong Papers in Linguistics and Language Teaching, 1995
A recent study proposed a rational for investigating the effects of mediating tasks upon a summary writing activity for tertiary-level students using English as an educational medium. The tasks in this study involved a group discussion or a reading comprehension exercise, with a third condition providing for immediate access to the text and…
Descriptors: College Students, Comparative Analysis, Discussion (Teaching Technique), Economics