The ability to form a mental model of a text is an essential component of successful reading comprehension (RC), and purpose for reading can influence mental model construction. Participants were assigned to one of two conditions during an RC test to alter their purpose for reading: concurrent (texts and questions were presented simultaneously)…

The current study examined whether children with and without ADHD differed in text processing when contradictory information was present. Forty-seven children between 10 and 14 years old performed a self-paced reading task. Half the passages contained contradictory information. Additionally, language and cognitive skills were assessed to examine…

The undeniable importance of reading in higher education prompted this investigation into the reading skills of a group often overlooked in previous research: master's level students studying in English-medium instruction (EMI) environments. Participants (148 master's-level students of engineering) completed the Nelson-Denny Reading Test (Form G),…

This study investigates whether statistical learning ability, conceptualized as a cognitive ability to learn regularities implicitly, is a good predictor for L2 learners' online language processing performance. Native-English-speaking adults, as a control group, and native-Korean-speaking adult L2 learners of English participated. They completed:…

The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children…

This matched-sample study investigates the use of a wide range of texts of varying--and often challenging--complexity to promote fluency for students experiencing below grade level achievement. We designed a repeated-reading protocol called 'Read Like Us', and performed a pilot implementation in small groups with third- and fourth-grade students…

This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The…

Using self-paced reading, the present study compared native English and adult L1-Korean-L2-English speakers' processing behaviors during online comprehension of underinformative scalar sentences and non-scalar sentences like "Some/All elephants have trunks and ears." Results indicate that native speakers showed online sensitivity (i.e.…

In the present study, we used a scanpath approach to investigate reading processes and factors that can shape them in monolingual Russian-speaking adults, 8-year-old children, and bilingual Russian-speaking readers. We found that monolingual adults' eye movement patterns exhibited a fluent scanpath reading process, representing effortless…

Word boundary information is not marked explicitly in Chinese sentences and word ambiguity happens in Chinese texts. This introduces difficulty to parse characters into words when reading Chinese sentences, especially for beginning readers. In an eye-tracking study, we tested whether explicit word boundary information as provided by alternating…

Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency,…

This study aimed to examine (a) the developing interrelations between the efficiency of reading individually presented words (i.e., isolated word recognition speed) and the efficiency of reading multiword sequences (i.e., word list and text reading fluency); (b) whether serial digit naming, indexing the ability to process multi-item sequences,…

In this study, I sought to investigate whether visuospatial working memory (VWM) explains individual differences in reading fluency growth. One hundred and thirty Japanese junior and senior high school students were administered the Mr. Peanut and reversed Corsi tasks, respectively as measures of VWM, followed by three waves of reading fluency…

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…

We investigated the contribution of morphological awareness to university students' reading comprehension ability. Although there is considerable evidence that morphological awareness contributes to children's reading ability, there is much less evidence concerning adults; the few studies of adults have not controlled other known predictors of…