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Natasha Tokowicz; Tessa Warren; Leida Tolentino – Language Teaching Research Quarterly, 2024
Adult second language learners arrive at the language learning situation with an already formed first language grammar system in place. The study of cross-language similarity across the first and second languages explores how the similarities and differences in the two languages make learning more or less difficult, particularly for adult…
Descriptors: Morphology (Languages), Syntax, Grammar, Second Language Learning
Perry, Conrad – Scientific Studies of Reading, 2018
The latest version of the connectionist dual process model of reading (CDP++.parser) was tested on a set of nonwords, many of which were orthographically strange (e.g., PSIZ). A grapheme-by-grapheme read-out strategy was used because the normal strategy produced many poor responses. The new strategy allowed the model to produce results similar to…
Descriptors: Models, Reading Strategies, Graphemes, Statistical Analysis
Mason, Lucia; Pluchino, Patrik; Tornatora, Maria Caterina – British Journal of Educational Technology, 2016
This study used an eye-movement modelling example (EMME) in the school context to corroborate and extend recent findings about the educational potential of eye-tracking technology for supporting strategic processing and learning from an illustrated text. Sixty-four seventh graders were randomly assigned to the modelling and non-modelling…
Descriptors: Eye Movements, Learning Processes, Grade 7, Models
Liew, Jeffrey; Erbeli, Florina; Nyanamba, Juliet M.; Li, Danni – Reading Psychology, 2020
Reading competence is one of the main gateways to learning and serves as the foundation for nearly all academic subjects, but reading is not a natural skill. For beginning and struggling readers, the process of learning to read is often fraught with frustration. Thus, abilities to manage affect or emotions and maintain attention or focus (i.e.…
Descriptors: Learning Processes, Self Control, Reading Skills, Reading Motivation
Pritchard, Stephen C.; Coltheart, Max; Marinus, Eva; Castles, Anne – Scientific Studies of Reading, 2016
Phonological decoding is central to learning to read, and deficits in its acquisition have been linked to reading disorders such as dyslexia. Understanding how this skill is acquired is therefore important for characterising reading difficulties. Decoding can be taught explicitly, or implicitly learned during instruction on whole word spellings…
Descriptors: Phonology, Decoding (Reading), Phoneme Grapheme Correspondence, Models
Krulatz, Anna M.; Duggan, Jennifer – Reading in a Foreign Language, 2018
This paper presents an exploratory-interpretive study of two multilingual adults acquiring Norwegian through extensive reading. The study examined social and cognitive aspects of language acquisition, and individual factors, such as the language learning behaviors, experiences, attitudes, and beliefs of the participants. The data were collected…
Descriptors: Second Language Learning, Second Language Instruction, Norwegian, Foreign Countries
Becker, Ann – 1985
This paper is the introduction to an inquiry into the relationship of post-structural reader theories to cognitive theories in the study of educational media. Basic concepts in reader and cognitive theories are defined, including the notions of "meaning" and "learners." Similarities and differences in the theories are…
Descriptors: Educational Media, Epistemology, Learning Processes, Models
Meyers, Ruth S. – 1978
Information processing models indicate that learning occurs in the interaction of three systems: perceptual (receiving information), memory (selective storing of information), and performance (using the processed information). The three systems working together affect each other and together demonstrate learning. Reading, then, is the organization…
Descriptors: Decoding (Reading), Learning Processes, Learning Theories, Models

Rystrom, Richard – Reading Teacher, 1970
Descriptors: Communication (Thought Transfer), Inner Speech (Subvocal), Learning Processes, Listening Comprehension

Gagne, Ellen D. – Review of Educational Research, 1978
Variables affecting long-term retention are examined: (1) learner history--including ability, prior knowledge and self-confidence; (2) events (teaching techniques) occurring immediately before reading; (3) events occurring during reading; and (4) events in the retention interval, particularly practice effects. The ACT associationist model is used…
Descriptors: Association (Psychology), Learning Processes, Learning Theories, Literature Reviews
Alexander, James C. – 1995
Top-down and bottom-up theories have long dominated the field of reading. Recently, interactive models have been proposed by some researchers. One model, the interactive-compensatory model, hypothesizes that a deficiency in one processing area is compensated for by a relative strength in another area. The concept of multiple intelligences is one…
Descriptors: Elementary Education, Learning Processes, Models, Multiple Intelligences
Downing, John – 1970
Based on the idea that mastery of reading is a complex problem to be solved by a child, the author discusses the learning-to-read process as a series of discoveries of solutions to subproblems, all of which are then ordered into a total system. As a child's attempted solutions approximate more closely the reality of each aspect of the reading…
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Processes, Learning Processes

Sheridan, Sally – Reading Teacher, 1986
Discusses a model of the reading process drawn from ideas used in foreign language instruction and resting on the distinction between reading acquisition and reading learning. Explains how the model can be applied in the classroom. (FL)
Descriptors: Early Reading, Educational Theories, Language Acquisition, Learning Processes
WEPMAN, JOSEPH M. – 1967
THE DIFFERENCES AMONG CHILDREN IN THEIR USE OF SPECIFIC MODALITIES FOR LEARNING AND THE NECESSARY ESTABLISHMENT OF PERCEPTUAL BASES FOR CONCEPTUAL LEARNING ARE DISCUSSED. A MODEL IS PRESENTED WHICH EMPHASIZES THE MODALITY-BOUND NATURE OF INPUT AND OUTPUT, AND ELABORATES THE HIERARCHIAL BUT INTERRELATED NATURE OF THE MATURATION AND DEVELOPMENT OF…
Descriptors: Conceptual Schemes, Hearing Impairments, Learning Processes, Learning Theories
Marsh, George – 1969
A task analysis of the conceptual skills prerequisite to learning to read by a phonics-based method is made in an attempt to distinguish these skills from reading's component skills. The model for task analysis presented by Gagne, in which a cumulative learning of prerequisite conceptual skills is assumed, is used. The analysis deals primarily…
Descriptors: Beginning Reading, Cognitive Processes, Concept Formation, Conceptual Schemes
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