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Showing 1 to 15 of 36 results Save | Export
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Forthmann, Boris; Förster, Natalie; Souvignier, Elmar – Journal of Intelligence, 2022
Monitoring the progress of student learning is an important part of teachers' data-based decision making. One such tool that can equip teachers with information about students' learning progress throughout the school year and thus facilitate monitoring and instructional decision making is learning progress assessments. In practical contexts and…
Descriptors: Learning Processes, Progress Monitoring, Robustness (Statistics), Bayesian Statistics
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Davies, Gareth R.; Proops, Hereward; Carolan, Clare M. – Journal of Teaching and Learning, 2020
This paper reports on the development and piloting of a new model of multiplechoice question (MCQ) assessment used in two undergraduate degree modules at a tertiary university. The new model was purposefully designed to promote deeper learning closely aligned with the SOLO taxonomy. Students were invited to participate in an exploratory…
Descriptors: Foreign Countries, Undergraduate Students, Student Evaluation, Test Construction
Nicula, Bogdan; Dascalu, Mihai; Newton, Natalie N.; Orcutt, Ellen; McNamara, Danielle S. – Grantee Submission, 2021
Learning to paraphrase supports both writing ability and reading comprehension, particularly for less skilled learners. As such, educational tools that integrate automated evaluations of paraphrases can be used to provide timely feedback to enhance learner paraphrasing skills more efficiently and effectively. Paraphrase identification is a popular…
Descriptors: Computational Linguistics, Feedback (Response), Classification, Learning Processes
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Cromley, Jennifer G.; Wills, Theodore W. – Journal of Research in Reading, 2016
Van den Broek's landscape model explicitly posits sequences of moves during reading in real time. Two other models that implicitly describe sequences of processes during reading are tested in the present research. Coded think-aloud data from 24 undergraduate students reading scientific text were analysed with lag-sequential techniques to compare…
Descriptors: Protocol Analysis, Coding, Undergraduate Students, Learning Processes
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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
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Trezek, Beverly; Mayer, Connie – Education Sciences, 2019
Over the years, persistently low achievement levels have led scholars to question whether reading skill development is different for deaf readers. Research findings suggest that in order for deaf students to become proficient readers, they must master the same fundamental abilities that are well established for hearing learners, regardless of the…
Descriptors: Deafness, Reading Skills, Hearing (Physiology), Learning Processes
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O'Brien, Edward J.; Cook, Anne E. – Discourse Processes: A multidisciplinary journal, 2016
Common to all models of reading comprehension is the assumption that a reader's level of comprehension is heavily influenced by their standards of coherence (van den Broek, Risden, & Husbye-Hartman, 1995). Our discussion focuses on a subcomponent of the readers' standards of coherence: the coherence threshold. We situate this discussion within…
Descriptors: Reading Comprehension, Models, Rhetoric, Reading Ability
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Abdullateef, Shifan Thaha; Muhammedzein, Fatima – Arab World English Journal, 2021
Although some assessment modes have proved successful, many learning problems encountered by low achieving learners need to be fixed by a more procedurally adequate remedial classroom assessment. Many EFL instructors adopt conventional and static modes of assessment rather than flexible and humanistic assessment modes. Hence, the study aims at…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Student Evaluation
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Pearson, P. David; Valencia, Sheila W.; Wixson, Karen – Theory Into Practice, 2014
In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture--the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced…
Descriptors: Reading Instruction, Evaluation, Instructional Effectiveness, Instructional Improvement
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Matsumoto, Hiroyuki; Hiromori, Tomohito; Nakayama, Akira – System: An International Journal of Educational Technology and Applied Linguistics, 2013
The present study proposes a tripartite model of L2 reading strategy use, reading motivations, and general learner beliefs by examining the relationships among them in an L2 context. Reading strategy instruction was performed for 360 first-year university students enrolled in a reading-based course, in expectation of affecting their motivations…
Descriptors: Reading Comprehension, Learning Processes, Structural Equation Models, Reading Strategies
Sahni, Sarah Devi – ProQuest LLC, 2010
Early lexical acquisition is affected by biases and constraints within learners, but also by patterns and statistical regularities within a learner's environment. Much of the previous work examining the effect of statistical regularities on word learning has been directed at phonological regularities. Particularly, research has focused on the…
Descriptors: Semantics, Learning Processes, Language Acquisition, Semiotics
Beecher, Constance C. – ProQuest LLC, 2011
The development of reading skills from age seven until age 19 was investigated for children who were referred for special education preschool intervention using latent growth curve analysis (n=206). Approximately one-third of the study sample did not require special education services after preschool, providing a natural comparison group. Reading…
Descriptors: Reading Achievement, At Risk Students, Reading Skills, Special Education
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Spencer, Brenda H.; Guillaume, Andrea M. – Reading Teacher, 2006
The content areas provide rich contexts for developing vocabulary. This article presents some principles and a lesson model--the learning cycle--that can be used to develop vocabulary while building understanding in science. Because science instruction and the learning cycle model promote learning in real-world contexts, they provide students with…
Descriptors: Learning Processes, Reading Instruction, Reading Comprehension, Vocabulary Development
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Meneghetti, Chiara; Carretti, Barbara; De Beni, Rossana – Learning and Individual Differences, 2006
The aim of this study was to understand whether the reading comprehension process is better explained by a single or by multiple factors. 184 students (9 to 13 years old) were presented with a recently devised battery of tests, that measure ten aspects of reading comprehension. Structural equation modelling showed that a two factors model better…
Descriptors: Metacognition, Academic Achievement, Reading Comprehension, Cognitive Processes
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Armstrong, G. Blake; And Others – Communication Monographs, 1991
Tests G. Armstrong's and B. Greenberg's model of the effect of background television on cognitive performance, applied to reading comprehension and memory. Finds significant deleterious effects of background television, stronger and more consistent effects when testing immediately after reading, and more consistently negative effects resulting…
Descriptors: Higher Education, Learning Processes, Memory, Models
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