Descriptor
| Performance Factors | 2 |
| Advance Organizers | 1 |
| Cognitive Style | 1 |
| Comprehension | 1 |
| Cues | 1 |
| English (Second Language) | 1 |
| Foreign Countries | 1 |
| Higher Education | 1 |
| Learning Processes | 1 |
| Multiple Choice Tests | 1 |
| Prose | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Numerical/Quantitative Data | 1 |
Education Level
| Higher Education | 1 |
Audience
Location
| Iran | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Group Embedded Figures Test | 2 |
What Works Clearinghouse Rating
Download full textSalmani-Nodoushan, Mohammad Ali – Online Submission, 2005
For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners' overall and task-specific performance on task-based reading comprehension tests. 1743 freshman, sophomore, junior, and senior students all majoring in English at different Iranian universities and colleges…
Descriptors: Cognitive Style, Performance Factors, Reading Comprehension, Reading Tests
Peer reviewedBrooks, Larry W.; And Others – Journal of Educational Psychology, 1983
Two experiments examined the effects of embedded and intact (outline) headings on the processing of complex text material by college students. Results indicated that embedded headings reliably improved delayed test performance. It was further found that instructions in the use of headings as processing aids facilitated test performance. (Author/PN)
Descriptors: Advance Organizers, Comprehension, Cues, Higher Education
