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Paul T. von Hippel; Brendan A. Schuetze – Annenberg Institute for School Reform at Brown University, 2025
Researchers across many fields have called for greater attention to heterogeneity of treatment effects--shifting focus from the average effect to variation in effects between different treatments, studies, or subgroups. True heterogeneity is important, but many reports of heterogeneity have proved to be false, non-replicable, or exaggerated. In…
Descriptors: Educational Research, Replication (Evaluation), Generalizability Theory, Inferences
Danielle S. McNamara; Natalie Newton; Katerina Christhilf; Kathryn S. McCarthy; Joseph P. Magliano; Laura K. Allen – Grantee Submission, 2023
Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers' comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to…
Descriptors: Metacognition, Reading Comprehension, Inferences, Reading Strategies
Danielle S. McNamara; Natalie Newton; Katerina Christhilf; Kathryn S. McCarthy; Joseph P. Magliano; Laura K. Allen – Discourse Processes: A Multidisciplinary Journal, 2023
Analyzing constructed responses, such as think-alouds or self-explanations, can reveal valuable information about readers' comprehension strategies. The current study expands on the extant work by (1) investigating combinations and patterns of comprehension strategies that readers use and (2) examining the extent to which these patterns relate to…
Descriptors: Metacognition, Reading Comprehension, Inferences, Reading Strategies
Magliano, Joseph P.; Higgs, Karyn; Santuzzi, Alecia; Tonks, Stephen M.; O'Reilly, Tenaha; Sabatini, John; Feller, Daniel; Kopatich, Ryan D.; Ray, Melissa; Parker, Christopher – Grantee Submission, 2020
The inference mediation hypothesis (IMH) assumes that individual difference factors that affect reading proficiency have direct and indirect effects on comprehension outcomes, with the indirect effects involving inference processes. The present study tested the IMH in a diverse sample of two and four-year college students in a task that emphasizes…
Descriptors: Hypothesis Testing, Inferences, Individual Differences, Reading Comprehension
Kotzer, Maddie; Kirby, John R.; Heggie, Lindsay – Reading Psychology, 2021
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…
Descriptors: Morphology (Languages), Metalinguistics, Reading Comprehension, Predictor Variables