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Direct linkBohn-Gettler, Catherine M.; McCrudden, Matthew T. – Discourse Processes: A Multidisciplinary Journal, 2018
This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time…
Descriptors: Relevance (Education), Beliefs, Reading Processes, Memory
Clinton, Virginia; Seipel, Ben; Broek, Paul; McMaster, Kristen L.; Kendeou, Panayiota; Carlson, Sarah E.; Rapp, David N. – Journal of Research in Reading, 2014
The purpose of this study was to determine if there are gender differences among elementary school-aged students in regard to the inferences they generate during reading. Fourth-grade students (130 females; 126 males) completed think-aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a…
Descriptors: Gender Differences, Grade 4, Elementary School Students, Protocol Analysis
