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Choi, Minkyung; Todaro, Joseph N. – Journal of Adolescent & Adult Literacy, 2022
College students are expected to comprehend, analyze, and respond to texts that are often challenging, complex, and specialized. While the importance and value of reading in higher education is hardly disputed, postsecondary literacy frequently revolves around the reinforcement of rudimentary skills. Furthermore, the demands of writing instruction…
Descriptors: College Students, Reading Comprehension, Reading Instruction, Scaffolding (Teaching Technique)
Anna E. Mason; Jason L. G. Braasch; Daphne Greenberg; Erica D. Kessler; Laura K. Allen; Danielle S. McNamara – Grantee Submission, 2022
This study examined the extent to which prior beliefs and reading instructions impacted elements of a reader's mental representation of multiple texts. College students' beliefs about childhood vaccinations were assessed before reading two anti-vaccine and two pro-vaccine texts. Participants in the experimental condition read for the purpose of…
Descriptors: College Students, Beliefs, Immunization Programs, Vocabulary
Danielson, Robert W.; Sinatra, Gale M.; Trevors, Greg; Muis, Krista R.; Pekrun, Reinhard; Heddy, Benjamin C. – Journal of Experimental Education, 2023
When individuals seek to learn about scientific information, they likely turn to the Internet. There, they will find multiple documents with conflicting points of view and varying degrees of accuracy. Integrating this information is challenging and may evoke epistemic emotions which may, in turn, influence how this information is integrated.…
Descriptors: Thinking Skills, Epistemology, Psychological Patterns, Causal Models
Dever, Daryn A.; Wiedbusch, Megan D.; Cloude, Elizabeth B.; Lester, James; Azevedo, Roger – Discourse Processes: A Multidisciplinary Journal, 2022
This study examined 57 learners' emotions (i.e., joy, anger, confusion, frustration) as they engaged with scientific content while learning about microbiology with Crystal Island, a game-based learning environment (GBLE). Measures of learners' prior knowledge, in-game text comprehension, facial expressions of emotion, and posttest reading…
Descriptors: Psychological Patterns, Reading Comprehension, Game Based Learning, Science Education
Castells, Núria; Minguela, Marta; Nadal, Esther – Reading and Writing: An Interdisciplinary Journal, 2023
Little evidence is available regarding the differential impact of reading versus reading and writing on multiple source comprehension. The present study aims to: (1) compare the inferential comprehension performance of students in reading versus reading/synthesis conditions; (2) explore the impact of performing the tasks on paper versus on screen…
Descriptors: Information Sources, Reading Comprehension, Synthesis, Reading Processes
Kayrn P. Higgs; Alecia M. Santuzzi; Cody Gibson; Ryan D. Kopatich; Daniel P. Feller; Joseph P. Magliano – Grantee Submission, 2023
Reading is typically guided by a task or goal (e.g., studying for a test, writing a paper). A reader's task awareness arises from their mental representation of the task and plays an important role in guiding reading processes, ultimately influencing comprehension outcomes and task success. As such, a better understanding of how task awareness…
Descriptors: Reading Comprehension, Reading Strategies, Task Analysis, Mediation Theory
Sunah Chung – International Journal on Social and Education Sciences, 2024
Visuals in picturebooks play an important role in supporting children's reading comprehension and literacy development. This qualitative case study analyzes three American families' shared reading practices at home by analyzing their online surveys for family literacy environments, reading logs for a month, mother interviews, and video observation…
Descriptors: College Students, Parents, Parent Student Relationship, Reading Comprehension
Follmer, D. Jake; Clariana, Roy – Journal of Experimental Education, 2022
Learners' monitoring judgments during reading are based on a variety of cues, and the roles of task features in promoting and constraining judgment accuracy are beginning to be understood. This work examined task and item characteristics influencing adults' monitoring of performance during reading and study tasks. In Study 1a, adults (N = 242)…
Descriptors: Adults, Metacognition, Predictor Variables, Study
Singh, Anisha – ProQuest LLC, 2023
The use of the audio medium (e.g., audiobooks and podcasts) is proliferating in everyday and educational contexts. Yet, research investigating text processing in audio compared to the more commonly used print medium is limited in scope. Specifically, the research so far has majorly focused on younger learners or English language learners,…
Descriptors: Listening Comprehension, Reading Comprehension, Audiolingual Skills, Language Processing
Ivar Bråten; Ymkje E. Haverkamp; Øistein Anmarkrud – Reading and Writing: An Interdisciplinary Journal, 2025
The deep cloze test was developed by Jensen and Elbro (Read Writ Interdiscip J 35(5):1221-1237, 2022. https://doi.org/10.1007/s11145-021-10230-w) to assess reading comprehension at the level of global situational understanding. In two independent studies, we examined potential contributors to students' scores on the deep cloze reading…
Descriptors: Cloze Procedure, Reading Comprehension, Reading Tests, Scores
Murshida Parvin; Muneera Muftah – Open Education Studies, 2025
Task-based language teaching (TBLT) is widely recognized as an effective approach for developing second language (L2) learners' English skills. However, its success often depends on the teacher's ability to design engaging tasks and dynamic learning platforms that foster active participation. While previous studies highlight the importance of…
Descriptors: Age Groups, English (Second Language), Second Language Learning, Technology Integration
Saerys-Foy, Jeffrey E.; LoCasto, Paul C.; Burn, David; Ferranti, Daniella – Discourse Processes: A Multidisciplinary Journal, 2022
According to theories of validation, people routinely check incoming information against prior knowledge during comprehension. On these theories, information is validated if it fits with prior knowledge. Some researchers argue that information needs to be successfully validated before being incorporated into the situation model. We report five…
Descriptors: Fantasy, Reading Rate, Prior Learning, Reading Comprehension
Bråten, Ivar; Latini, Natalia; Haverkamp, Ymkje E. – Reading and Writing: An Interdisciplinary Journal, 2022
Using a path analytic approach with a sample of Norwegian undergraduate readers, we investigated the effects of behavioral engagement on text comprehension as reflected in students' post-reading written reports on the topic in question. Results indicated that the behavioral engagement components of writing time and the length of the written…
Descriptors: Foreign Countries, Undergraduate Students, Reading Comprehension, Learner Engagement
Tarchi, Christian – Applied Cognitive Psychology, 2021
This study explored the impact of the think-aloud research methodology on multiple-documents comprehension outcomes. The participants in this study were 168 University students. The procedure included three steps. First, students were administered the tests measuring prior topic beliefs, topic interest, and topic knowledge. Then, students were…
Descriptors: Protocol Analysis, Reading Comprehension, College Students, Prior Learning
List, Alexandra – Discourse Processes: A Multidisciplinary Journal, 2023
In this paper, I apply the Multiple Documents Text-Based Relevance Assessment and Content Extraction (MD-TRACE) model, to describe the types of cognitive processes that students engage to critically reason about social issues, as they are portrayed through mass media. In addition to examining such processes, I further consider the extent to which…
Descriptors: Cognitive Processes, Abstract Reasoning, Social Justice, Social Problems