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Matthew T. McCrudden; Linh Huynh; Bailing Lyu; Jonna M. Kulikowich; Danielle S. McNamara – Grantee Submission, 2024
Readers build a mental representation of text during reading. The coherence building processes readers use to build a mental representation during reading is key to comprehension. We examined the effects of self- explanation on coherence building processes as undergraduates (n =51) read five complementary texts about natural selection and…
Descriptors: Reading Processes, Reading Comprehension, Undergraduate Students, Evolution
Christian Tarchi; Lidia Casado-Ledesma; Giulia Sanna; Margherita Conti – European Journal of Psychology of Education, 2024
The demands of learning in the twenty-first century require being skilled in the use and comprehension of multiple documents. Some individual factors such as the metacognitive skill of theory of mind (ToM) are related to this ability. This study investigated the relationship between university students' ability to comprehend multiple documents,…
Descriptors: Theory of Mind, Protocol Analysis, Predictor Variables, Correlation
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
Fulmer, Ellie Fitts; L. Dobbs, Christina; Weinberg, Aaron; Wiesner, Emilie – Reading Psychology, 2022
Textbooks have been the subject of research within and across disciplines, but have not yet been widely studied from a disciplinary literacy perspective. Readerly agency is also understudied in disciplinary literacy. The present paper aims to illuminate both of these areas by examining facets of agency that readers demonstrated during think-aloud…
Descriptors: Textbooks, Calculus, Protocol Analysis, Reading Processes
Bilki, Zeynep; Plakans, Lia – TESOL Journal, 2022
Academic reading in English requires processing of challenging advanced texts for comprehension. Highly proficient second language (L2) readers, such as graduate students, are expected to interpret complex texts fluently and efficiently for academic success, yet the field has little evidence on how these readers process texts. Through two…
Descriptors: Second Language Learning, English (Second Language), Advanced Students, Reading Comprehension
Utku Bilici, Ozlem; Subasi, Gonca; Dolgunsoz, Emrah – Turkish Online Journal of Distance Education, 2023
Considering the critical role of reading strategies in L2 reading this study aimed to investigate the impact of strategy training on Turkish EFL learners' use of global reading strategies. 23 freshmen, enrolled in the ELT Department, participated in the study, and the data were collected through eye tracking and think-aloud protocols. The results…
Descriptors: Reading Instruction, Reading Strategies, Protocol Analysis, Eye Movements
Allen, Laura Kristen; Magliano, Joseph P.; McCarthy, Kathryn S.; Sonia, Allison N.; Creer, Sarah D.; McNamara, Danielle S. – Grantee Submission, 2021
The current study examined the extent to which the cohesion detected in readers' constructed responses to multiple documents was predictive of persuasive, source-based essay quality. Participants (N=95) completed multiple-documents reading tasks wherein they were prompted to think-aloud, self-explain, or evaluate the sources while reading a set of…
Descriptors: Reading Comprehension, Connected Discourse, Reader Response, Natural Language Processing
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
Alfarwan, Salah – Reading Psychology, 2021
This research addressed some current issues in L2 reading strategy research (the nature of any gender effect, and the use of multiple data gathering instruments) as well as an important problem at tertiary level in Saudi Arabia (low English reading proficiency). It examined which reading strategies were most widely reported by 120 Saudi EFL…
Descriptors: College Students, Foreign Countries, English (Second Language), Second Language Learning
McCrudden, Matthew T.; Kulikowich, Jonna M.; Lyu, Bailing; Huynh, Linh – Journal of Educational Psychology, 2022
In this experiment we investigated whether the presentation of domain principles within one text facilitates reading to learn from multiple exemplar texts that feature the importance of the principles. There were five texts about natural selection: a principles text, which described principles of natural selection, and four exemplar-based texts…
Descriptors: Undergraduate Students, Learning Processes, Reading Skills, Reading Comprehension
Lennox, Rebecca; Hepburn, Kirk; Leaman, Emily; van Houten, Nienke – International Journal of Science Education, 2020
We investigated undergraduate students' approaches to reading primary scientific literature (PSL). Self-report surveys and think-aloud reading interviews were used to uncover students' approaches to PSL with respect to evidence finding, prioritisation of paper sections, and reading skill in relation to task context. Self-report and observational…
Descriptors: Reading Strategies, Undergraduate Students, Reading Comprehension, Science Education
Seyede Faezeh Hosseini Alast; Sasan Baleghizadeh – Language Teaching Research, 2024
The aim of this experiment was to investigate how glossing influences second language (L2) reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty…
Descriptors: Reading Comprehension, Difficulty Level, Reading Materials, Second Language Learning
Flynn, Lauren E.; McNamara, Danielle S.; McCarthy, Kathryn S.; Magliano, Joseph P.; Allen, Laura K. – Grantee Submission, 2021
Successful text comprehension requires readers to engage in a number of coherence-building processes. This study examined how analyzing the cohesion of students 'constructed responses can be used to evaluate these coherence-building processes and the extent to which they vary across readers' individual differences and across types of texts. We…
Descriptors: Reading Comprehension, Individual Differences, Protocol Analysis, Literary Genres
Sonia, Allison N.; Joseph, Magliano P.; McCarthy, Kathryn S.; Creer, Sarah D.; McNamara, Danielle S.; Allen, Laura K. – Grantee Submission, 2022
The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think…
Descriptors: Natural Language Processing, Connected Discourse, Reading Processes, Writing Skills
Sonia, Allison N.; Magliano, Joseph P.; McCarthy, Kathryn S.; Creer, Sarah D.; McNamara, Danielle S.; Allen, Laura, K. – Discourse Processes: A Multidisciplinary Journal, 2022
The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think…
Descriptors: Natural Language Processing, Connected Discourse, Reading Processes, Writing Skills