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Ludewig, Ulrich; Hübner, Nicolas; Schroeder, Sascha – Reading and Writing: An Interdisciplinary Journal, 2023
Vocabulary knowledge is one of the most important elements of reading comprehension. Text coverage is the proportion of known words in a given text. We hypothesize that text comprehension increases exponentially with text coverage due to network effects and activation of prior knowledge. In addition, the lexical threshold hypothesis states that…
Descriptors: Vocabulary Development, Word Frequency, Reading Comprehension, Correlation
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Baumert, Jürgen; Fleckenstein, Johanna; Leucht, Michael; Köller, Olaf; Möller, Jens – Language Learning, 2020
Throughout Europe, there is a growing trend for students to start learning foreign languages at elementary school. Although policymakers expect early-start programs to boost second language skills, empirical findings are mixed; recent studies have raised many questions. In this large-scale study, we aimed to close some of these gaps. We examined…
Descriptors: Language Proficiency, Receptive Language, English (Second Language), Second Language Learning
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Richter, Juliane; Scheiter, Katharina; Eitel, Alexander – Journal of Educational Psychology, 2018
Multimedia integration signals highlight correspondences between text and pictures with the aim of supporting learning from multimedia. A recent meta-analysis revealed that only learners with low domain-specific prior knowledge benefit from multimedia integration signals. To more thoroughly investigate the influence of prior knowledge on the…
Descriptors: Multimedia Materials, Prior Learning, Quasiexperimental Design, Textbooks
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Maier, Johanna; Richter, Tobias – Cognition and Instruction, 2013
When reading multiple texts about controversial scientific issues, learners must construct a coherent mental representation of the issue based on conflicting information that can be more or less belief-consistent. The present experiment investigated the effects of text-belief consistency on the situation model and memory for text. Students read…
Descriptors: Information Seeking, Science and Society, Information Sources, Critical Reading