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Individual Variation in Children's Reading Comprehension across Digital Text Types
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Fesel, Sabine S.; Segers, Eliane; Verhoeven, Ludo – Journal of Research in Reading, 2018
The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading efficiency and vocabulary knowledge), cognitive…
Descriptors: Reading Comprehension, Individual Differences, Electronic Learning, Electronic Publishing
Effects of Different Ways of Introducing a Reading Task on Intrinsic Motivation and Comprehension
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Bråten, Ivar; Johansen, Roy-Petter; Strømsø, Helge I. – Journal of Research in Reading, 2017
This study compared the effects of two brief prereading instructional practices--hands-on activities and prior knowledge activation--on sixth-graders' intrinsic motivation for reading a text and reading comprehension. Both hands-on activities and prior knowledge activation substantially improved reading comprehension relative to a control…
Descriptors: Teaching Methods, Reading Instruction, Prior Learning, Metacognition
The Contribution of Knowledge about Anaphors, Organisational Signals and Refutations to Reading Comprehension
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García, J. Ricardo; Bustos, Andrea; Sánchez, Emilio – Journal of Research in Reading, 2015
Expository texts contain rhetorical devices that help readers to connect text ideas (within a text and with prior knowledge) and to monitor reading. Rhetorical competence addresses readers' skill in detecting, understanding and using these devices. We examined the contribution of rhetorical competence to reading comprehension on two groups of 11-…
Descriptors: Rhetoric, Reading Comprehension, Reading Skills, Competence
Types and Sequences of Self-Regulated Reading of Low-Achieving Adolescents in Relation to Reading Task Achievement
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de Milliano, Ilona; van Gelderen, Amos; Sleegers, Peter – Journal of Research in Reading, 2016
This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content-area reading task in the stages of…
Descriptors: Middle School Students, Grade 8, Adolescents, Reading Achievement
Reader and Text Factors in Reading Comprehension Processes
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Kendeou, Panayiota; Muis, Krista R.; Fulton, Sandra – Journal of Research in Reading, 2011
The effects of epistemic beliefs and text structure on cognitive processes during comprehension of scientific texts were investigated. On-line processes were measured using think-aloud (Experiment 1) and reading time (Experiment 2) methodologies. Measures of off-line comprehension, prior knowledge and epistemic beliefs were obtained. Results…
Descriptors: Reading Comprehension, Text Structure, Protocol Analysis, Prior Learning
The Role of Background Knowledge in Text Comprehension for Children Learning English as an Additional Language
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Burgoyne, Kelly; Whiteley, Helen E.; Hutchinson, Jane M. – Journal of Research in Reading, 2013
Children learning English as an additional language (EAL) often experience difficulties with reading comprehension relative to their monolingual peers. While low levels of vocabulary appear to be one factor underlying these difficulties, other factors such as a relative lack of appropriate background knowledge may also contribute. Sixteen children…
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), Reading Comprehension
The Role of Prior Knowledge in Inferential Processing.
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Fincher-Kiefer, Rebecca – Journal of Research in Reading, 1992
Tests how domain-related knowledge influences inference generation during text comprehension. Examines local and global inferences. Finds that all knowledge groups process sentences involved in local inferences similarly, but not global inferences. Suggests that individuals with prior knowledge use their knowledge actively to generate global…
Descriptors: Higher Education, Inferences, Prior Learning, Reading Comprehension
Reading Medical English Abstracts: A Genre Study of the Interaction between Structural Variables and the Reader's Linguistico-Conceptual Competence (L2).
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Salager-Meyer, Francoise – Journal of Research in Reading, 1994
Investigates how structural variables influence readers' construction of meaning. Finds that textual variables operate differently depending on the extent of the readers' background knowledge and linguistic competence. Shows that variable such as exposure to reading materials (in both first and second languages), background knowledge, and…
Descriptors: Abstracts, Higher Education, Linguistic Competence, Prior Learning
Discovering EFL Learners' Perception of Prior Knowledge and Its Roles in Reading Comprehension.
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Lin, Zheng – Journal of Research in Reading, 2002
Shows that English as a foreign language (EFL) students in mainland China believe that their command of English vocabulary plays a crucial role in their reading comprehension. Suggests the final replacement of linguistic knowledge by conceptual or sociocultural knowledge as the top factor that affects their reading comprehension seems to take…
Descriptors: English (Second Language), Foreign Countries, Higher Education, Prior Learning