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Direct linkYeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Wong, Yau-kai – Learning and Individual Differences, 2013
The relationships of reading-related skills (rapid naming, morphological awareness, syntactic skills, discourse skills, and verbal working memory) and word reading to reading comprehension were examined among 248 Chinese fourth graders in Hong Kong. Multiple regression analysis results showed that syntactic skills (word order knowledge,…
Descriptors: Foreign Countries, Reading Comprehension, Learning Experience, Path Analysis
Payne, Tabitha W.; Kalibatseva, Zornitsa; Jungers, Melissa K. – Learning and Individual Differences, 2009
Reading comprehension in a second language (L2) is a complex task involving knowledge of vocabulary and grammar as well as controlled attention for continuous updating of information. The purpose was to examine the relative contributions of working memory capacity (WMC), first language (L1) comprehension, and domain experience on L2 reading…
Descriptors: Reading Comprehension, Second Languages, Short Term Memory, Vocabulary
Kortteinen, Hanna; Narhi, Vesa; Ahonen, Timo – Learning and Individual Differences, 2009
We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD,…
Descriptors: Reading Comprehension, Reading Difficulties, Spelling, Intelligence Quotient
Carretti, Barbara; Borella, Erika; Cornoldi, Cesare; De Beni, Rossana – Learning and Individual Differences, 2009
It is well established that working memory is related to reading comprehension ability. However, its role in explaining specific reading comprehension difficulties is still under debate: the issue mainly concerns whether the contribution of working memory is dependent on task modality (verbal tasks being more predictive than visuo-spatial tasks)…
Descriptors: Reading Comprehension, Economically Disadvantaged, Short Term Memory, Spatial Ability
Linderholm, Tracy; Zhao, Qin – Learning and Individual Differences, 2008
Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions…
Descriptors: Reading Comprehension, Reading Strategies, Memory, Reading Tests
Naumann, Johannes; Richter, Tobias; Christmann, Ursula; Groeben, Norbert – Learning and Individual Differences, 2008
Cognitive and metacognitive strategies are particularly important for learning with hypertext. The effectiveness of strategy training, however, depends on available working memory resources. Thus, especially learners high on working memory capacity can profit from strategy training, while learners low on working memory capacity might easily be…
Descriptors: Reading Comprehension, Learning Strategies, Hypermedia, Metacognition
Meneghetti, Chiara; Gyselinck, Valerie; Pazzaglia, Francesca; De Beni, Rossana – Learning and Individual Differences, 2009
The present study investigates the relation between spatial ability and visuo-spatial and verbal working memory in spatial text processing. In two experiments, participants listened to a spatial text (Experiments 1 and 2) and a non-spatial text (Experiment 1), at the same time performing a spatial or a verbal concurrent task, or no secondary task.…
Descriptors: Reading Comprehension, Group Testing, Visualization, Short Term Memory
