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Showing 1 to 15 of 49 results Save | Export
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Mesmer, Heidi Anne E.; Hiebert, Elfrieda H.; Cunningham, James W.; Kapania, Madhu – Reading Psychology, 2020
Readability systems have once more become prominent in policy and practice because of recommendations in the Common Core State Standards. This study revisited two features of current text analysis (readability) systems: their generalizability to all grade levels and to all content areas. A database that encompassed texts across the grade bands and…
Descriptors: Readability, Reading Comprehension, Prediction, Instructional Program Divisions
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Yeh, Hui-Chin; Yang, Yu-Fen; Wong, Wing-Kwong – Educational Technology & Society, 2010
This study aims at arousing college students' metacognition in detecting lexical cohesion during online text construction as WordNet served as a lexical resource. A total of 83 students were requested to construct texts through sequences of actions identified as interaction chains in this study. Interaction chains are grouped and categorized as a…
Descriptors: Sentences, Sentence Structure, Metacognition, Interaction
Kennison, Shelia M. – 1994
In English, the word 'to' functions as a preposition (e.g., 'to the store') and also as part of an infinitive (e.g., 'to go'). Two experiments investigated how the word 'to' is resolved by fluent undergraduate student readers. Readers comprehended sentences that contained the word 'to' preceded by sentence context that either did or did not…
Descriptors: Context Clues, Higher Education, Prepositions, Reading Comprehension
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Tanenhaus, Michael K.; Seidenberg, Mark S. – Discourse Processes, 1981
Describes three experiments that investigated the influence of a context sentence on the processing of a subsequent sentence. Concludes that context can affect within-sentence processes in comprehension. Test materials used in the experiments are appended. (FL)
Descriptors: Context Clues, Discourse Analysis, Higher Education, Reading Comprehension
Oddie, Lily; Osborne, John W. – 1977
This study was primarily intended to explain the relationship between rated imagery, rated comprehension, and free recall in a sentence context. An additional purpose of the investigation was to examine the relationships between sentence imagery (determined by summing the individual values of component words), the rating of sentences as wholes,…
Descriptors: Higher Education, Imagery, Measurement Techniques, Reading Comprehension
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Laufer, Batia – System, 1976
An approach to teaching grammar to university students in a reading comprehension course in English as a foreign language is presented. It is argued that the material and the method of teaching should be determined by the special aim of the course. (Author/RM)
Descriptors: English (Second Language), Grammar, Higher Education, Language Instruction
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Masson, Michael E. J.; Sala, Linda S. – Cognitive Psychology, 1978
Two experiments examined the roles of semantic and surface information in reading and recognizing sentences. Results indicate that reading and recognition are interactive processes, involving conceptually driven and data driven operations; the interaction may be either automatic or controlled. Semantic and surface information are conceptualized as…
Descriptors: Adults, Cognitive Processes, Higher Education, Memory
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Langford, J.; Holmes, V. M. – Cognition, 1979
Two experiments indicated that sentence verification times were significantly longer when a discrepancy between target sentence and context was in the syntactic presupposition, rather than in the assertion. Findings are best explained by a structural hypothesis, not by strategies designed to locate given and new information. (Author/CP)
Descriptors: Context Clues, Foreign Countries, Higher Education, Linguistic Theory
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Scholes, Robert J.; Willis, Brenda J. – Reading and Writing: An Interdisciplinary Journal, 1990
Investigates three types of cues [semantic, syntactic (intensional), and adjacency] to subjects of verbs in English sentences. Finds that, when the adjacency strategy does not apply, even highly literate native speakers have great difficulty in correctly comprehending subject-verb correspondences. Discusses findings in context of the relationship…
Descriptors: Cues, Higher Education, Listening Comprehension, Reading Comprehension
Kamm, Karlyn; Askov, Eunice – 1975
This study investigated the effect of embedded parts (intervening words between the main subject and verb of a sentence) on young readers' abilities to comprehend when the embedded parts do not present a significant change in sentence structure. Two schools in Bemidji, Minnesota, were selected for the study: school one is located in a low…
Descriptors: Elementary Education, Higher Education, Readability, Reading Ability
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Stevenson, Rosemary; Knott, Alistair; Oberlander, Jon; McDonald, Sharon – Language and Cognitive Processes, 2000
Investigates the relationship between focusing and coherence relations in pronoun comprehension. Examines a function of connectives: that of signaling coherence relations between two clauses. In three studies, coherence relations between sentence fragments ending in pronouns and participants' continuations to the fragments were identified.…
Descriptors: Cognitive Processes, Coherence, College Students, Conjunctions
Tanenhaus, Michael K.; Seidenberg, Mark S. – 1980
Research into the influence of a context sentence on the processing of a subsequent sentence in spoken discourse examined two issues: (1) whether context influences the immediate processing and organization of a subsequent clause, and (2) whether listeners make certain types of context-based inferences prior to the end of a sentence. Three…
Descriptors: Adults, Context Clues, Discourse Analysis, Grammar
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Fischler, Ira – Reading Research Quarterly, 1985
Studies the effects of sentence contexts on word-nonword decision latencies among deaf and hearing college students. (HOD)
Descriptors: College Students, Comparative Analysis, Context Clues, Deafness
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Birkmire, Deborah P. – Reading Research Quarterly, 1985
Describes an experiment that explored the relationships between text structure, prior knowledge, and reader's purpose on the processing of text and memory for text information. Results demonstrated that the strategies used to read text are flexible. (HOD)
Descriptors: Cognitive Objectives, College Students, Higher Education, Memory
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Boland, Julie E. – Language and Cognitive Processes, 1997
Investigated the relationship between syntactic and semantic processing using a word-by-word reading paradigm and a cross-modal integration paradigm. The study evaluated the experimental results with regard to serial autonomous models, strongly and weakly interactive models, and a hybrid model proposed here. (92 references) (Author/CK)
Descriptors: College Students, Grammar, Higher Education, Language Processing
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