NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Location
Iran1
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ehsanzadeh, S. J. – Language Education & Assessment, 2020
This study measures the threshold level of depth of word knowledge in L2 incidental learning and reading comprehension. I administered the Word Associates Test (WAT; Read, 2004) to measure depth of word knowledge. Based on participants' scores on the WAT, they were divided into three proficiency groups: high proficiency (HP), intermediate…
Descriptors: Reading Comprehension, Vocabulary Development, Incidental Learning, Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
McCrudden, Matthew T.; Huynh, Linh; Lyu, Bailing; Kulikowich, Jonna M. – Discourse Processes: A Multidisciplinary Journal, 2021
The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students' (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural…
Descriptors: Inferences, Knowledge Level, Prior Learning, Biology
Peer reviewed Peer reviewed
Direct linkDirect link
Cromley, Jennifer G.; Wills, Theodore W. – Journal of Research in Reading, 2016
Van den Broek's landscape model explicitly posits sequences of moves during reading in real time. Two other models that implicitly describe sequences of processes during reading are tested in the present research. Coded think-aloud data from 24 undergraduate students reading scientific text were analysed with lag-sequential techniques to compare…
Descriptors: Protocol Analysis, Coding, Undergraduate Students, Learning Processes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Cromley, Jennifer G.; Dai, Ting; Fechter, Tia; Van Boekel, Martin; Nelson, Frank E.; Dane, Aygul – Grantee Submission, 2019
Reasoning skills have been clearly related to achievement in introductory undergraduate biology, a course with a high failure rate that may contribute to dropout from undergraduate STEM majors. Existing measures are focused on the experimental method, such as generating hypotheses, choosing a research method, how to control variables other than…
Descriptors: College Science, Undergraduate Students, Biology, Logical Thinking
Peer reviewed Peer reviewed
Direct linkDirect link
Trevors, Gregory; Muis, Krista R. – Journal of Research in Reading, 2015
We investigated the online and offline effects of learner and instructional characteristics on conceptual change of a robust misconception in science. Fifty-nine undergraduate university students with misconceptions about evolution were identified as espousing evaluativist or non-evaluativist epistemic beliefs in science. Participants were…
Descriptors: Undergraduate Students, Student Characteristics, Attitude Change, Scientific Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Davis, Dennis S.; Huang, Becky; Yi, Tanisha – Reading Research Quarterly, 2017
Previous research has identified various factors that contribute to readers' comprehension of expository texts, including strategy expertise, language proficiency, prior knowledge, and more recently, readers' beliefs about knowledge. This study addresses the need to understand the relative contributions of these predictors to readers'…
Descriptors: Middle School Students, Science Materials, Reading Materials, Reading Comprehension
McKown, Brigitte A.; Barnett, Cynthia L. – Online Submission, 2007
This action research project report documents the action research project that was conducted to improve reading comprehension with second grade and third grade students. The teacher researchers intended to improve reading comprehension by using higher-order thinking skills such as predicting, making connections, visualizing, inferring,…
Descriptors: Grade 2, Grade 3, Reading Difficulties, Thinking Skills