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Dever, Daryn A.; Wiedbusch, Megan D.; Cloude, Elizabeth B.; Lester, James; Azevedo, Roger – Discourse Processes: A Multidisciplinary Journal, 2022
This study examined 57 learners' emotions (i.e., joy, anger, confusion, frustration) as they engaged with scientific content while learning about microbiology with Crystal Island, a game-based learning environment (GBLE). Measures of learners' prior knowledge, in-game text comprehension, facial expressions of emotion, and posttest reading…
Descriptors: Psychological Patterns, Reading Comprehension, Game Based Learning, Science Education
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Follmer, D. Jake; Clariana, Roy – Journal of Experimental Education, 2022
Learners' monitoring judgments during reading are based on a variety of cues, and the roles of task features in promoting and constraining judgment accuracy are beginning to be understood. This work examined task and item characteristics influencing adults' monitoring of performance during reading and study tasks. In Study 1a, adults (N = 242)…
Descriptors: Adults, Metacognition, Predictor Variables, Study
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Ivar Bråten; Ymkje E. Haverkamp; Øistein Anmarkrud – Reading and Writing: An Interdisciplinary Journal, 2025
The deep cloze test was developed by Jensen and Elbro (Read Writ Interdiscip J 35(5):1221-1237, 2022. https://doi.org/10.1007/s11145-021-10230-w) to assess reading comprehension at the level of global situational understanding. In two independent studies, we examined potential contributors to students' scores on the deep cloze reading…
Descriptors: Cloze Procedure, Reading Comprehension, Reading Tests, Scores
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Urfali Dadandi, Pakize; Ungan, Suat – Reading & Writing Quarterly, 2023
Many studies in the literature have addressed reading comprehension, the ultimate goal of the reading process, due to its complex nature. These studies have focused on various areas, such as the nature of reading comprehension, how it occurs, the factors that affect the process of comprehension, reading comprehension impediments, and how to…
Descriptors: Cognitive Processes, Student Motivation, Reading Comprehension, Nonfiction
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Liebfreund, Meghan D. – Reading Psychology, 2021
The present study employed regression analyses to examine the influence of cognitive competencies (decoding ability, vocabulary knowledge, prior knowledge) and intrinsic motivation (curiosity and involvement) on the comprehension of narrative and informational texts. Participants included 104 students in grades four and five. Results showed…
Descriptors: Reading Comprehension, Predictor Variables, Decoding (Reading), Vocabulary
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Follmer, D. Jake; Sperling, Rayne A. – Reading and Writing: An Interdisciplinary Journal, 2019
Emerging evidence suggests that executive function plays an important role in adult readers' understanding of text. This study examined the contribution of executive function to comprehension of expository science text among adult readers, as well as the role of vocabulary ability in the relation between executive function and text comprehension.…
Descriptors: Executive Function, Adults, Reading Comprehension, Vocabulary
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Masmoudi, Dorra Moalla – Reading Matrix: An International Online Journal, 2020
Scientific knowledge is not communicated through the verbal mode only but through the integrated use of tabular, graphical and verbal forms, a fact that has positioned visual understanding as a major element of literacy demands to acquire advanced knowledge. In spite of this, empirical studies on how scientists develop meaning out of visual data…
Descriptors: Foreign Countries, Visual Aids, Visual Literacy, Reading Strategies
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List, Alexandra; Stephens, Lori A.; Alexander, Patricia A. – Reading and Writing: An Interdisciplinary Journal, 2019
Prior work has examined the role of interest in students' single text processing and comprehension, but interest has been under-examined within the context of multiple text use. This study examines two forms of interest, individual interest and situational interest, in the context of students' completion of a multiple text task. Time on texts and…
Descriptors: Student Interests, Reading Materials, Correlation, Assignments
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Talwar, Amani; Greenberg, Daphne; Tighe, Elizabeth L.; Li, Hongli – Reading and Writing: An Interdisciplinary Journal, 2021
Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and…
Descriptors: Reading Comprehension, Reading Tests, Language Skills, Reading Difficulties
Talwar, Amani; Greenberg, Daphne; Tighe, Elizabeth L.; Li, Hongli – Grantee Submission, 2021
Research with school-age readers suggests that the contributions of reading and language skills vary across reading comprehension assessments and proficiency levels. With a sample of 168 struggling adult readers, we estimated the explanatory effects of decoding, oral vocabulary, listening comprehension, fluency, background knowledge, and…
Descriptors: Reading Comprehension, Reading Tests, Language Skills, Reading Difficulties
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Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Aro, Mikko; Leppänen, Paavo H. T. – Reading and Writing: An Interdisciplinary Journal, 2019
The present study evaluated the extent to which literacy skills (reading fluency, written spelling, and reading comprehension), together with nonverbal reasoning, prior knowledge, and gender, are related to students' online research and comprehension (ORC) performance. The ORC skills of 426 sixth graders were measured using a Finnish adaptation of…
Descriptors: Literacy, Reading Skills, Online Searching, Student Research
Walker, Ronda – ProQuest LLC, 2017
Previous studies (Collins, 2015; Kennan & Meenan, 2014) have shown how variations in text and task factors and individual reader skills affect performance on reading comprehension assessments. The present study examined whether different presentation conditions (silent reading, watching a video) and response formats (open-ended vs.…
Descriptors: Reading Comprehension, Test Format, Reading Tests, Reading Difficulties
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Moussa-Inaty, Jase; Atallah, Fida; Causapin, Mark – International Journal of Instruction, 2019
This study sought to investigate the link between preferred learning styles, performance, and cognitive load. After determining learning styles (visual or auditory), undergraduate students were assigned to three instructional formats, namely: Listen Only, Read Only, and Read + Listen. A pretest was administered to assess students' prior knowledge…
Descriptors: Correlation, Cognitive Style, Cognitive Ability, Undergraduate Students
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Österholm, Magnus – Reading Psychology, 2015
The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…
Descriptors: Student Evaluation, Self Evaluation (Individuals), Reading Comprehension, Mathematics
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Tarchi, Christian – Reading Psychology, 2017
This study explored the differential contribution of cognitive and motivational factors on the comprehension of an expository text in secondary school students. One hundred and fifty-five 7th and 8th grade students were assessed in prior knowledge, inferences, metacognition, reading motivation, topic interest, and reading comprehension of history…
Descriptors: Expository Writing, Secondary School Students, Prior Learning, Grade 7
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