Prior research has examined the impact of different cognitive predictors on students' expository and narrative text comprehension. It has become apparent that some cognitive variables predict text comprehension in both genres, while some are genre-specific predictors. However, the effect of reading motivation on expository and narrative text…

Since Taiwanese readers have international and multicultural reading interests and habits, this study aims to develop a Chinese title recognition test, a translated title recognition test (TTRT), and a Chinese author recognition test as measures of print exposure for fifth graders in Taiwan, and to investigate the relative extent to which…

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…

This study examined the reading interest and emergent literacy skills of 31 children with Down syndrome (DS) ages 7 to 13. Parents completed questionnaires on their children's interest in reading, home literacy environments, and parental beliefs about reading. Children were then assessed on their cognitive and emergent literacy skills.…

This study was an attempt to integrate motivation into reading comprehension, with active knowledge construction as a linkage. The study examined two motivational constructs, need for cognition and reader's beliefs, in terms of their role in text comprehension and interest development. The results of the study provided empirical evidence for the…

Two experiments were conducted to determine whether a meaning emphasis or a word identification emphasis would give better results in a third grade reading lesson. The results investigated more than 30 factors and their two-way interactions. In the first experiment, 259 children were placed into reading groups arranged either homogeneously or…