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Direct linkJelena Markovic; Garvin Brod; Leonard Tetzlaff – Reading and Writing: An Interdisciplinary Journal, 2025
Orthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of…
Descriptors: Foreign Countries, Orthographic Symbols, Reading Processes, German
Marina Klimovich; Tobias Richter – Journal of Educational Psychology, 2024
Mind-wandering during reading is often associated with worse comprehension performance. Research suggests that metacognitive competences (i.e., the knowledge about as well as monitoring and regulation of one's own cognitive processes) are positively related to reading performance and may play a role in the prevalence of mind-wandering. However,…
Descriptors: Metacognition, Reading Processes, Reading Comprehension, Attention Control
Nikole D. Patson; Tessa Warren; Fabian Hurler; Barbara Kaup – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
To develop theories of how comprehenders extract the message from a linguistic stream, it is critical to understand how they conceptually represent referents. The experiments reported here focus on singular collective nouns (e.g., "committee," "team"), which introduce a single group into the discourse and test whether they…
Descriptors: Nouns, Morphemes, Grammar, Spatial Ability
Download full textFisher, Rick – Journal of the Scholarship of Teaching and Learning, 2023
Efforts to promote disciplinary literacy can help students integrate knowledge with ways of doing and being within disciplinary settings. Yet, effectively facilitating disciplinary literacy, even within an upper-level undergraduate physics course like the one studied here, is surprisingly hard. This article qualitatively analyzes an instructor's…
Descriptors: Undergraduate Students, Literacy, Physics, Science Laboratories
AuBuchon, Angela M.; Elliott, Emily M.; Morey, Candice C.; Jarrold, Christopher; Cowan, Nelson; Adams, Eryn J.; Attwood, Meg; Bayram, Büsra; Blakstvedt, Taran Y.; Büttner, Gerhard; Castelain, Thomas; Cave, Shari; Crepaldi, Davide; Fredriksen, Eivor; Glass, Bret A.; Guitard, Dominic; Hoehl, Stefanie; Hosch, Alexis; Jeanneret, Stéphanie; Joseph, Tanya N.; Koch, Christopher; Lelonkiewicz, Jaroslaw R.; Meissner, Grace; Mendenhall, Whitney; Moreau, David; Ostermann, Thomas; Özdogru, Asil Ali; Padovani, Francesca; Poloczek, Sebastian; Röer, Jan Philipp; Schonberg, Christina; Tamnes, Christian K.; Tomasik, Martin J.; Valentini, Beatrice; Vergauwe, Evie; Vlach, Haley; Voracek, Martin – Journal of Cognition and Development, 2022
A recent Registered Replication Report (RRR) of the development of verbal rehearsal during serial recall revealed that children verbalized at younger ages than previously thought, but did not identify sources of individual differences. Here, we use mediation analysis to reanalyze data from the 934 children ranging from 5 to 10 years old from the…
Descriptors: Language Processing, Phonology, Serial Ordering, Recall (Psychology)
Rüsseler, Jascha; Arendt, Denise; Münte, Thomas F.; Mohammadi, Bahram; Boltzmann, Melanie – Language Assessment Quarterly, 2021
Testing language abilities is common in the context of migration. It has been observed that approximately 6.2 million adults in Germany are low literate and that approximately 47% of this group does not have German as their L1. Similar findings have been reported for other modern Western societies with compulsory schooling and a well-developed…
Descriptors: Literacy, Illiteracy, Reading Ability, Brain
Rettig, Anja; Schiefele, Ulrich – Reading Research Quarterly, 2023
Studies on the relation between children's reading motivation and early developmental stages of reading competence are rare and have neglected on-line measures of reading skill (e.g., eye movements indicating word decoding). For this reason, we investigated the effects of intrinsic and extrinsic reading motivation on the efficiency of reading…
Descriptors: Foreign Countries, Reading Motivation, Reading Skills, Eye Movements
Hasenäcker, Jana; Schroeder, Sascha – Reading and Writing: An Interdisciplinary Journal, 2022
Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in different reading routes. We tested how relevant precursor skills associated with these component processes predict the use of the sublexical and lexical route in beginning…
Descriptors: Predictor Variables, Reading Processes, Beginning Reading, German
Ehm, Jan-Henning; Schmitterer, Alexandra M. A.; Nagler, Telse; Lervåg, Arne – Scientific Studies of Reading, 2023
Purpose: The transition to school and the first years of elementary school education are very sensitive phases for reading development. Reading researchers have established key precursors and developmental steps in these phases. However, how these components interact and affect growth is not well understood yet. The current study from Germany…
Descriptors: Decoding (Reading), Reading Comprehension, Reading Improvement, Reading Skills
Durda, Tabea; Artelt, Cordula; Lechner, Clemens M.; Rammstedt, Beatrice; Wicht, Alexandra – International Review of Education, 2020
Low literacy among adolescents and adults worldwide remains a serious problem, even in economically developed countries. The consequences of low reading proficiency levels can be harmful in many ways for both the individuals concerned and their communities in terms of health, political, social and economic outcomes. While large-scale international…
Descriptors: Reading Achievement, Reading Skills, Low Achievement, Adolescents
Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; Mähler, Claudia; Hasselhorn, Marcus – Reading Research Quarterly, 2021
Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving;…
Descriptors: Phonological Awareness, Reading Processes, Cognitive Processes, Elementary School Students
Scharlau, Ingrid; Körber, Miriam; Karsten, Andrea – Frontline Learning Research, 2019
Although there is considerable research on and knowledge about students' conceptualizations of learning or academic practices and skills, the variability of these conceptualizations has been consistently neglected. In the present study, we address this variability in the field of academic reading with the help of a novel approach. Drawing on…
Descriptors: Foreign Countries, Undergraduate Students, Reading Processes, Reading Comprehension
Hahnel, Carolin; Kroehne, Ulf; Goldhammer, Frank; Schoor, Cornelia; Mahlow, Nina; Artelt, Cordula – British Journal of Educational Psychology, 2019
Background: With digital technologies, competence assessments can provide process data, such as mouse clicks with corresponding timestamps, as additional information about the skills and strategies of test takers. However, in order to use variables generated from process data sensibly for educational purposes, their interpretation needs to be…
Descriptors: Computer Assisted Testing, Test Interpretation, Foreign Countries, College Students
Fernandez, Leigh B.; Bothe, Ricarda; Allen, Shanley E. M. – Second Language Research, 2023
In the current study we used the gaze-contingent moving window paradigm to directly compare the second language (L2) English perceptual span of two groups that speak languages with essentially the same lexicon and grammar but crucially with different writing directions (and scripts): Hindi (read left to right) and Urdu (read right to left). This…
Descriptors: Native Language, Second Language Learning, Transfer of Training, Urdu
Gade, Miriam; Paelecke, Marko; Rey-Mermet, Alodie – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
In Simon-type interference tasks, participants are asked to perform a 2-choice reaction on a stimulus dimension while ignoring the stimulus position. Commonly, robust congruency effects are found; that is, reactions are faster when the relevant stimulus attribute and the assigned response match the location of the stimulus. Simon congruency…
Descriptors: Inner Speech (Subvocal), Speech Habits, Stimuli, Congruence (Psychology)
