Background: Although comprehending illustrated texts is essential, adult readers in this era may not have acquired reading comprehension strategies. Eye-movement modelling example (EMME) is promising for helping less-skilled learners master these strategies; however, its benefits for adults remain unknown. Another understudied factor in the EMME…

Reading comprehension is essential for both knowledge acquisition and memory reinforcement. Automated modeling of the comprehension process provides insights into the efficacy of specific texts as learning tools. This paper introduces an improved version of the Automated Model of Comprehension, version 3.0 (AMoC v3.0). AMoC v3.0 is based on two…

This study aims to determine the effectiveness of Fry readability-based digital storybooks on reading comprehension skills among elementary school students. The method used in this study was an experimental research design with a pretest-posttest control group design to measure students' reading comprehension skills. The sample of this study was…

Reading comprehension is key to knowledge acquisition and to reinforcing memory for previous information. While reading, a mental representation is constructed in the reader's mind. The mental model comprises the words in the text, the relations between the words, and inferences linking to concepts in prior knowledge. The automated model of…

Reading comprehension is key to knowledge acquisition and to reinforcing memory for previous information. While reading, a mental representation is constructed in the reader's mind. The mental model comprises the words in the text, the relations between the words, and inferences linking to concepts in prior knowledge. The automated model of…

Describes a study to determine the relationship between the method of presentation of data in a report and reader retention, reader reaction, and reading time. Tables were effective in increasing reader retention and decreasing reading time. (JOW)

Given that comparative/contrastive arguments can be displayed separately in a text (one complete argument followed by another, or O-organization) or in an integrated way (with the various aspects interleaved, or A-organization), a study compared a third arrangement--a graphic format, or G-organization--that presented the two descriptions side by…

Tests the effects of number of data points and type of statistical display on time spent answering questions about information. Finds that tables and graphs are more efficiently processed than text presentation of the same data. Suggests that the time variable is a more realistic measure than information recall of cognitive processing effort. (SR)