NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Understanding How Language-Specific and Domain-General Resources Support Comprehension
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Ryan D. Kopatich; Joseph P. Magliano; Keith K. Millis; Christopher P. Parker; Melissa Ray – Grantee Submission, 2019
A large body of work has demonstrated that reader resources influence inference processes and comprehension, but few models of comprehension have accounted for such resources. The Direct and Mediational Inference model of comprehension (DIME) assumes that general inference processes mediate the effects of reader resources on general comprehension…
Descriptors: Inferences, Reading Comprehension, Models, College Students
Understanding How Language-Specific and Domain-General Resources Support Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Ryan D. Kopatich; Joseph P. Magliano; Keith K. Millis; Christopher P. Parker; Melissa Ray – Discourse Processes: A Multidisciplinary Journal, 2019
A large body of work has demonstrated that reader resources influence inference processes and comprehension, but few models of comprehension have accounted for such resources. The Direct and Mediational Inference model of comprehension (DIME) assumes that general inference processes mediate the effects of reader resources on general comprehension…
Descriptors: Reading Tests, Intelligence Tests, Inferences, Reading Comprehension
Prior Topical Knowledge and L2 Proficiency as Determinants of Strategic Processing in English for Academic Purposes Multi-Texts Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Karimi, Mohammad Nabi – Innovation in Language Learning and Teaching, 2018
There has been a substantial body of research, in L2, documenting the central importance of strategic knowledge in reading comprehension and exploring the variables likely to influence strategy use by readers. All this research has, however, been conducted within the single-text tradition of reading research. With a movement toward the…
Descriptors: Foreign Countries, Undergraduate Students, Prior Learning, Language Proficiency
An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition
Direct linkDirect link
Silvestri, Julia A. – ProQuest LLC, 2016
This study is a mixed methods analysis of reading processes and language experiences of deaf and hearing readers. The sample includes four groups each with fifteen adults--identified as: deaf/high-achieving readers, deaf/struggling/non-academic readers, hearing/high-achieving readers, and hearing/non-academic readers. The purpose of this study is…
Descriptors: Reading Strategies, Adults, Deafness, Differences
Exploring the Comprehension Strategies of EFL Readers: A Multi-Method Study.
PDF on ERIC Download full text
Sugirin – 1999
A study investigated the strategies used by learners of English as a foreign language (EFL) to comprehend texts written in English. Subjects were 15 student teachers enrolled at a state university in Indonesia. Data were gathered using think-aloud tasks, retellings, a reading comprehension test, in-depth interviews, and casual observation. Two…
Descriptors: English (Second Language), Foreign Countries, Higher Education, Interviews
Method Effect on Testing Reading Comprehension: How Far Can We Go?
PDF on ERIC Download full text
Tsagari, Constance – 1994
This study investigated and compared the effects of two test formats (free response and multiple choice) on English-as-a-Second-Language (ESL) learners' reading comprehension. The tests, together with a checklist of test-taking strategies and retrospective questionnaires concerning more general reading strategies, were administered to 57 ESL…
Descriptors: Comparative Analysis, English (Second Language), Foreign Countries, Language Processing