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Identifying Clusters of Less-Skilled College Student Readers Based on Cognitive Processes
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Virginia Clinton-Lisell; Sarah E. Carlson; Heather Ness-Maddox; Amanda Dahl; Terrill Taylor; Mark L. Davison; Ben Seipel – Journal of College Reading and Learning, 2024
The purpose of this study was to examine clusters of less-skilled college readers. College students with below average reading comprehension skills (N = 77) read and thought aloud about four texts, recalled the texts, and completed standardized assessments of reading skills. Based on the findings of cluster analyses of the cognitive processes…
Descriptors: Reading Skills, Reading Difficulties, Reading Comprehension, Cognitive Processes
Identifying Clusters of Less-Skilled College Student Readers Based on Cognitive Processes
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Virginia Clinton-Lisell; Sarah E. Carlson; Heather Ness-Maddox; Amanda Dahl; Terrill Taylor; Mark L. Davison; Ben Seipel – Grantee Submission, 2024
The purpose of this study was to examine clusters of less-skilled college readers. College students with below average reading comprehension skills (N = 77) read and thought aloud about four texts, recalled the texts, and completed standardized assessments of reading skills. Based on the findings of cluster analyses of the cognitive processes…
Descriptors: Vocabulary, Reading Comprehension, Reading Tests, Reading Skills
Strategy Use on Clinical Administrations of Short-Term and Working Memory Tasks
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AuBuchon, Angela M.; Kronenberger, William G.; Stone, Lindsay; Pisoni, David B. – Journal of Psychoeducational Assessment, 2020
Experimental measures of working memory that minimize rehearsal and maximize attentional control best predict higher-order cognitive abilities. These tasks fundamentally differ from clinically administered span tasks, which do not control strategy use. Participants engaged in concurrent articulation (to limit rehearsal) or concurrent tapping (to…
Descriptors: Short Term Memory, Cognitive Tests, Recall (Psychology), Attention
Processing and Learning of Enhanced English Collocations: An Eye Movement Study
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Choi, Sungmook – Language Teaching Research, 2017
Research to date suggests that textual enhancement may positively affect the learning of multiword combinations known as collocations, but may impair recall of unenhanced text. However, the attentional mechanisms underlying such effects remain unclear. In this study, 38 undergraduate students were divided into two groups: one read a text…
Descriptors: Language Processing, English (Second Language), Second Language Learning, Second Language Instruction
Does Practice Make Perfect? The Effects of Repetition on Student Learning.
Annis, Linda F.; Annis, David B. – 1987
Past research shows that repetition results in increased learning. However, it is not clear whether repetition adds more information to memory (quantitative hypothesis), or allows the learner to use a more sophisticated method of encoding (qualitative hypothesis). This study investigates the process and effectiveness of repetition as a study…
Descriptors: College Students, Higher Education, Learning Strategies, Learning Theories
Influence of Instructional Control and Learner Characteristics on Factual Recall and Procedural Learning from Interactive Video.
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Coldevin, Gary; And Others – Canadian Journal of Educational Communication, 1993
Describes a study that examined the extent to which different levels of instructional control and varied learner characteristics affected performance and time on task, using interactive video in a college biochemistry course. Prior knowledge and learner internality/externality are discussed, and interaction between learner ability and…
Descriptors: Ability Grouping, Academic Achievement, Biochemistry, Computer Assisted Instruction