This study examined how to improve students' regulation of task-oriented reading (TOR). TOR encompasses reading and information processing needed to perform a specific task. Previous studies suggest students can benefit from a collaboration script to enhance socially shared regulation of TOR. The collaboration script elicits discussions about task…

We segment what we read into meaningful events, each separated by a discrete boundary. How does event segmentation during encoding relate to the structure of story information in long-term memory? To evaluate this question, participants read stories of fictional historical events and then engaged in a postreading verb arrangement task. In this…

We employed functional magnetic resonance imaging (fMRI) and diffuse tensor imaging (DTI) to study neural implications of silent reading of words in mutually comprehensible but visually and orthographically distinct languages for example Hindi and Urdu by independent groups of skilled readers. The fMRI results (conjunction analyses) showed the…

The present study explored the speed, accuracy, and reading comprehension of vowelized versus unvowelized scripts among 126 native Hebrew speaking children in second, fourth, and sixth grades. Findings indicated that second graders read and comprehended vowelized scripts significantly more accurately and more quickly than unvowelized scripts,…

In a cross-sectional study, we investigated the development of fluent reading and spelling in the first 3 years of learning Arabic. The goals of our study were to: (1) validate suitable measures for fluent reading and spelling in the first 3 years of learning Arabic; (2) trace the developmental course of the relationship between fluent reading and…

This paper describes the theoretical framework, as well as the development and testing of the intervention, "Comprehension Tools for Teachers" (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for…

This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for…

The purpose of the present study was to explore the contribution of phonological and general language skills to reading fluency of pointed and unpointed Hebrew scripts. Reading, language and memory tasks were performed by 48 fifth-grade monolingual native Hebrew speakers. Results showed that the most marked predictor for both pointed and unpointed…

Discusses four experiments that examine the influence of script contexts on the visual recognition of words. Findings indicate that script contexts exert an influence over the processes involved in visual word recognition and that this influence is sustained longer than would be predicted from simple word priming. (SED)

Brain activation during reading of phonographic (Hangul) and ideographic (Hanja) words is compared using functional MRI by taking advantage of the bi-scriptal system of the Korean language. To examine the psycholinguistic difference, i.e., phonographic vs. ideographic, separately from other differences due to Hanja being a secondary script, we…

This handbook outlines the curriculum objectives for the children's television program, "The Electric Company." The first portion of the text delineates strategies for teaching symbol/sound analysis, including units on blends, letter groups, and word structure. A second section addresses strategies for reading for meaning, including…