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Scientific Studies of Reading6
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Unraveling Adolescent Language & Reading Comprehension: The Monster's Data
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Goodwin, Amanda P.; Petscher, Yaacov; Reynolds, Dan – Scientific Studies of Reading, 2022
Purpose: This study explores the roles of morphological skills (Morphological Awareness, Morphological-Syntactic-Knowledge,Morphological-Semantic-Knowledge, and Morphological-Orthographic/Phonological-Knowledge), vocabulary (knowledge of definitions, relationships between words, and polysemous meanings), and syntax in contributing to adolescent…
Descriptors: Reading Comprehension, Morphology (Languages), Metalinguistics, Syntax
Text Complexity of Chinese Elementary School Textbooks: Analysis of Text Linguistic Features Using Machine Learning Algorithms
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Miaomiao Liu; Yixun Li; Yongqiang Su; Hong Li – Scientific Studies of Reading, 2024
Purpose: This study sought to 1) identify linguistic features important for Chinese text complexity with a theory-based and systematic approach, and 2) address how feature sets and algorithms affect the performance of Chinese text complexity models. Method: Texts from Chinese language arts textbooks from Grades 1 to 6 (N = 1,478) in Mainland China…
Descriptors: Difficulty Level, Textbooks, Algorithms, Artificial Intelligence
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who Are at Risk of Comprehension Difficulties
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Connor, Carol McDonald; Phillips, Beth M.; Kim, Young-Suk Grace; Lonigan, Christopher J.; Kaschak, Michael P.; Crowe, Elizabeth; Dombek, Jennifer; Al Otaiba, Stephanie – Scientific Studies of Reading, 2018
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…
Descriptors: Reading Comprehension, Intervention, Elementary School Students, Metacognition
Examining the Relationship between Word Reading Efficiency and Oral Reading Rate in Predicting Comprehension among Different Types of Readers
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Eason, Sarah H.; Sabatini, John; Goldberg, Lindsay; Bruce, Kelly; Cutting, Laurie E. – Scientific Studies of Reading, 2013
To further explore contextual reading rate, an important aspect of reading fluency, we examined the relationship between word reading efficiency (WRE) and contextual oral reading rate (ORR), the degree to which they overlap across different comprehension measures, whether oral language (semantics and syntax) predicts ORR beyond contributions of…
Descriptors: Reading Fluency, Oral Reading, Oral Language, Semantics
Context Strengthens Initial Misinterpretations of Text
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Christianson, Kiel; Luke, Steven G. – Scientific Studies of Reading, 2011
Three self-paced reading experiments examined the effect of context on interpreting subsequent sentences and in the difficulty of revising initial misinterpretations of subsequent temporarily ambiguous sentences. Target sentences containing noun phrase/sentence (NP/S) coordination ambiguities were preceded by contexts that either did or did not…
Descriptors: Comprehension, Sentences, Semantics, Nouns
Lexical Processing of Morphologically Complex Words in the Elementary Years
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Carlisle, Joanne F.; Fleming, Jane – Scientific Studies of Reading, 2003
This study explores emerging lexical processes that may be the foundation for children's acquisition of morphological knowledge and the relation of these processes to reading comprehension. First and third graders were given two tasks involving lexical analysis of morphologically complex words. Two years later, they were given a measure of…
Descriptors: Grade 3, Semantics, Morphemes, Language Processing