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Ashley Chen; Suchita E. Kumar; Rhea Varkhedi; Dillon H. Murphy – Educational Psychology Review, 2024
In the modern age, we often consume content at faster than its normal speed. Prior research suggests that watching lecture videos at speeds up to 2x does not significantly affect performance, but the mechanisms by which comprehension is preserved at faster playback speeds are not fully understood. Therefore, we sought to investigate whether there…
Descriptors: Audiovisual Aids, Audio Equipment, Time, Performance
Leisen, Matthew – Educational Leadership, 2022
In theory, rubrics are useful because they inform students of their level of achievement, providing detailed descriptions of a range of evaluation criteria. Teachers know it's best practice to continually update and tweak their rubrics in response to student performance and feedback. But the question remains: do students actually use these…
Descriptors: Scoring Rubrics, Written Language, Positive Attitudes, Learning Processes
Icy Lee – Pedagogies: An International Journal, 2024
The past few decades have witnessed a remarkable surge of research interest in written corrective feedback (WCF). Given its pivotal role in the writing classroom, WCF has remained one of the most vibrant and dynamic areas for scholarly investigations. The aim of this article is to chart future directions for WCF research. To do this, it first…
Descriptors: Writing (Composition), Writing Instruction, Feedback (Response), Error Correction
Li, Yixun; Wang, Min – Educational Psychologist, 2023
Orthographic learning is the process that supports children in becoming skilled word readers. How orthographic learning occurs has been one of the central questions in the scientific studies of reading. The present systematic review focuses on experimental studies of orthographic learning via self-teaching. It explains and discusses the…
Descriptors: Orthographic Symbols, Learning Processes, Independent Study, Written Language
Wegener, Signy; Wang, Hua-Chen; Beyersmann, Elisabeth; Reichle, Erik D.; Nation, Kate; Castles, Anne – Reading Research Quarterly, 2023
Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word…
Descriptors: Orthographic Symbols, Written Language, Sentences, Intervals
The Effect of Writing Script on Efficiency and Metacognitive Monitoring in Inferential Word Learning
Leona Polyanskaya; Dina Abdel Salam El-Dakhs; Ming Tao; Fengfeng Chu; Mikhail Ordin – Metacognition and Learning, 2024
The writing system -- the transparency of orthography in alphabet-based systems and differences between logographic and phonetic-based systems -- can affect the efficiency of inferential word learning when words are introduced visually. It can also shape how people self-evaluate their learning success (we refer to such type of self-evaluation as…
Descriptors: Metacognition, Inferences, Vocabulary Development, Alphabets
Horton, Nicholas J.; Chao, Jie; Palmer, Phebe; Finzer, William – Teaching Statistics: An International Journal for Teachers, 2023
Text provides a compelling example of unstructured data that can be used to motivate and explore classification problems. Challenges arise regarding the representation of features of text and student linkage between text representations as character strings and identification of features that embed connections with underlying phenomena. In order…
Descriptors: Undergraduate Students, Data Analysis, Learning Processes, Written Language
Hennades T. Tabe; Ellen K. Materechera – Cogent Education, 2024
The use of stenography writing has in the recent past been faced with challenges about how, where, and when it is appropriate to be used in the teaching and learning process. The main objective of the study is to determine whether stenography writing has any major impact on the writing ability of students and their academic performance. The study…
Descriptors: Undergraduate Students, Academic Language, Classroom Communication, Written Language
Tseng, Chien-Chih; Hu, Jon-Fan; Chang, Li-Yun; Chen, Hsueh-Chih – Reading and Writing: An Interdisciplinary Journal, 2023
This study aimed to determine how Chinese children adapt to Chinese orthography-phonology correspondence by acquiring phonetic radical awareness (PRA). This study used two important Chinese encoding approaches (rote and orthographic approaches) as the developmental trajectory, in which the present study hypothesized that phonological awareness…
Descriptors: Chinese, Reading Processes, Phonological Awareness, Correlation
von Gillern, Sam; Stufft, Carolyn – Literacy, 2023
This study examines how 31 middle-school children conducted multimodal analyses of video games. Over four consecutive days, students played video games for 30 minutes and then wrote written reflections about the multimodal symbols within the game and how these symbols influenced their interpretation and decision-making processes during gameplay.…
Descriptors: Children, Middle School Students, Metacognition, Play
Escudero, Paola; Smit, Eline A.; Angwin, Anthony J. – Language Learning, 2023
Research has shown that novel words can be learned through the mechanism of statistical or cross-situational word learning (CSWL). So far, CSWL studies using adult populations have focused on the presentation of spoken words. However, words can also be learned through their written form. This study compared auditory and orthographic presentations…
Descriptors: Word Lists, Vocabulary Development, Comparative Analysis, Auditory Stimuli
Treiman, Rebecca; Kessler, Brett – Scientific Studies of Reading, 2022
Learning to read and spell involves learning about the written forms of words and how these are linked to language. Writing systems include formal patterns, which pertain to the appearance of written words, and functional patterns, which pertain to links between units of writing and units of language. We review the evidence that learners of a…
Descriptors: Spelling, Written Language, Direct Instruction, Teaching Methods
Lu, Hong; Leung, Frederick K. S.; Fan, Zhengcheng – ZDM: Mathematics Education, 2022
Research has revealed the extent and mechanism of the relation between language (dominated by alphabetic systems) and students' mathematics learning, but when it comes to Chinese language (an orthographic system), nature remains elusive. In this meta-analysis we aim to quantify the size of the relation between Chinese language and mathematics and…
Descriptors: Chinese, Mathematics Instruction, Learning Processes, Meta Analysis
Adalberon, Erik – Assessment & Evaluation in Higher Education, 2021
This article reports a study of written feedback comments in the context of teacher education. While feedback is believed to have the potential to improve students' learning, the provision will rest upon educators' and examiners' ability and means to convey details about their assessment. In the context reported here, compulsory feedback beyond…
Descriptors: Feedback (Response), Written Language, Assessment Literacy, Student Evaluation
Treiman, Rebecca – Language, Speech, and Hearing Services in Schools, 2018
Purpose: The purpose of this article is to provide a tutorial on statistical learning and its role in learning to spell and to discuss the implications of the research for educators. Method: The tutorial begins with a discussion of statistical learning and its characteristics. It then discusses research on how statistical learning plays out in…
Descriptors: Spelling, Teaching Methods, Statistics, Learning Processes