Empirical research has systematically demonstrated the predictive role of reading, linguistic and metacognitive skills on reading comprehension performance. The study of the directionality of these relations and their relative contribution in the more advanced grades of primary school is an important aim for reading research, with practical…

Purpose: A large body of literature showed that word reading and listening comprehension-two proximal predictors of reading comprehension according to the simple view of reading -- are related. Grounded on the direct and indirect effects model of reading, we examined the extent to which the relation is explained by domain-general cognitions or…

Prior research indicates that students enter school with high levels of reading motivation, but levels begin to decline as soon as second grade. However, most studies rely on predominately White samples. This exploratory study uses a large dataset to examine self-report reading motivation levels for students of varying racial/ethnic and immigrant…

In this article we address the historical and epistemological study of infinity as a mathematical concept, focusing on identifying difficulties, counter-intuitive ideas and paradoxes that constituted implicit, unconscious models faced by mathematicians at different times in history, representing obstacles in the rigorous formalization process of…

The current set of experiments was designed to explore the processing of spatial information during reading, specifically the "spatial-shift" effect and the "spatial-gradient" effect. Experiments 1 and 2 demonstrated that when participants were presented with text alone (i.e., without prior map memorization, virtual…

This study investigates how neural networks address the properties of children's linguistic knowledge, with a focus on the "Agent-First" strategy in comprehension of an active transitive construction in Korean. We develop various neural-network models and measure their classification performance on the test stimuli used in a behavioural…

In the fall semester of 2020, 269 Japanese university students were compared in a quasi-experimental study to determine whether extensive and intensive listening interventions yielded significant gains in L2 listening comprehension. At the beginning of the study, 269 students took a 100-item L2 listening exam, and were randomly placed into an…

There is a growing consensus that the ability to understand and process visual information should be part of the second language (L2) listening construct; however, the findings of studies exploring the use of visuals in L2 listening assessment contexts remain inconclusive. To better understand the underlying reasons for these inconclusive results,…

The Internet has transformed the way we read and the context in which we acquire knowledge. Online reading brings both unique opportunities and challenges. To utilize the full potential of this digital environment and to successfully participate in an online information society, digital reading skills are essential. But what makes online reading…

Background: Artificial intelligence (AI) made substantial progress with language recognition. Proficiency in spoken English reading is a prerequisite for fluency in written English. However, research on its use, especially for non-native speakers, is lacking despite increased usage. Objectives: This study aimed to enhance the oral reading fluency…

This study aimed to investigate the moderating effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia. The study included 116 Chinese children in third to sixth grades, with 60 children diagnosed with dyslexia and 56 matching typically developing…

This study applied the Mixed Rasch Model (MRM) to the listening comprehension section of the International English Language Testing System (IELTS) to detect latent class differential item functioning (DIF) by exploring multiple profiles of second/foreign language listeners. Item responses of 462 examinees to an IELTS listening test were subjected…

First graders with Developmental Language Disorder are considered at risk for exhibiting Specific Learning Disorder during school years. They also have deficiencies in their metacognitive skills, which leads to less effective learning processes. The current study examined, for the first time, the added value of various types of metacognitive…

Listening comprehension results are affected by various individual difference factors. This study aimed to examine the relationship between metacognitive awareness, listening anxiety, and EFL listening comprehension. To this end, data from the Metacognitive Awareness Listening Questionnaire (MALQ), Foreign Language Listening Anxiety Scale (FLLAS),…

This study classifies profiles of readers by combining good readers, poor comprehenders, dyslexia, and generally poor readers based on the Simple View of Reading (SVR) model that individual readers have different profiles of reading skills. A total of 501 ninth-grade Chinese middle school students participated in the study. They engaged in five…