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Direct linkMcCarthy, Kathryn S.; Guerrero, Tricia A.; Kent, Kevin M.; Allen, Laura K.; McNamara, Danielle S.; Chao, Szu-Fu; Steinberg, Jonathan; O'Reilly, Tenaha; Sabatini, John – Discourse Processes: A Multidisciplinary Journal, 2018
Background knowledge is a strong predictor of reading comprehension, yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students' ability to comprehend and learn from science texts. High school students (n = 3,650)…
Descriptors: Knowledge Level, Reading Comprehension, High School Students, Pretests Posttests
Download full textMcCarthy, Kathryn S.; Guerrero, Tricia A.; Kent, Kevin M.; Allen, Laura K.; McNamara, Danielle S.; Chao, Szu-Fu; Steinberg, Jonathan; O'Reilly, Tenaha; Sabatini, John – Grantee Submission, 2018
Background knowledge is a strong predictor of reading comprehension; yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students' ability to comprehend and learn from science texts. High school students (n = 3650)…
Descriptors: Knowledge Level, Reading Comprehension, High School Students, Pretests Posttests
McCrudden, Matthew T.; Huynh, Linh; Lyu, Bailing; Kulikowich, Jonna M. – Discourse Processes: A Multidisciplinary Journal, 2021
The purpose of this study was to investigate bridging inferences and learning when students with low topic knowledge read multiple complementary biology texts. Using a think-aloud protocol, we assessed students' (n = 74) cognitive processes while they read one text about principles of natural selection and three texts about examples of natural…
Descriptors: Inferences, Knowledge Level, Prior Learning, Biology
Abdullah, Muhaimin – Advances in Language and Literary Studies, 2018
The main objective of this research is to find out whether rate-buildup reading, skimming, and scanning strategies applied in hybrid learning method help students boost their reading speed and comprehension. This research employed quasi-experimental design. 15 students were involved into experimental group and 15 were enrolled into control group.…
Descriptors: Reading Rate, Reading Comprehension, Blended Learning, Reading Strategies
Holden, Gary; Barker, Kathleen; Kuppens, Sofie; Rosenberg, Gary – Research on Social Work Practice, 2017
Purpose: The need for psychometrically sound measurement approaches to social work educational outcomes assessment is increasing. Method: The research reported here describes an original and two replication studies of a new scale (N = 550) designed to assess an individual's self-efficacy regarding social work competencies specified by the Council…
Descriptors: Self Efficacy, Social Work, Competence, Outcomes of Education
Meguro, Yoichi – Language Teaching Research, 2019
The present study investigates whether textual enhancement had any effects on grammar learning (tag questions) and reading comprehension, and whether the types of tag question contributed to the benefits of textual enhancement. The study employed a pretest--posttest design with three treatment sessions. The target forms were English tag questions,…
Descriptors: Grammar, Reading Comprehension, Reading Tests, Multiple Choice Tests
Rosyida, Fathia; Ghufron, M. Ali – International Journal of Instruction, 2018
Reading skill plays a pivotal role in the process of acquiring information. An appropriate teaching technique should be implemented in order to improve the students' reading skill. This research aimed at revealing whether or not: (1) Herringbone technique (HT) is more effective than Tri Focus Steve Snyder technique (TFSST) to teach reading…
Descriptors: Reading Comprehension, Reading Habits, Teaching Methods, Reading Skills
