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Goikoetxea, Edurne; Van Bon, Wim; Fraga, Gorka; Martínez, Naroa – Electronic Journal of Research in Educational Psychology, 2019
Introduction: Teachers and researchers often need to evaluate word decoding skill in groupwise and in a short time. The LEO-1-min test is created to measure word reading through a lexical decision procedure where the examinee identifies pseudowords in a list of frequent words. Objetive: To examine the reliability and validity of LEO-1-min, a…
Descriptors: Reading Tests, Psychometrics, Silent Reading, Decoding (Reading)
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Košak-Babuder, Milena; Kormos, Judit; Ratajczak, Michael; Pižorn, Karmen – Language Testing, 2019
One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read. In our study, we investigated the effect of read-aloud assistance on young English learners' language comprehension scores. We also examined whether students with dyslexia identification benefit from this assistance differently…
Descriptors: Dyslexia, Identification, Scores, English (Second Language)
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Stites, Mallory C.; Federmeier, Kara D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
We used eye tracking to investigate the downstream processing consequences of encountering noun/verb (NV) homographs (i.e., park) in semantically neutral but syntactically constraining contexts. Target words were followed by a prepositional phrase containing a noun that was plausible for only 1 meaning of the homograph. Replicating previous work,…
Descriptors: Reading Comprehension, Nouns, Verbs, Ambiguity (Semantics)
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Choi, Sungmook – Language Teaching Research, 2017
Research to date suggests that textual enhancement may positively affect the learning of multiword combinations known as collocations, but may impair recall of unenhanced text. However, the attentional mechanisms underlying such effects remain unclear. In this study, 38 undergraduate students were divided into two groups: one read a text…
Descriptors: Language Processing, English (Second Language), Second Language Learning, Second Language Instruction
Allen, Laura K.; Snow, Erica L.; McNamara, Danielle S. – Grantee Submission, 2016
A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the literature on writing. Previous research suggests that higher quality…
Descriptors: Role, Writing (Composition), Natural Language Processing, Hypothesis Testing
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Allen, Laura K.; Snow, Erica L.; McNamara, Danielle S. – Journal of Educational Psychology, 2016
A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the literature on writing. Previous research suggests that higher quality…
Descriptors: Role, Writing (Composition), Natural Language Processing, Hypothesis Testing