This study used wrap-up effects on eye movements to assess the relationship between online reading behavior and comprehension. Participants, assessed on measures of reading, vocabulary, and spelling, read short passages that manipulated whether a syntactic boundary was "unmarked" by punctuation, "weakly marked" by a comma, or…

Research on multiple source use concerns how readers handle a number of different, often conflicting or discrepant, information sources to construct a mental representation of content. Students are increasingly being exposed to such complex reading situations, both in and outside of school. The digital world demands multiple source use, and…

This study sought to uncover the reading strategies utilized by Iranian undergraduate English Foreign Language (EFL) learners and their relationship with personality types. To this end, 194 university EFL learners were asked to fill out the Myers-Briggs Type Indicator (MBTI) to identify their personality types and answer a reading strategy…

Studies by the National Assessment of Educational Progress (NAEP, 2009) indicate that the inability to comprehend text is one of the primary reasons students perform poorly in school Reading difficulties often persist into adulthood with 23% of U.S. adults only meeting basic reading proficiency levels (NCES, 2004). To address this problem, it is…

This study assesses reading processes and/or strategies needed to deploy deep processing that could push learners towards syntactic-based constructions in L2 classrooms. Research has found L2 acquisition to present varying degrees of success and/or fossilization (Bley-Vroman 1989, Birdsong 1992 and Sharwood Smith 1994). For example, learners have…

Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor…

Data were reanalyzed from a previously reported study of the passage dependence of reading comprehension questions being developed for the revised SAT. The objective was to uncover any gender differences in approaches to and performance on a task requiring examinees to answer reading comprehension questions without reading the passages on which…