The problem that this action research study addressed was the ineffective facilitation strategies used in professional development for teachers. The purpose of the study was to determine whether reflective practices impact teachers' instructional decisions. The study used Cognitive Coaching, a reflective coaching model, as its intervention. To…

In this article, we examine the cognitive processes that are involved when readers comprehend conflicting information in multiple texts. Starting from the notion of routine validation during comprehension, we argue that readers' prior beliefs may lead to a biased processing of conflicting information and a one-sided mental model of controversial…

Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the discrepancy-induced source comprehension (D-ISC) model are presented, which describes the moment-by-moment cognitive processes that…

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…

We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading:…

In this article, we describe a model for reading engagement that emerged from interviews with high school students who participated in a yearlong supplemental intervention course. The course focused on motivation, strategies, content learning, and communication within the context of themed instruction. We sought to ascertain instructional factors,…

Reading academic hypertext documents in college brings a new level of complexity that changes the definition of college reading and literacy. Knowing how to read these unpredictable, nonlinear texts requires familiarity and practice. The author describes the nature and usefulness of hypertext, reviews the challenges of reading hypertext, and…

A summary of the major concerns involved in modeling the process of reading attempts to integrate both the cognitive, psychological aspects of the process and some salient aspects of learning to read in a second language. A model of reading as a cognitive activity is outlined. (four references) (CNP)

The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John…

An inductive concept-identification model of expository text processing, consonant with current theories of macrostructure development, is proposed as part of a reading comprehension instruction model. An evaluation study with fourth and sixth graders is described. Results are interpreted as supporting the model. (Author/BS)

Even though reading is a complex process, cognitive psychologists generally agree that reading is an active thinking process. Four aspects of the interactive view of reading can help define this process: (1) readers use both what they know and information from the text to construct meaning; (2) readers elaborate what and how they read; (3) readers…

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…

Research on text organization has demonstrated that reading is responsive to the number and complexity of idea units or propositions in a text, and that the capacity of children to recall information is responsive to the relative importance of the idea units. A study was undertaken to examine an extension of these propositions: namely, that…

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Teaching reading comprehension as a process rather than a product demands new instructional techniques. As the psycholinguistic model of reading suggests, readers use prior knowledge and linguistic competence to confirm, reject, or revise predictions on the text's meaning. Methods increasing readers' consciousness of their role in the…