The increasing number of Emergent Bilingual students (EBs) in US schools has created the need for teacher preparation programs that foster a deeper understanding of findings from cognitive science that inform best instructional practices. Although much has been said about EBs as needing to "bridge the gap" on their reading achievement in…

Eliminating the reading achievement gap is essential for long-term school success. In "Who Says I Can't?," the authors explain how to close the third-grade reading gap for marginalized students. They supply educators with research, strategies, structure, and support necessary to revise current practices so that all children, regardless…

The effects of psycholinguistic variables are critical to the evaluation of theories about the cognitive reading system. However, reading research has tended to focus on the impact of key variables on average performance. We report the first investigation examining variation in psycholinguistic effects across the life span, from childhood into old…

The purpose of this paper is to construct a comprehensive review of the research literature in the reading of western staff notation. Studies in music perception, music cognition, music education and music neurology are cited. The aim is to establish current knowledge in music-reading acquisition and what is needed for further progress in this…

From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that…

Discusses how research in the developmental cognitive neurosciences can contribute to an understanding of the complex relations between various aspects of naming and reading processes. Reviews findings from both neuropsychological and reading research on letter-naming and general naming speed, and analyzes the methodological differences between…

Reviews and synthesizes the major findings on reversal errors made by young readers. (FL)

A study examined how specific developmental levels of cognitive ability affect the relationship between beliefs and performance; how cognitive development levels affect reading and writing performance; and how developmental level affects the interactions between the reading and writing domains. Subjects, 150 undergraduates between the ages of 18…

This paper reviews recent theoretical developments and empirical findings in the area of the development of word knowledge in children. Advances in both linguistic and cognitive theory are described and synthesized, and children's word knowledge at various stages of development is outlined. The point is made that asking meaningful questions about…

Since E.L. Thorndike's landmark 1917 study of the complexity of reading comprehension, inferential research has generally focused on either inference as a developmental process or the nature of inferences made during reading. In his 1930 study, R. W. Tyler established that inference could be objectively measured. S. G. Paris conducted several…

A study was undertaken to measure the effect on reading comprehension of forcing attention to different levels of analysis. The assumption was that since texts can be analyzed at a variety of levels, comprehension requires a basic strategic coordination of processing activities. Forty second grade, fifth grade, and college students read and…

Three experiments using the same overall design were conducted to address problems associated with repeated measurement designs employed to assess retention of information in complex pictures and to assess the developmental course of schemata-guided retention efforts. Forty-eight subjects, ages 6, 10, and 20 years, were shown scenes whose forms…