An important component of reading comprehension is the reader's capacity to make inferences that can maintain the coherence between propositions within the text. However, the cognitive and linguistic skills that underlie online inference making remain elusive. The authors aimed to clarify the effects of vocabulary and text comprehension on…

The authors examined how information relevance affects readers' understanding of conflicting information in multiple documents and how relevance affects the processing of conflicting information on a moment-by-moment level. Sixty-four undergraduate students read a set of documents about a medical topic containing three intertextual conflicts…

The South African Curriculum and Assessment Policy Statement (CAPS) technology Grades R-9 includes indigenous technology under its third aim, to appreciate the interaction between people's values, technology, society, and the environment, and the sub-aim emphasises that students learn how indigenous cultures use specific materials and processes to…

The study aims at unraveling the conceptual metaphor underlying the English verb of visual perception "see" in fiction writing. It has two research questions: 1) What are the conceptual metaphors underlying the linguistic expressions of the English verb of visual perception "see" in fiction writing and 2) What are the…

The purpose of this study was to examine "pre-service science teachers'" (PSTs) development of multiple levels of representation and written arguments using an immersive approach to argument, the "science writing heuristic," in general chemistry laboratory I and II courses. Fifty PSTs participated the study, 20 experiments were…

Obtaining quick and reliable evidence regarding the proficiency of learners is a perennial issue in second language (L2) learning research. In this study, we examined naturalistic utterance recall as a measure of L2 learning proficiency that can be easily extracted from videos and automatically scored using the video's captions. In our recall…

This study examined teachers' spontaneous low-level comprehension questions in script-supported informational read alouds, with a secondary analysis on the relationship between low- and high-level comprehension questions. Participants came from a predetermined subsample of 34 teachers and 824 third-grade students. Results revealed notable…

As students are processing information from digital media and educational materials, they are increasingly being interrupted by competing media and their surroundings. This trend of increased interruptions suggests the continuous increase of instances of fragmented reading in learning settings for the younger generation of students. This study…

The present work reviews the current knowledge of the development of reading prosody, or reading aloud with expression, in young children. Prosody comprises the variables of timing, phrasing, emphasis and intonation that speakers use to convey meaning. We detail the subjective rating scales proposed as a means of assessing performance in young…

Purpose: We examined whether there were differences among speech-language profile groups of children with cerebral palsy (CP) in age of crossing 25%, 50%, and 75% intelligibility thresholds; age of greatest intelligibility growth; rate of intelligibility growth; maximum attained intelligibility at 8 years; and how well intelligibility at 36 months…

Recently, many have released calls for the need to help students evaluate online information. Additionally, many have offered strategies, lists, and other heuristics for helping students evaluate. However, educators lack a method for organizing these various practices into a systematic framework that captures the complex (occurring within online…

To learn challenging content, middle school students are expected to read and comprehend complex text. This poses challenges for content-area teachers whose classes typically include students with reading difficulties and disabilities who have a variety of literacy needs. Some students struggle to decode text while many students struggle with…

In this digital ITEMS module, Dr. Jacqueline Leighton and Dr. Blair Lehman review differences between think-aloud interviews to measure problem-solving processes and cognitive labs to measure comprehension processes. Learners are introduced to historical, theoretical, and procedural differences between these methods and how to use and analyze…

The ability to make inferences is essential for effective language comprehension. While inferencing training benefits reading comprehension in school-aged children (see Elleman, 2017, for a review), we do not yet know whether it is beneficial to support the development of these skills prior to school entry. In a pre-registered randomised…

Fluency is the ability to read words, phrases, sentences, and stories accurately, with enough speed, and expression. It is important to remember that fluency is not an end in itself but a critical gateway to comprehension.