NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 17 results Save | Export
Peer reviewed Peer reviewed
Anderson, Terrence N.; Glover, John A. – Journal of Reading Behavior, 1981
Reviews the problems posed by atheoretical approaches to research and the benefits of employing theory in conducting research in active response modes. (HOD)
Descriptors: Cognitive Processes, Educational Theories, Reading Comprehension, Reading Habits
Peer reviewed Peer reviewed
Brescia, Shelagh M.; Brawn, Carl – Journal of Reading Behavior, 1977
First grade children were the subjects for this investigation which focused on the role of meaning in the learning of sight vocabulary. (HOD)
Descriptors: Associative Learning, Beginning Reading, Grade 1, Primary Education
Peer reviewed Peer reviewed
Christie, Daniel J.; Schumacher, Gary M. – Journal of Reading Behavior, 1976
Descriptors: Advance Organizers, Educational Research, Elementary Education, Listening Comprehension
Peer reviewed Peer reviewed
Sherman, Jay L. – Journal of Reading Behavior, 1976
Study of effects of contextual information on prose reading comprehension showed that contextual information aids comprehension and retention of prose material, with the degree of recall dependent upon the type of information.
Descriptors: Context Clues, Higher Education, Prose, Reading Comprehension
Peer reviewed Peer reviewed
And Others; Schumacher, Gary M. – Journal of Reading Behavior, 1975
Contrary to expectation, subjects given a passage with neither paragraph cues nor an advance organizer recalled better than subjects given paragraph cues but no advance organizer. (RB)
Descriptors: Advance Organizers, Higher Education, Prose, Reading Instruction
Peer reviewed Peer reviewed
Leslie, Ron – Journal of Reading Behavior, 1980
In two experiments, a short-term recognition memory task that varied the number of letters distinguishing target and comparison stimuli was used to assess the ability of prereaders and beginning readers to utilize graphic information in a three-letter graphic pattern. (HOD)
Descriptors: Beginning Reading, Grade 1, Kindergarten, Language Patterns
Peer reviewed Peer reviewed
Britton, Bruce K. – Journal of Reading Behavior, 1980
Reports on two experiments concerned with the use of the limited capacity cognitive processing system in a later stage of reading: the processes associated with processing information and knowledge from text for retention. (HOD)
Descriptors: Cognitive Processes, College Students, Higher Education, Information Processing
Peer reviewed Peer reviewed
Dee-Lucas, Diana – Journal of Reading Behavior, 1979
Reports on a study that demonstrated that college students are flexible in their reading and readily adjust their reading rates in accordance with the payoffs of a task. In particular, propositions expressing case relations were more likely to be retained than those expressing descriptive information. (HOD)
Descriptors: College Students, Higher Education, Reading Rate, Reading Research
Peer reviewed Peer reviewed
Cunningham, Donald J.; And Others – Journal of Reading Behavior, 1974
Confirms the hypothesis that meaningful verbal instruction will be most efficient when it proceeds from the general to the specific, from the superordinate to the subordinate. (RB)
Descriptors: Cognitive Development, Educational Research, Elementary Education, Elementary School Students
Peer reviewed Peer reviewed
Stein, Bonnie L.; Kirby, John R. – Journal of Reading Behavior, 1992
Investigates the effects of text absent and text present conditions during summary writing. Suggests that text absent summarization may be beneficial but only for subjects who are competent summary writers or able readers. (SR)
Descriptors: Grade 6, Intermediate Grades, Reading Ability, Reading Comprehension
Peer reviewed Peer reviewed
Ramsel, Dee; Grabe, Mark – Journal of Reading Behavior, 1983
Concludes that an age change in the differential retention of relevant and irrelevant information, when questions are known beforehand, is not necessarily contingent upon a similar age change in attention allocation, as measured by the recorded viewing time. (FL)
Descriptors: Age Differences, Attention, Cognitive Processes, Comparative Analysis
Peer reviewed Peer reviewed
Wilhite, Stephen C. – Journal of Reading Behavior, 1988
Examines the effect of headings on memory as a function of readers' preexisting knowledge of passage topic. Employs a multiple-choice retention test. Finds that headings facilitate recognition memory by activating schemas and that such organizational effects of headings benefit main-idea information more than detail information. (RS)
Descriptors: Higher Education, Multiple Choice Tests, Prior Learning, Reading Research
Peer reviewed Peer reviewed
Barnett, Jerrold E.; Seefeldt, Richard W. – Journal of Reading Behavior, 1989
Investigates the effect of repeated readings on college students' recall. Finds that reading a text twice increased factual retention, but that good readers benefit quantitatively and qualitatively from repetition while poor readers only benefit quantitatively from the opportunity to reread. (RS)
Descriptors: College Students, Higher Education, Reading Processes, Reading Research
Peer reviewed Peer reviewed
Amlund, Jeanne T.; And Others – Journal of Reading Behavior, 1985
Reports two experiments evaluating the effect of map feature content on text recall by subjects of varying reading skill levels. Finds that both experiments support the conjoint retention hypothesis, in which dual-coding of spatial and verbal information and their interaction in memory enhance recall. (MM)
Descriptors: Cognitive Mapping, Elementary Education, Listening Comprehension, Maps
Peer reviewed Peer reviewed
Roller, Cathy M. – Journal of Reading Behavior, 1985
Examines the issue of what makes information important by examining the influences of three factors--category membership, normative relative importance, and goal-relatedness. Finds that all three factors influenced the perceived importance of information to some extent; however, normative relative importance influenced writing tasks more strongly…
Descriptors: Higher Education, Reading Processes, Reading Research, Retention (Psychology)
Previous Page | Next Page ยป
Pages: 1  |  2