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Showing 1 to 15 of 24 results Save | Export
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Amendum, Steven J.; Conradi, Kristin; Hiebert, Elfrieda – Educational Psychology Review, 2018
Prompted by the advent of new standards for increased text complexity in elementary classrooms in the USA, the current integrative review investigates the relationships between the level of text difficulty and elementary students' reading fluency and reading comprehension. After application of content and methodological criteria, a total of 26…
Descriptors: Elementary School Students, Difficulty Level, Reading Materials, Reading Fluency
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Sadoski, Mark – Educational Psychology Review, 2018
In this review, I advance the embodied cognition movement in cognitive psychology as both a challenge and an invitation for the study of reading comprehension. Embodied cognition challenges theories which assume that mental operations are based in a common, abstract, amodal code of propositions and schemata. Based on growing research in behavioral…
Descriptors: Reading Comprehension, Cognitive Psychology, Cognitive Processes, Sensory Experience
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Okkinga, Mariska; van Steensel, Roel; van Gelderen, Amos J. S.; van Schooten, Erik; Sleegers, Peter J. C.; Arends, Lidia R. – Educational Psychology Review, 2018
Research has demonstrated that in controlled experiments in which small groups are being tutored by researchers, reading-strategy instruction is highly effective in fostering reading comprehension (Palincsar & Brown, "Cognition and Instruction," 1(2), 117-175, 1984). It is unclear, however, whether reading-strategy interventions are…
Descriptors: Reading Strategies, Intervention, Reading Comprehension, Meta Analysis
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Brante, Eva Wennås; Strømsø, Helge I. – Educational Psychology Review, 2018
The process of using information about documents such as the author, genre, and date of publication while evaluating and interpreting those documents' content was labeled "sourcing" in a seminal paper by Wineburg ("Journal of Educational Psychology," "83," "73," 1991). Studies in various domains have adapted…
Descriptors: Reading Comprehension, Information Utilization, Publications, Reading Skills
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Barzilai, Sarit; Zohar, Asnat R.; Mor-Hagani, Shiri – Educational Psychology Review, 2018
The ability to meaningfully and critically integrate multiple texts is vital for twenty-first-century literacy. The aim of this systematic literature review is to synthesize empirical studies in order to examine the current state of knowledge on how intertextual integration can be promoted in educational settings. We examined the disciplines in…
Descriptors: Teaching Methods, Reading Comprehension, Reading Instruction, Measures (Individuals)
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Dore, Rebecca A.; Amendum, Steven J.; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy – Educational Psychology Review, 2018
Theory of mind is the understanding that other people have mental states that drive their actions and that those mental states can be different from one's own. Without understanding theory of mind and being able to take others' perspectives, it could be difficult for children to read and understand narrative texts. This paper posits that…
Descriptors: Theory of Mind, Reading Comprehension, Perspective Taking, Cognitive Processes
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Fiorella, Logan; Zhang, Qian – Educational Psychology Review, 2018
Learning by drawing can be an effective strategy for supporting science text comprehension. However, drawing can also be cognitively demanding and time consuming, and students may not create quality drawings without sufficient guidance. Furthermore, evidence for drawing is often based on comparisons to weak control conditions, such as students who…
Descriptors: Learning Strategies, Freehand Drawing, Science Education, Reading Comprehension
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Butterfuss, Reese; Kendeou, Panayiota – Educational Psychology Review, 2018
Our goal in this paper is to understand the extent to which, and under what conditions, executive functions (EFs) play a role in reading comprehension processes. We begin with a brief review of core components of EF (inhibition, shifting, and updating) and reading comprehension. We then discuss the status of EFs in process models of reading…
Descriptors: Executive Function, Reading Comprehension, Reading Processes, Inhibition
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Peng, Peng; Wang, Cuicui; Tao, Sha; Sun, Congying – Educational Psychology Review, 2017
The current meta-analysis synthesized findings from profiling research on Chinese children with reading difficulties (RD). We reviewed a total of 81 studies published between 1964 and May 2015, representing a total of 9735 Chinese children. There are 982 effect sizes for the comparison between children with RD and age-matched typically developing…
Descriptors: Foreign Countries, Asians, Children, Reading Difficulties
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Kendeou, Panayiota; Butterfuss, Reese; Van Boekel, Martin; O'Brien, Edward J. – Educational Psychology Review, 2017
Our goal in this theoretical contribution is to connect research on knowledge revision and relational reasoning. To achieve this goal, first, we review the "knowledge revision components framework" (KReC) that provides an account of knowledge revision processes, specifically as they unfold during reading of texts. Second, we review a…
Descriptors: Thinking Skills, Reading Comprehension, Guidelines, Futures (of Society)
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de Koning, Björn B.; Bos, Lisanne T.; Wassenburg, Stephanie I.; van der Schoot, Menno – Educational Psychology Review, 2017
This study investigated the effects of a mental simulation training targeted at improving children's reading comprehension. In a 4-week period, one group of third and fourth graders (n = 75) learned to draw upon their sensorimotor memories and experiences to mentally simulate text (experimental training group), whereas another group (n = 51)…
Descriptors: Elementary School Students, Reading Strategies, Reading Instruction, Instructional Effectiveness
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Wanzek, Jeanne; Vaughn, Sharon; Scammacca, Nancy; Gatlin, Brandy; Walker, Melodee A.; Capin, Philip – Educational Psychology Review, 2016
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn "School Psychology Review," "36", 541-561, 2007; Wanzek et al. "Review of Educational Research," "83", 163-195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies…
Descriptors: Meta Analysis, Reading Instruction, Response to Intervention, Reading Difficulties
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Hall, Colby S. – Educational Psychology Review, 2016
Skill in generating inferences predicts reading comprehension for students in the elementary and intermediate grades even after taking into account word reading, vocabulary knowledge, and cognitive ability (Cain et al., "Journal of Educational Psychology, 96," 671-81, 2004; Kendeou et al., "Journal of Research in Reading," 31,…
Descriptors: Inferences, Reading Instruction, Reading Difficulties, Reading Comprehension
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Vaughn, Sharon; Roberts, Greg; Swanson, Elizabeth A.; Wanzek, Jeanne; Fall, Anna-Mária; Stillman-Spisak, Stephanie J. – Educational Psychology Review, 2015
This study aimed to replicate findings that demonstrated impact on students' reading comprehension and social studies content learning. Using a randomized control trial, intervention, and outcome measures, this study was replicated in 85 8th-grade social studies classes with 19 teachers. Teachers were provided professional development on…
Descriptors: Middle School Students, Social Studies, Reading Comprehension, Grade 8
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Justice, Laura M.; Pratt, Amy; Logan, Jessica; Gray, Shelley – Educational Psychology Review, 2014
This quasi-experimental study was designed to test the impacts of a curriculum supplement, "Let's Know!", on the quantity and quality of language-focused comprehension instruction in pre-kindergarten to third grade classrooms. Sixty classrooms (12 per each of pre-K to grade 3) were enrolled in the study, with 40 teachers assigned to…
Descriptors: Reading Comprehension, Reading Instruction, Quasiexperimental Design, Experimental Curriculum
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