Reading comprehension skill and detection errors on the letter t

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Effects of time of day and information importance on adults' memory for a short story

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Interpreting elliptical verb phrases

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Issues of causality in children's reading comprehension

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Children's difficulties in text comprehension: Assessing causal issues

In this article we consider the difficulties of children who have a specific reading comprehension problem. Our earlier work has shown that good and poor comprehenders differ, in particular, in their ability to make inferences, integrate information in text, understand story structure, and monitor their understanding. We outline some studies that illustrate the poor comprehenders' problems and present two studies that use a comprehension-age match design to explore the direction of causality between comprehension skill and other abilities. We also present data from the first and second stages of a longitudinal study, when the children were 7 to 8 and 8 to 9 years old. Multiple regression analyses show that a number of factors predict significant variance in comprehension skill even after general ability factors such as IQ and vocabulary have been taken into account. These findings suggest that, not only can children have comprehension problems in the absence of word recognition problems, but that distinctly different skills predict variance in word recognition and variance in comprehension. The data support the view that single-word reading skills and the ability to build integrated text representations make independent contributions to overall reading ability. We discuss the implications of these findings for our understanding of children's problems in text comprehension, for deaf readers, and for remediation

Discourse Representation and Text Processing

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Mental models in cognitive science: Essays in honour of Phil Johnson-Laird

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Performance-related feedback as a strategy to overcome spontaneous occupational stereotypes

This article investigates the use of performance-related feedback as a strategy for overcoming spontaneous occupational stereotyping when certain social role nouns and professional terms are read. Across two studies participants were presented with two terms; a role noun (e.g., surgeon) and a kinship term (e.g., mother) and asked to quickly decide whether both terms could refer to the same person. The feedback training involved telling participants whether their responses were correct or incorrect and providing them with their cumulative percentage correct score. In the absence of feedback, responding to stereotype incongruent pairings was typically slower and less accurate than in stereotype congruent and neutral conditions. However, the results demonstrated that performance significantly improved to stimuli on which participants received the feedback training (Experiment 1), and to a novel set of stimuli (Experiment 2). In addition, the effects were still evident one week later (Experiment 2). It is concluded that performance-related feedback is a valuable strategy for overcoming spontaneous activation of occupational stereotypes and can result in lower levels of stereotype use.</p

The representation of characters' emotional responses: Do readers infer specific emotions?

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Reading comprehension: from research to practice

Reading comprehension is crucial for all school subjects and is essential for lifelong learning. As a result, it is difficult to overestimate the importance of reading comprehension in many domains of life. This article builds on many of the conclusions of the National Reading Panel (NRP) in the U.S. (NICHD, 2000), in particular the recommendations from the reviews of Vocabulary Instruction and Text Comprehension Instruction. Here, we aim to bring the reader up to date on research findings related to reading comprehension in particular. Given space limitations, this is just a brief overview, which we hope will build a foundation of professional knowledge and stimulate further reading on this topic