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Showing all 5 results
Direct linkGoetz, Ernest T.; Sadoski, Mark; Stricker, Andrew G.; White, Teresa S.; Wang, Zhongmiao – Reading Psychology, 2007
The effect of word concreteness and imagery on the production of written definitions was investigated using procedures designed to produce more generalizable results than previous investigations. A random sample of words was drawn from the Paivio, Yuille, and Madigan (1968) norms, and college undergraduates were presented with a randomly selected,…
Descriptors: Investigations, Definitions, Imagery, Undergraduate Students
Peer reviewedSteffensen, Margaret S.; Goetz, Ernest T.; Cheng, Xiaoguang – Reading Psychology, 1999
Investigates the nonverbal aspects of bilingual reading with 24 Chinese students who rated text segments for strength of imagery and emotional response. Provides insights into how the bilingual mind accomplishes the task of transforming images on a page into a message that allows the reader to enter and live in a created world. (NH)
Descriptors: Bilingualism, Decoding (Reading), English (Second Language), Higher Education
Peer reviewedGoetz, Ernest T.; Palmer, Douglas J. – Reading Psychology, 1991
Explores task, person, and strategy variables as determinants of strategy use in college students, drawing upon study strategy, metacognition, and attribution research literatures. Finds that the college students reported using more than eight strategies per student on the average. (MG)
Descriptors: Higher Education, Metacognition, Reading Processes, Reading Research
Peer reviewedGoetz, Ernest T.; And Others – Reading Psychology, 1991
Investigates the validity of imagery ratings and reports as measures of reader response to a story and the similarity of final regression models for recall and imagery reports. Finds imagery ratings of story paragraphs predict both imagery reports and recall of a second, independent group of readers, lending convergent construct validity to these…
Descriptors: Construct Validity, Higher Education, Imagery, Reader Response
Peer reviewedCalero-Breckheimer, Ayxa; Goetz, Ernest T. – Reading Psychology, 1993
Examines strategy use of biliterate third- and fourth-grade readers reading in Spanish and in English. Finds that students reported the same number and same type of strategies whether reading in Spanish or English; reading times and gist recall on the retellings did not differ for the two languages; and strategy use was related to comprehension.…
Descriptors: Bilingual Students, Elementary Education, Reading Comprehension, Reading Processes
