Examines pre- and post-course surveys of responses to course objectives in seven literacy education categories for 166 undergraduate reading education preservice teachers enrolled in a reading methods/reading practicum block. Finds a direct relationship between pre-course motivation and end-of-course motivation for continued learning for six of…

Investigates how early lexical processing (word recognition) could influence reading. Finds that less-proficient readers could not finish the task of word recognition within time limits and their accuracy rates were quite low, whereas the proficient readers processed the physical words immediately and translated them into meanings quickly in order…

Investigates the mentoring relationship the author established with students, and determines how her experiences and the mentoring she received from her professors influenced her mentoring practices with her own graduate students. Confirms the dynamic nature of the mentoring process, and notes how her mentors influenced her practices but also…

Uses mixed-case words as a prime in the priming task in order to investigate the locus of an orthographic spelling check, based on the assumption of the phonological recoding hypothesis. Indicates that the orthographic spelling check distinguished the normal-case and the mixed-case in a later stage of word recognition, not in an early stage. (SG)

Presents new norms on the Nelson-Denny Reading Test for healthcare-professional students. Notes that it is generally accepted that professional and graduate schools require students with good reading ability because of the quantity of material to be read. Presents standard scores, percentile ranks, and stanine scores as revised norms based on test…

Examines attitudes and concerns related to the use of alternative assessments in literacy education courses. Notes that the results were significant for Self-Evaluation and Peer Evaluation and the results for Instructor Modeling did not reach significance but were generally positive in support of modeling alternative assessment in education…

Reports two experiments that address effects of differential pre-reading instructions. Suggests that instruction that monitors procedural representations helps readers with foreign language (FL) proficiency to construct situational representations, but is of little help to solve an inference problem. Finds that individuals generate different…

Records the eye movements of college age readers while they read aloud and then analyzes to see if there is a causal relationship between "careless" eye movements and oral reading omissions and substitutions. Finds that contrary to conventional wisdom, most omitted and substituted words are visually examined, and examined thoroughly, prior to…

Finds that: sentence reading times were facilitated during rereading to the extent that the information had been encoded from the initial reading; participants incorporated new information into their text representations; rereading improved the memory for causally important information; and the correlation between recall and importance was greater…

Examines students' ability to judge comprehension of text material (before actually taking a test) as well as ability to judge comprehension performance on text material (after taking a test). Finds that although students' self-assessment ability was not related to their actual calibration skills, self-image presentation was related to students'…

Examines college students' attributions to failure in an introductory biology course. Determines how males and females viewed the attributions of ability, effort, and learning strategy use. Concludes that collectively, results indicate differences in patterns of responses between future goal and emotional items. Notes the importance for…

Examines the reading habits and patterns of White and Asian American adults. Hypothesizes that when grouped by demographic variables, participants' responses about their reading habits and patterns would not differ. Concludes that gender, race, and education were predictors for participants' reading habits; education and race were predictors for…

Focuses on the role that students' conceptual models of lecture learning might play in facilitating or hindering efforts to improve their notetaking practices. Considers the importance of assessing conceptual models as well as specific behavioral practices in the diagnosis of lecture-learning difficulties and the evaluation of training…

The present study examined the unique contributions of readers' goal and text structure on comprehension. In Experiment 1, participants read procedural and descriptive passages to perform the procedures, summarize the passages, or to answer questions. The perform goal showed highest comprehension, with no difference due to text type. In Experiment…

Students are often asked to integrate information derived from reading multiple documents into a consistent story or model. Based on models of comprehending individual text, we predict that the structure and accessibility of earlier texts should influence one's ability to integrate a new text with previously learned material. In two experiments,…