ERIC Number: EJ1120016
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Enhancing Memory Access for Less Skilled Readers
Smith, Emily R.; O'Brien, Edward J.
Scientific Studies of Reading, v20 n6 p421-435 2016
Less skilled readers' comprehension often suffers because they have an impoverished representation of text in long-term memory; this, in turn, increases the difficulty of gaining access to backgrounded information necessary for maintaining coherence. The results of four experiments demonstrated that providing less skilled readers with additional explicit interconnections enhanced their text representations in memory and increased their ability to maintain coherence. Experiments 1a and 1b confirmed the finding that less skilled readers were not disrupted by global inconsistencies. Experiments 2a and 2b showed that text manipulations designed to enhance the accessibility of global information led to less skilled readers being disrupted by global inconsistencies.
Descriptors: Reading Skills, Reading Comprehension, Long Term Memory, Undergraduate Students, Sentences, Reading Tests, Cues, Access to Information, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
Grant or Contract Numbers: N/A