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Daley, Nola; Rawson, Katherine A. – Educational Psychology Review, 2021
Textbooks currently include many elaborations that describe, illustrate, and explain main ideas, increasing the length of these textbook chapters. The current study investigated if the cost in additional reading time that these elaborations impose is outweighed by benefits to memory for main ideas. Given that elaborations in textbooks sometimes…
Descriptors: Textbook Content, Textbooks, Attention, Memory
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McCrudden, Matthew T. – Applied Cognitive Psychology, 2019
Seductive details in text are interesting but unimportant text segments. Although seductive details can make expository text more interesting, they do not necessarily promote learning of main ideas. This study investigated whether task relevance instructions that targeted main ideas would promote memory for main ideas when students read a text…
Descriptors: Task Analysis, Relevance (Education), Teaching Methods, Expository Writing
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Smith, Cheryl Hogue – Teaching English in the Two-Year College, 2011
Intertextuality is a vital component of college reading and writing. In order to write a paper that requires the synthesizing of readings, students must recognize the intertextual connections among all their sources. Instruction that fosters intertextual awareness in basic writers can help them overcome their tendency to compartmentalize what they…
Descriptors: College Students, Writing (Composition), Teaching Methods, Writing Instruction
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Tzeng, Jeng-Yi – Journal of Research in Reading, 2010
From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that…
Descriptors: Concept Mapping, Reading Materials, Maps, Memory
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Meier, Daniel R. – Journal of Early Childhood Teacher Education, 2008
In this essay, the author describes his curricular journey in creating a course on narrative inquiry and memoir for experienced early childhood educators. The author recounts the steps he took in selecting reading texts and activities for the course, and emphasizes the value of using poetry as a form of narrative for helping early childhood…
Descriptors: Poetry, Early Childhood Education, Teaching Experience, Preschool Teachers
Redfield, D. L.; And Others – 1981
A study examined the efficacy of using various types of worksheets (representative of those typically used in instruction) that had been specifically designed to elicit differing achievement effects and to promote cognitive processing at the semantic level. Fifth grade students from five classrooms were divided into groups of high, middle, and low…
Descriptors: Classroom Techniques, Cognitive Ability, Cognitive Processes, Grade 5
Meyer, Bonnie J. F.; Rice, G. Elizabeth – 1983
Discourse can be organized in many different ways, two of these being comparison and a collection of descriptions. These two discourse types correspond to schemata that vary in their organizational components, and these differences can be expected to produce differences in the processing of text. For example, research has shown that for young…
Descriptors: Age Differences, Cognitive Style, Comparative Analysis, Descriptive Writing
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. – 1984
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 35 titles deal with a variety of topics, including the following: (1) the relation of specific perceptual, cognitive, and training variables to reading skills acquisition of kindergarten students; (2) the implications of interest…
Descriptors: Adults, Annotated Bibliographies, Cognitive Processes, Content Area Reading
Nelson, Robert L. – 1983
Students in college developmental reading classes were given a questionnaire about the experiences they had had in reading during their elementary and high school years. They were asked questions about (1) the materials they used in former reading classes, (2) books or stories they had found particulary memorable, (3) the effectiveness of…
Descriptors: College Students, Elementary Secondary Education, Memory, Reading Attitudes
Paris, Scott G.; Upton, Laurence R. – 1974
The role of inference in children's comprehension and memory is the subject of this research report. An underlying proposition is that in order for a child to effectively understand and remember linguistic or nonlinguistic information, he must actively embellish the given stimulus material with his own implicit knowledge. In the experiment…
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Processes, Comprehension
Carver, Ronald P. – J Appl Psychol, 1970
Descriptors: Capitalization (Alphabetic), College Students, Horizontal Organization, Memory
Hesse, Karl D.; Smith, Richard J. – 1974
The purpose of this study was to evaluate the effect of adjunct aids in the form of questions on ninth graders' comprehension of 3,500-word passages. Specifically, the study focused on the effect on literal comprehension of content and process stimulus questions written at the cognitive levels of memory and evaluation when positioned before and…
Descriptors: Grade 9, Memory, Questioning Techniques, Reading
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Baty, Charles W.; McConnel, J. K. – Educational Research, 1976
Shows how the spatial elements in reading matter contribute to its meaning. The importance of breaking up any complicated passage into fragments which are easy to understand is emphasized. (Author/RK)
Descriptors: Educational Research, Glossaries, Memory, Neurological Organization
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Aulls, Mark W. – Journal of Reading Behavior, 1975
Descriptors: Expository Writing, Memory, Reading Comprehension, Reading Materials
Smith, Frank – Elementary English, 1975
Prediction is essential for reading for the following four reasons: words have too many meanings, spellings are confusing, visual information processing of brain, and the capacity of short term memory are limited. (JH)
Descriptors: Language, Memory, Prediction, Psycholinguistics
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