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Mine Yildiz; Meryem Özdemir Cihan; Engin Kursun – Reading Psychology, 2024
This study investigated demographic profiles, reading characteristics and processes of good and poor young adult readers. Data were collected from 149 undergraduate students studying at a state university in Türkiye through a questionnaire set and eye-tracking experiments. Groups of this study - good and poor readers - were defined according to…
Descriptors: Young Adults, Reading, Foreign Countries, Reading Attitudes
Londra, Franco; Saux, Gastón – Reading Psychology, 2023
The organization of sources into layers may have an impact on the way readers evaluate conflicting documents online. Two experiments (n = 131) examined whether undergraduates use metadata from the document to evaluate the contents and embedded sources included in that document. Participants read two texts about treatments for a rare disease put…
Descriptors: Information Sources, Credibility, Information Literacy, Use Studies
Bagri, Gurjog; Dickinson, Laura – Reading Psychology, 2023
Metacognitive reading strategies represent a goal-driven system that plays a role in critical thinking verbal tasks in students. Research reveals that greater attentional focus and use of executive functions is associated with lower trait anxiety, and better verbal reasoning. However, high verbal reasoning is also positively associated with trait…
Descriptors: Metacognition, Reading Strategies, Anxiety, Critical Thinking
John, Divya; Devi, G. Sandhiya – Reading Psychology, 2023
Engineering undergraduates face difficulties in comprehending discipline-specific study materials because the reading skill has been neglected at the school-level, and the students themselves have not been motivated adequately to read. This paper hypothesizes that instruction-sessions on reading strategies enable tertiary-level learners to…
Descriptors: Reading Strategies, Engineering Education, Teaching Methods, Undergraduate Students
Margolin, Sara J.; Brackins, Timothy – Reading Psychology, 2021
Previous research has demonstrated that negated text (i.e., text that contains words such as "no," "not," or "never") presents considerable challenges to accurate reading comprehension. Furthermore, while metacomprehension judgements have indicated an awareness of this challenge on the readers' part, this insight has…
Descriptors: Reader Text Relationship, Reading Comprehension, Reading Materials, Psychological Patterns
Alkhateeb, Haitham M.; Abushihab, Eiman F.; Alkhateeb, Rasha H.; Alkhateeb, Bataul H. – Reading Psychology, 2021
This study assessed the metacognitive awareness of reading strategies of undergraduate university students in US and Qatar in reading academic materials. To achieve this, the participants were administered the Metacognitive Awareness of Reading Strategies Inventory (MARSI). The inventory consists of three groups of reading strategies, namely…
Descriptors: Reading Strategies, Undergraduate Students, Cross Cultural Studies, Metacognition
Ghahari, Shima; Basanjideh, Mahin – Reading Psychology, 2017
With the advent of learner-centered approaches to language learning and life skills education paradigm in psychology, language classrooms are conceived a fitting educational setting for life skills intervention. This study investigated reading strategies awareness, as a legacy of humanistic psychology and learner-centered movement, of language…
Descriptors: Psycholinguistics, Reading Comprehension, Reading Strategies, Reading Tests
Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M. – Reading Psychology, 2015
In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and…
Descriptors: Knowledge Level, Metacognition, Reading Comprehension, Evaluation Methods
Pascual, Gema; Goikoetxea, Edurne – Reading Psychology, 2014
Our aim is to evaluate reading comprehension strategies based on empirical evidence and applicable to undergraduate students. Our hypotheses were that domain-knowledge or summary would have more influence on local, global, and inferential questions than rereading-question-answering instruction. Results of Experiment 1 were mixed in terms of…
Descriptors: Reading Comprehension, Reading Strategies, Undergraduate Students, Reading Instruction
Ghavamnia, Maedeh; Ketabi, Saeed; Tavakoli, Mansoor – Reading Psychology, 2013
This study investigated the differences in the type and frequency of strategy use by four proficient and four less-proficient readers. Thirty female senior undergraduates majoring in TEFL at a university in Iran were given a reading comprehension test. Based on the results of their reading test, eight were chosen based on a nonrandom purposive…
Descriptors: English (Second Language), Foreign Countries, Reading Comprehension, Classification
Yeh, Li-Hao; Schwartz, Ana I.; Baule, Aaron L. – Reading Psychology, 2011
Previous studies have demonstrated the efficacy of the Text Structure Strategy for improving text recall. The strategy emphasizes the identification of text structure for encoding and recalling information. Traditionally, the efficacy of this strategy has been measured through free recall. The present study examined whether recall and eye-movement…
Descriptors: Text Structure, Second Language Learning, English (Second Language), Recall (Psychology)
Tsai, Yea-Ru; Ernst, Cheryl; Talley, Paul C. – Reading Psychology, 2010
This study revealed the relationship between L1 (Mandarin Chinese) and L2 (English) strategy use in L2 reading comprehension by focusing on the correlation of L1 reading ability, L2 proficiency and employed reading strategies. The participants, 222 undergraduates learning English as a foreign language (EFL), were classified into skilled and…
Descriptors: Reading Comprehension, Reading Strategies, Reading Ability, Mandarin Chinese