Journal articles: 'Comprehension processes'

1

Trabasso, Tom. "Comprehension Processes in Reading." Language and Speech 34, no. 2 (April 1991): 195–200. http://dx.doi.org/10.1177/002383099103400204.

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Wittrock, Merlin C. "Generative Processes of Comprehension." Educational Psychologist 24, no. 4 (September 1989): 345–76. http://dx.doi.org/10.1207/s15326985ep2404_2.

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Carreiras, Manuel, and Carlos J. Álvarez. "Comprehension Processes in Braille Reading." Journal of Visual Impairment & Blindness 93, no. 9 (September 1999): 589–95. http://dx.doi.org/10.1177/0145482x9909300906.

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Letovsky, Stanley. "Cognitive processes in program comprehension." Journal of Systems and Software 7, no. 4 (December 1987): 325–39. http://dx.doi.org/10.1016/0164-1212(87)90032-x.

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Pearlmutter, Neal J., Susan M. Garnsey, and Kathryn Bock. "Agreement Processes in Sentence Comprehension." Journal of Memory and Language 41, no. 3 (October 1999): 427–56. http://dx.doi.org/10.1006/jmla.1999.2653.

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Kajii, Naochika, and Yuki Fukuda. "Studies of processes of animation comprehension." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): L—008—L—008. http://dx.doi.org/10.4992/pacjpa.82.0_l-008.

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Gallagher, Shane. "Understanding reading comprehension: processes and practices." Educational Psychology in Practice 32, no. 1 (January 2, 2016): 103–4. http://dx.doi.org/10.1080/02667363.2015.1122858.

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Martínez, Tomás, Eduardo Vidal-Abarca, Laura Gil, and Ramiro Gilabert. "On-line Assessment of Comprehension Processes." Spanish journal of psychology 12, no. 1 (May 2009): 308–19. http://dx.doi.org/10.1017/s1138741600001700.

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In this paper we describe a new version of a former paper-and-pencil standardized comprehension test called Test of Comprehension Processes (Vidal-Abarca, Gilabert, Martínez, & Sellés, 2007). The new version has been adapted to a computer-based environment based on the moving window technique. It can be used to assess comprehension strategies of students from fifth to tenth grades (11 to 16 years old). Comprehension strategies are registered on-line using reading times and visits to relevant sections of the text during the question-answering process. Data show that the computer-based version draws similar results to those provided by the paper-and-pencil version. In addition, we identify the particular strategies deployed during the question-answering process by high, medium and low comprehenders.

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Renaud, André. "On-line study of comprehension processes." European Journal of Psychology of Education 3, no. 2 (June 1988): 145–55. http://dx.doi.org/10.1007/bf03172652.

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Nicol, J. L., K. I. Forster, and C. Veres. "Subject–Verb Agreement Processes in Comprehension." Journal of Memory and Language 36, no. 4 (May 1997): 569–87. http://dx.doi.org/10.1006/jmla.1996.2497.

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Scull, Janet. "Embedding comprehension within reading acquisition processes." Australian Journal of Language and Literacy 33, no. 2 (June 2010): 87–107. http://dx.doi.org/10.1007/bf03651826.

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Kendeou, Panayiota, Kristen L. McMaster, and Theodore J. Christ. "Reading Comprehension." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 13, 2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

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Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.

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Fujita, Hiroki, and Ian Cunnings. "Reanalysis processes in non-native sentence comprehension." Bilingualism: Language and Cognition 24, no. 4 (April 21, 2021): 628–41. http://dx.doi.org/10.1017/s1366728921000195.

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AbstractWe report two offline and two eye-movement experiments examining non-native (L2) sentence processing during and after reanalysis of temporarily ambiguous sentences like “While Mary dressed the baby laughed happily”. Such sentences cause reanalysis at the main clause verb (“laughed”), as the temporarily ambiguous noun phrase (“the baby”) may initially be misanalysed as the direct object of the subordinate clause verb (“dressed”). The offline experiments revealed that L2ers have difficulty reanalysing temporarily ambiguous sentences with a greater persistence of the initially assigned misinterpretation than native (L1) speakers. In the eye-movement experiments, we found that L2ers complete reanalysis similarly to L1ers but fail to fully erase the memory trace of the initially assigned interpretation. Our results suggested that the source of L2 reanalysis difficulty is a failure to erase the initially assigned misinterpretation from memory rather than a failure to conduct syntactic reanalysis.

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Stanojević Gocić, Maja. "INVESTIGATING READING COMPREHENSION PROCESSES IN ESP EDUCATION." Nasledje Kragujevac 18, no. 49 (2021): 91–105. http://dx.doi.org/10.46793/naskg2149.091sg.

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Reading is regarded as a cognitive process of meaning construction, or an interactive process that comprises low-level processes of word recognition and high-level processing of ideas. Schema theory implies the meaning of а text is not embedded in the text itself; it is actually created in an active manner through interaction between the reader and the text, in which readers use their world knowledge to decode text meaning. Accordingly, readers bring their ideas, experience and previously gained knowledge into reading comprehension processes. The attainment of specific reading goals, including main idea comprehension and extracting specific information from the text, requires the employment of various reading strategies. In that sense, strategic behavior is deployed by proficient readers; it enables them to facilitate and improve text comprehension, which is the ultimate aim of the reading skill. 10 ESP students of the College of Applied Professional Studies in Vranje took part in this research as respondents. After completing their reading comprehension assignments, students reported on those tasks by virtue of think-aloud protocols. This type of research may provide an insight into specific problems students encounter during text processing activities, as well as strategies they employ to resolve them, which would facilitate the evaluation of reading performance and progress monitoring. The results imply that strategic training would enable ESP students to efficiently attain both general and specific reading goals.

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15

WRAY, DAVID. "Comprehension monitoring, metacognition and other mysterious processes." Support for Learning 9, no. 3 (August 1994): 107–13. http://dx.doi.org/10.1111/j.1467-9604.1994.tb00169.x.

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16

Morris, Carl C. "Retrieval processes underlying confidence in comprehension judgments." Journal of Experimental Psychology: Learning, Memory, and Cognition 16, no. 2 (1990): 223–32. http://dx.doi.org/10.1037/0278-7393.16.2.223.

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17

Jou, Jerwen, and Richard J. Harris. "Processing inflections: Dynamic processes in sentence comprehension." Journal of Experimental Psychology: Learning, Memory, and Cognition 17, no. 6 (1991): 1082–94. http://dx.doi.org/10.1037/0278-7393.17.6.1082.

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18

Wagers, Matthew W., Ellen F. Lau, and Colin Phillips. "Agreement attraction in comprehension: Representations and processes." Journal of Memory and Language 61, no. 2 (August 2009): 206–37. http://dx.doi.org/10.1016/j.jml.2009.04.002.

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19

Singer, Murray, and Gordon O'Connell. "Robust inference processes in expository text comprehension." European Journal of Cognitive Psychology 15, no. 4 (October 2003): 607–31. http://dx.doi.org/10.1080/095414400340000079.

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Singer, Murray. "Challenges in Processes of Validation and Comprehension." Discourse Processes 56, no. 5-6 (April 19, 2019): 465–83. http://dx.doi.org/10.1080/0163853x.2019.1598167.

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McCutchen, Deborah, and Catherine Crain-Thoreson. "Phonemic Processes in Children′s Reading Comprehension." Journal of Experimental Child Psychology 58, no. 1 (August 1994): 69–87. http://dx.doi.org/10.1006/jecp.1994.1026.

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Shin, Jinnie, and Mark J. Gierl. "Generating reading comprehension items using automated processes." International Journal of Testing 22, no. 3-4 (October 2, 2022): 289–311. http://dx.doi.org/10.1080/15305058.2022.2070755.

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23

van den Broek, Paul, and Anne Helder. "Cognitive Processes in Discourse Comprehension: Passive Processes, Reader-Initiated Processes, and Evolving Mental Representations." Discourse Processes 54, no. 5-6 (April 13, 2017): 360–72. http://dx.doi.org/10.1080/0163853x.2017.1306677.

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24

Crain-Thoreson, Catherine, Marcia Z. Lippman, and Deborah McClendon-Magnuson. "Windows on comprehension: Reading comprehension processes as revealed by two think-aloud procedures." Journal of Educational Psychology 89, no. 4 (1997): 579–91. http://dx.doi.org/10.1037/0022-0663.89.4.579.

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Chlapana, Elissavet. "Practices for comprehension strategy instruction: Helping kindergarteners improve their listening comprehension." International Journal of Childhood Education 2, no. 4 (December 20, 2021): 1–16. http://dx.doi.org/10.33422/ijce.v2i4.112.

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Helping young children improve their listening comprehension throughout the preschool years is significant for their literacy and academic achievement in the subsequent school years. The purpose of the present study was to evaluate the impact of a comprehesnion strategy intervention program on kindergarteners’ listening comprehension skills improvement. The sample consisted of 14 children aged 4 to 6 years enrolled in a classroom of a public kindergarten school located in a rural area of Crete. The children participated in appropriate practices to develop strategies which are significant for listening comprehension. For that purpose, the classroom teacher was trained to: (a) implement dialogic reading with an emphasis in applying direct instruction techniques which foster vocabulary learning and text comprehension and (b) conduct post reading activities which aimed at helping young children improve their questioning skills and retelling abilities as well as their knowledge of the story structure elements. Children’s parents were also trained to read the selected stories by using appropriate materials to guide children in the text comprehension process. Story reading sessions were recorded, transcribed and analyzed through content analysis to describe any possible development in their comprehenasion skills. The results provide indications about children’s response to the implemented program regarding as well as the difficulties they faced in deriving text meaning and improving the targeted comprehension skills.

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Ciocoi-Pop, Maria-Miruna. "Reading Comprehension for ESL Students. Processes of Perceiving Texts." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (June 1, 2020): 278–82. http://dx.doi.org/10.2478/kbo-2020-0090.

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AbstractIn an ever-increasing competitive academic setting, university students are striving for proficiency in their skills of foreign languages. This paper aims to highlight the significance of reading comprehension for students of English as a second language. Reading comprehension is a cognitive process, in other words, reading a text means processing and decoding it. Reading proficiency is linked to numerous aspects, such as age, cognitive processes, abilities, knowledge of the foreign language, etc. It goes without saying that the experience of reading a text, be it literary or non-literary, is more enjoyable without the need to constantly look up unknown words. This brief study also tries to show whether there is a direct connection between finding contentment in reading and comprehending the texts itself. Since reading is a key-skill verified in all major language exams, it is crucial for the ESL class, and not only, to include reading comprehension processes. Like any other skill, reading comprehension can be trained, as long as it is perceived as a procedure which requires the student’s commitment. Reading comprehension is a mechanism of phrase and concept identification, as well as of decoding meanings. Thus, this paper tries to emphasize the implications of reading comprehension and of teaching reading comprehension methods in the overall linguistic knowledge of ESL learners.

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27

Palladino, Paola, Cesare Cornoldi, Rossana De Beni, and Francesca Pazzaglia. "Working memory and updating processes in reading comprehension." Memory & Cognition 29, no. 2 (March 2001): 344–54. http://dx.doi.org/10.3758/bf03194929.

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Kendeou, Panayiota, Krista R. Muis, and Sandra Fulton. "Reader and text factors in reading comprehension processes." Journal of Research in Reading 34, no. 4 (April 7, 2010): 365–83. http://dx.doi.org/10.1111/j.1467-9817.2010.01436.x.

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ROSOLACCI, T., P. INGRAND, R. GIL, E. ESPERET, and E. PERIVIER. "TEXT COMPREHENSION AND SCHIZOPHRENIA. MICROSTRUCTURAL AND MACROSTRUCTURAL PROCESSES." Clinical Neuropharmacology 15 (1992): 573B. http://dx.doi.org/10.1097/00002826-199202001-01117.

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30

Johnston, Amber M., Marcia A. Barnes, and Alain Desrochers. "Reading comprehension: Developmental processes, individual differences, and interventions." Canadian Psychology/Psychologie canadienne 49, no. 2 (May 2008): 125–32. http://dx.doi.org/10.1037/0708-5591.49.2.125.

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31

Rayner, Keith, Sara C. Sereno, Robin K. Morris, A. Réne Schmauder, and Charles Clifton. "Eye movements and on-line language comprehension processes." Language and Cognitive Processes 4, no. 3-4 (September 1989): SI21—SI49. http://dx.doi.org/10.1080/01690968908406362.

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32

Gibson, Edward, and Rose Roberts. "Interpretative and post-interpretative processes in sentence comprehension." Behavioral and Brain Sciences 22, no. 1 (February 1999): 100–101. http://dx.doi.org/10.1017/s0140525x99281782.

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Cromley, Jennifer G., Andrea J. Kunze, and Aygül Parpucu Dane. "Multi-text multi-modal reading processes and comprehension." Learning and Instruction 71 (February 2021): 101413. http://dx.doi.org/10.1016/j.learninstruc.2020.101413.

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Daines, Bob. "Book Review: Reading comprehension difficulties: processes and intervention." Child Language Teaching and Therapy 16, no. 1 (February 2000): 93–94. http://dx.doi.org/10.1177/026565900001600111.

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Tiffin-Richards, Simon P., and Sascha Schroeder. "The component processes of reading comprehension in adolescents." Learning and Individual Differences 42 (August 2015): 1–9. http://dx.doi.org/10.1016/j.lindif.2015.07.016.

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36

Lehtinen, Erno. "Motivational orientation and comprehension processes during oral instruction." European Journal of Psychology of Education 3, S1 (January 1988): 36. http://dx.doi.org/10.1007/bf03326316.

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CRAIN-THORESON, CATHERINE. "Phonemic Processes in Children's Listening and Reading Comprehension." Applied Cognitive Psychology 10, no. 5 (October 1996): 383–401. http://dx.doi.org/10.1002/(sici)1099-0720(199610)10:5<383::aid-acp394>3.0.co;2-v.

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Perfetti, Charles, Chin-Lung Yang, and Franz Schmalhofer. "Comprehension skill and word-to-text integration processes." Applied Cognitive Psychology 22, no. 3 (2008): 303–18. http://dx.doi.org/10.1002/acp.1419.

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39

Shaft, Teresa M. "Responses to comprehension questions and verbal protocols as measures of computer program comprehension processes." Behaviour & Information Technology 16, no. 6 (January 1997): 320–36. http://dx.doi.org/10.1080/014492997119725.

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Paribakht, T. Sima, and Marjorie Bingham Wesche. "Reading Comprehension and Second Language Development in a Comprehension-Based ESL Program." TESL Canada Journal 11, no. 1 (October 26, 1993): 09. http://dx.doi.org/10.18806/tesl.v11i1.623.

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How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as (3) an additional framework for documenting teachers' orientations to curriculum content in second language writing instruction, accounting for three teachers' processes of accommodating an instructional innovation into their usual teaching practices.

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41

Vernarská, Miroslava Süčová, and Petra Zelenayová. "Gender and Developmental Aspects of Metaphor and Metonymy Comprehension Processes." Psychology and Pathopsychology of Child 52, no. 2 (June 1, 2018): 107–26. http://dx.doi.org/10.2478/papd-2018-0011.

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Abstract Introduction: The goal of the present study was, in line with theoretical findings, to confirm a shift in metaphor and metonymy comprehension on a sample of Slovak children and to track an effect of a gender as well. Methods: Metaphor and metonymy comprehension were measured with an author constructed tool consisting of eight metaphors and eight metonymies. Respondents were given a multiple choice option to select a correct meaning of metaphor or metonymy. The sample consisted of 120 elementary school children from Košice area. For an age assessment, two age groups were created based on elementary school grades-fourth grade (9-10 years) and eighth grade (13-14 years). Results: Results of our study indicate that both metaphor comprehension and metonymy comprehension shift significantly with age. Eight graders scored significantly better than fourth graders in tasks given. We found statistically significant differences between genders as well. Girls scored significantly higher than boys both in metaphor comprehension and metonymy comprehension. Discussion: Metaphor and metonymy comprehension progress significantly in time, supposedly in line with the development of other cognitive processes. Gender differences can be explained in part by female advantage in verbal processes proclaimed by some research. Limitations: We see limits of our research in capturing a relatively narrow age range. Conclusion: Our study aims to contribute to knowledge about figurative language development since only few researchers have addressed the problem. Perspectives for future research are in exploring given topic on various developmental stages to gain a complex understanding of metaphor and metonymy development in Slovak population and to better explain gender differences.

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42

Davey, Beth. "Postpassage Questions: Task and Reader Effects on Comprehension and Metacomprehension Processes." Journal of Reading Behavior 19, no. 3 (September 1987): 261–83. http://dx.doi.org/10.1080/10862968709547604.

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This investigation explored the effects of question task conditions on reading comprehension and metacomprehension for subjects differing in reading ability and English language proficiency. Proficient readers, disabled readers, and deaf readers read expository passages and completed selected-response and constructed-response question tasks under both lookback and no-lookback conditions. In addition, subjects rated their perceived comprehension adequacy both after reading each passage and after responding to the questions. Several significant interaction effects were found for both demonstrated and perceived comprehension performance, most notably with lookback tasks. However, overlaps between comprehension and metacomprehension processes were not comparable across reader groups. Implications are drawn for further research concerning interactions of individual differences with reading comprehension tasks.

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43

Gadzella, Bernadette M., and Lee B. Kneipp. "Differences in Comprehension Processes as a Function of Hemisphericity." Perceptual and Motor Skills 70, no. 3 (June 1990): 783–86. http://dx.doi.org/10.2466/pms.1990.70.3.783.

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44

Nogueroles López, Marta. "Listening comprehension processes in Spanish as a foreign language." Doblele. Revista de lengua y literatura 5 (December 7, 2019): 4. http://dx.doi.org/10.5565/rev/doblele.55.

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45

Garrison, W., G. Long, and F. Dowaliby. "Working Memory Capacity and Comprehension Processes in Deaf Readers." Journal of Deaf Studies and Deaf Education 2, no. 2 (April 1, 1997): 78–94. http://dx.doi.org/10.1093/oxfordjournals.deafed.a014315.

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46

Celsi, Richard L., and Jerry C. Olson. "The Role of Involvement in Attention and Comprehension Processes." Journal of Consumer Research 15, no. 2 (September 1988): 210. http://dx.doi.org/10.1086/209158.

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47

Khatin-Zadeh, Omid, Hooshang Khoshsima, Nahid Yarahmadzehi, and Fernando Marmolejo-Ramos. "The Impact of Metaphorical Prime on Metaphor Comprehension Processes." Australian Journal of Linguistics 39, no. 3 (June 13, 2019): 375–88. http://dx.doi.org/10.1080/07268602.2019.1623759.

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48

Von Mayrhauser, A., and A. M. Vans. "Identification of dynamic comprehension processes during large scale maintenance." IEEE Transactions on Software Engineering 22, no. 6 (June 1996): 424–37. http://dx.doi.org/10.1109/32.508315.

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49

Hoedemaker, Renske S., and Peter C. Gordon. "Embodied language comprehension: Encoding-based and goal-driven processes." Journal of Experimental Psychology: General 143, no. 2 (2014): 914–29. http://dx.doi.org/10.1037/a0032348.

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50

Wyer, Robert S., and L. J. Shrum. "The Role of Comprehension Processes in Communication and Persuasion." Media Psychology 18, no. 2 (June 25, 2014): 163–95. http://dx.doi.org/10.1080/15213269.2014.912584.

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Journal articles on the topic 'Comprehension processes'

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