Journal articles: 'Comprehension. Learning, Psychology of'

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Kintsch, Walter. "Text comprehension, memory, and learning." American Psychologist 49, no. 4 (1994): 294–303. http://dx.doi.org/10.1037/0003-066x.49.4.294.

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Hopman, Elise W. M., and Maryellen C. MacDonald. "Production Practice During Language Learning Improves Comprehension." Psychological Science 29, no. 6 (April 11, 2018): 961–71. http://dx.doi.org/10.1177/0956797618754486.

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Language learners often spend more time comprehending than producing a new language. However, memory research suggests reasons to suspect that production practice might provide a stronger learning experience than comprehension practice. We tested the benefits of production during language learning and the degree to which this learning transfers to comprehension skill. We taught participants an artificial language containing multiple linguistic dependencies. Participants were randomly assigned to either a production- or a comprehension-learning condition, with conditions designed to balance attention demands and other known production–comprehension differences. After training, production-learning participants outperformed comprehension-learning participants on vocabulary comprehension and on comprehension tests of grammatical dependencies, even when we controlled for individual differences in vocabulary learning. This result shows that producing a language during learning can improve subsequent comprehension, which has implications for theories of memory and learning, language representations, and educational practices.

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Rojas-Drummond, Sylvia, Nancy Mazón, Karen Littleton, and Maricela Vélez. "Developing reading comprehension through collaborative learning." Journal of Research in Reading 37, no. 2 (March 29, 2012): 138–58. http://dx.doi.org/10.1111/j.1467-9817.2011.01526.x.

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Zainudin, Nurul Farhana. "A Systematic Review: Reading Comprehension Intervention for Students with Learning Disability." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5359–66. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020242.

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Williams, Kelly J., and Leticia R. Martinez. "Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities." Intervention in School and Clinic 55, no. 1 (March 22, 2019): 23–31. http://dx.doi.org/10.1177/1053451219833019.

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Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these challenges, this article provides research-based practices to improve the language and literacy skills of these students through explicit instruction on word reading and academic vocabulary.

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Meyers, Joel, and Susan Lytle. "Assessment of the Learning Process." Exceptional Children 53, no. 2 (October 1986): 138–44. http://dx.doi.org/10.1177/001440298605300206.

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In an effort to help reconceptualize current approaches to assessing children with learning problems, this article proposes the use of techniques derived from recent work in cognitive psychology. Proposed as a modification of current assessment practice, Process Assessment is a model which emphasizes intervention, the environment, and the learning process. It is argued that assessment techniques derived from a cognitive perspective can be used to assess interpersonal behavior as well as academic behavior, and that these techniques can be used to develop intervention plans. The analysis of think-aloud protocols to evaluate the strategies used in reading comprehension is described as an example that is consistent with the process assessment model and has specific implications for intervention designed to improve reading comprehension. A case example is used to illustrate this approach.

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Curran, Catherine E., Eileen Kintsch, and Natalie Hedberg. "Learning-disabled adolescents' comprehension of naturalistic narratives." Journal of Educational Psychology 88, no. 3 (1996): 494–507. http://dx.doi.org/10.1037/0022-0663.88.3.494.

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Griffin, Gerry, and Trevor A. Harley. "List learning of second language vocabulary." Applied Psycholinguistics 17, no. 4 (October 1996): 443–60. http://dx.doi.org/10.1017/s0142716400008195.

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ABSTRACTThe learning of second language vocabulary in lists of word pairs is a widespread practice. A basic practical question in this respect is whether it is more effective for nonfluent bilinguals to learn word pairs in first language–second language order (Ll–L2), or vice versa. To date, experimental psychology has not given a clear answer to this question, partly because it has not addressed the relevant issues directly. This article reviews some aspects of psychology that are relevant to L2 vocabulary list learning and reports on an experiment conducted with comprehensive (high) school students, aged 11–13, who were learning French. The experiment examined the presentation of vocabulary items to be learned. It was found that presenting items in L1–L2 order was the more versatile form of presentation if both production and comprehension of L2 items were required on the part of the learner. The theoretical implications of the findings, relating to the structure of the bilingual lexicon, are also discussed.

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Spires, Hiller A. "Learning from a lecture: Effects of comprehension monitoring." Reading Research and Instruction 32, no. 2 (December 1992): 19–30. http://dx.doi.org/10.1080/19388079309558113.

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Fine, Alex B., and T. Florian Jaeger. "Evidence for Implicit Learning in Syntactic Comprehension." Cognitive Science 37, no. 3 (January 30, 2013): 578–91. http://dx.doi.org/10.1111/cogs.12022.

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Hall, Colby, and Marcia A. Barnes. "Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities." Intervention in School and Clinic 52, no. 5 (December 5, 2016): 279–86. http://dx.doi.org/10.1177/1053451216676799.

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Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.

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ARIAS-TREJO, NATALIA, LISA M. CANTRELL, LINDA B. SMITH, and ELDA A. ALVA CANTO. "Early comprehension of the Spanish plural." Journal of Child Language 41, no. 6 (February 24, 2014): 1356–72. http://dx.doi.org/10.1017/s0305000913000615.

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ABSTRACTUnderstanding how linguistic cues map to the environment is crucial for early language comprehension and may provide a way for bootstrapping and learning words. Research has suggested that learning how plural syntax maps to the perceptual environment may show a trajectory in which children first learn surrounding cues (verbs, modifiers) before a full mastery of the noun morpheme alone. The Spanish plural system of simple codas, dominated by one allomorph -s, and with redundant agreement markers, may facilitate early understanding of how plural linguistic cues map to novel referents. Two-year-old Mexican children correctly identified multiple novel object referents when multiple verbal cues in a phrase indicated plurality as well as in instances when the noun morphology in novel nouns was the only indicator of plurality. These results demonstrate Spanish-speaking children's ability to use plural noun inflectional morphology to infer novel word referents which may have implications for their word learning.

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Sarisahin, Suheyla. "Reading Comprehension Strategies for Students With Learning Disabilities Who Are Emergent Bilingual." Intervention in School and Clinic 56, no. 1 (March 22, 2020): 3–12. http://dx.doi.org/10.1177/1053451220910731.

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Teachers of students with learning disabilities (LD) who also are emergent bilingual (EB) are tasked with meeting students’ individual learning needs and developing academic language. Teachers require specialized knowledge in second-language acquisition and the specific learning strategies to support students’ learning disabilities. Reading comprehension skills are the foundational skills that students with LD who are EB most often need to improve. When working with students, research-based reading strategies to support their reading comprehension skills are critical, but must also support students’ developing English proficiency. This article identifies research-based reading comprehension strategies supportive of developing English proficiency that may be implemented for students with LD who are EB in the elementary grade levels. A self-evaluation tool is provided to guide teachers in helping their students to improve their reading comprehension skills while supporting their language development.

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Poch, Apryl L., and Erica S. Lembke. "Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies." Intervention in School and Clinic 54, no. 2 (April 18, 2018): 75–82. http://dx.doi.org/10.1177/1053451218765238.

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Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science).

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Et al., Bilqis Firyal Nabilah. "“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5139–52. http://dx.doi.org/10.17762/pae.v58i1.1735.

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This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

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Fuchs, Lynn S., Douglas Fuchs, Pamela M. Seethaler, Laurie E. Cutting, and Jeannette Mancilla‐Martinez. "Connections Between Reading Comprehension and Word‐Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities." New Directions for Child and Adolescent Development 2019, no. 165 (April 30, 2019): 73–90. http://dx.doi.org/10.1002/cad.20288.

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Fernald, Dodge. "Heads and Tales in Introductory Psychology." Teaching of Psychology 23, no. 3 (October 1996): 150–58. http://dx.doi.org/10.1177/009862839602300304.

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The story of the Wild Boy of Aveyron provides a framework for presenting the merits of narrative-assisted instruction (NAI). Approaching the human mind as a pattern-making and pattern-recognizing system, NAI has special significance in three areas of learning: motivation, comprehension, and memory. By providing a cultural and contextual approach to the study of human behavior, NAI can serve as a complement to the objective, empirical methods of traditional scientific discourse.

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Kusumi, Yusuke. "Reading Comprehension Learning of a Student With Down Syndrome:." Japanese Journal of Educational Psychology 67, no. 4 (December 30, 2019): 330–42. http://dx.doi.org/10.5926/jjep.67.330.

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Rogowsky, Beth A., Barbara M. Calhoun, and Paula Tallal. "Matching learning style to instructional method: Effects on comprehension." Journal of Educational Psychology 107, no. 1 (2015): 64–78. http://dx.doi.org/10.1037/a0037478.

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Jimenez, Sofia R., and Megan M. Saylor. "Preschoolers’ word learning and story comprehension during shared book reading." Cognitive Development 44 (October 2017): 57–68. http://dx.doi.org/10.1016/j.cogdev.2017.08.011.

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Cohn, Neil. "Visual narrative comprehension: Universal or not?" Psychonomic Bulletin & Review 27, no. 2 (December 9, 2019): 266–85. http://dx.doi.org/10.3758/s13423-019-01670-1.

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AbstractVisual narratives of sequential images – as found in comics, picture stories, and storyboards – are often thought to provide a fairly universal and transparent message that requires minimal learning to decode. This perceived transparency has led to frequent use of sequential images as experimental stimuli in the cognitive and psychological sciences to explore a wide range of topics. In addition, it underlines efforts to use visual narratives in science and health communication and as educational materials in both classroom settings and across developmental, clinical, and non-literate populations. Yet, combined with recent studies from the linguistic and cognitive sciences, decades of research suggest that visual narratives involve greater complexity and decoding than widely assumed. This review synthesizes observations from cross-cultural and developmental research on the comprehension and creation of visual narrative sequences, as well as findings from clinical psychology (e.g., autism, developmental language disorder, aphasia). Altogether, this work suggests that understanding the visual languages found in comics and visual narratives requires a fluency that is contingent on exposure and practice with a graphic system.

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Swanson, Philip N., and Susan De La Paz. "Teaching Effective Comprehension Strategies to Students with Learning and Reading Disabilities." Intervention in School and Clinic 33, no. 4 (March 1998): 209–18. http://dx.doi.org/10.1177/105345129803300403.

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WELLS, J., M. CHRISTIANSEN, D. RACE, D. ACHESON, and M. MACDONALD. "Experience and sentence processing: Statistical learning and relative clause comprehension." Cognitive Psychology 58, no. 2 (March 2009): 250–71. http://dx.doi.org/10.1016/j.cogpsych.2008.08.002.

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y, Judy A., Dean W. Ginther Barnes, and Samuel W. Cochran. "Schema and purpose in reading comprehension and learning vocabulary from context." Reading Research and Instruction 28, no. 2 (December 1988): 16–28. http://dx.doi.org/10.1080/19388078909557965.

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Balashov, Eduard, Ihor Pasichnyk, and Ruslana Kalamazh. "Self-Monitoring and Self-Regulation of University Students in Text Comprehension." PSYCHOLINGUISTICS 24, no. 1 (October 3, 2018): 47–62. http://dx.doi.org/10.31470/2309-1797-2018-24-1-47-62.

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Many empirical researches and theoretical studies of the topics regarding the interconnection of the processes of student higher education, self-regulated learning, studying motivation and outcomes, text comprehension have been executed in psychology. However, comparatively small part of them has been connected with text comprehension of the students during educational process, especially the cognitive and metacognitive aspects of it. In this article, a phenomenon of metamemory and its role in self-regulated learning and development of text comprehension skills of students have been characterized. We have determined the direction for future research of self-regulated learning and metacognitive processes in the students’ text comprehension activities and their effective use in the educational process. Study of the metagognitive aspects of self-regulation and metamemory will help to improve self-monitoring and self-regulation of students’ training activity in text comprehension. The article characterizes the term of the metamemory phenomenon and its role in the process of self-regulated training and development of text comprehension skills. We have also distinguished possible directions of future researches in self-regulated training and metacognitive processes of students’ activity that is connected with text comprehension as well as with their efficient usage in the teaching process. The necessity of metamemory learning and the process of knowledge transmission in the monitoring-regulation-learning cycle have been distinguished. Theoretical model of metacognitive combination of metacognitive and cognitive processes such as sense of knowledge, metamemory judgments and their categories have been investigated. The conclusions about necessity of the future advanced study of the metamemory phenomenon and students’ training process self-regulation in text comprehension have been made. Possible directions of future researches in metacognition and self-regulation of university students’ studying activity in text comprehension as well as their efficient implementation into the teaching process have been determined.

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Tsai, August. "A Hybrid E-Learning Model Incorporating Some of the Principal Learning Theories." Social Behavior and Personality: an international journal 39, no. 2 (March 1, 2011): 145–52. http://dx.doi.org/10.2224/sbp.2011.39.2.145.

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In the context of e-learning many learning theories used in the physical classroom situation, including learning in a community adaptive, collaborative, scaffolding, and scenario learning, have been adopted and validated. Based on these learning theories, an electronic platform and set of procedures for applying a hybrid e-learning model to an internationally accredited training course in industry was explored, developed, and evaluated for this study. This hybrid e-learning system provided electronic, illustration, group learning, comprehension, and workshop learning units and complied with the training objectives of the designated course. The validation of this model was positive and the results indicated that the proposed hybrid e-learning course could be further improved by taking into consideration individual learners' attributes.

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Tasdemir, Mehmet. "The effects of the REAP reading comprehension technique on students' success." Social Behavior and Personality: an international journal 38, no. 4 (May 1, 2010): 553–60. http://dx.doi.org/10.2224/sbp.2010.38.4.553.

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In this study written materials such as school textbooks were used to find out if the Read, Encode, Annotate, and Ponder (REAP) technique can create a significant difference in learning success compared to the classical method. A pretest-posttest equivalent control group research model was used. The study sample was composed of 59 students enrolled in an elementary school teacher-training program in 2008-2009 fall term. Data were obtained qualitatively. According to findings, students' learning success levels were significantly higher in the group in which REAP techniques were used, compared to the classical method group.

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Gajria, Meenakshi, and John Salvia. "The Effects of Summarization Instruction on Text Comprehension of Students with Learning Disabilities." Exceptional Children 58, no. 6 (May 1992): 508–16. http://dx.doi.org/10.1177/001440299205800605.

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This study examined the effectiveness of a summarization strategy for increasing comprehension of expository prose in students with learning disabilities. Thirty students with learning disabilities from Grades 6 through 9 were randomly assigned to experimental and control groups. In addition, 15 students without disabilities served as a normal comparison group for comprehension. Students in the experimental condition were trained to criterion on five rules of summarization. Direct instruction in the summarization strategy significantly increased reading comprehension of the students in the experimental group. Strategy usage was maintained over time, and students were reported to generalize its use.

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De Villiers, Peter A., and Sarah B. Pomerantz. "Hearing-impaired students learning new words from written context." Applied Psycholinguistics 13, no. 4 (October 1992): 409–31. http://dx.doi.org/10.1017/s0142716400005749.

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AbstractNormally hearing students acquire most of their reading vocabulary from printed context, but little is known about this process in hearing-impaired students. Two studies, therefore, investigated hearing-impaired students' ability to derive lexical and syntactic information about unknown words embedded in short passages of text. The passages varied in their informativeness about the meaning of the unknown words. Ability to derive at least a partial meaning for a word in context was determined both by the type of context and the reading comprehension levels of the students. However, there was no relationship between reading comprehension scores and ability to determine the form class of the words in context. The results are related to the importance of integrating semantic information into a meaning schema for the passage in order to acquire new meanings for unknown words and to the local strategies adopted by poorer readers when attempting to answer comprehension questions. Implications for explaining, and trying to ameliorate, the well-documented vocabulary limitations of hearing-impaired students are discussed.

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Goldman, Renitta, Gary L. Sapp, and Ann Shumate Foster. "Reading Achievement by Learning Disabled Students in Resource and Regular Classes." Perceptual and Motor Skills 86, no. 1 (February 1998): 192–94. http://dx.doi.org/10.2466/pms.1998.86.1.192.

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K–TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource settings and six teachers in regular settings. K–TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 × 2 repeated-measures analysis of variance, were not significantly different.

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Hinze, Scott R., Jennifer Wiley, and James W. Pellegrino. "The importance of constructive comprehension processes in learning from tests." Journal of Memory and Language 69, no. 2 (August 2013): 151–64. http://dx.doi.org/10.1016/j.jml.2013.03.002.

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Humphries, Tom, Janis Oram Cardy, David E. Worling, and Kathleen Peets. "Narrative comprehension and retelling abilities of children with nonverbal learning disabilities." Brain and Cognition 56, no. 1 (October 2004): 77–88. http://dx.doi.org/10.1016/j.bandc.2004.06.001.

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Wilder, Alice A., and Joanna P. Williams. "Students with severe learning disabilities can learn higher order comprehension skills." Journal of Educational Psychology 93, no. 2 (2001): 268–78. http://dx.doi.org/10.1037/0022-0663.93.2.268.

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Burgoyne, K., J. M. Kelly née Hutchinson, H. E. Whiteley, and A. Spooner. "The comprehension skills of children learning English as an additional language." British Journal of Educational Psychology 79, no. 4 (December 2009): 735–47. http://dx.doi.org/10.1348/000709909x422530.

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Castañeda, Sandra, Miguel Lopez, and Martha Romero. "The Role of Five Induced Learning Strategies in Scientific Text Comprehension." Journal of Experimental Education 55, no. 3 (April 1987): 125–30. http://dx.doi.org/10.1080/00220973.1987.10806444.

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Caspi, Avner, Paul Gorsky, and Meira Privman. "Viewing comprehension: Students? learning preferences and strategies when studying from video." Instructional Science 33, no. 1 (January 2005): 31–47. http://dx.doi.org/10.1007/s11251-004-2576-x.

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Baranowska, Karolina. "Learning most with least effort: subtitles and cognitive load." ELT Journal 74, no. 2 (March 5, 2020): 105–15. http://dx.doi.org/10.1093/elt/ccz060.

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Abstract The article reports a study investigating the effects of different subtitling conditions on cognitive load, incidental vocabulary learning, and comprehension. In the study, 63 Polish intermediate learners of English were asked to watch a movie clip and subsequently to answer comprehension questions, take a vocabulary knowledge test, and fill in a self-reported cognitive load questionnaire. They were divided into three groups: one group watched the clip with Polish subtitles, one with English subtitles, and one without subtitles. The findings indicate that intralingual (L2) subtitles assist learners in vocabulary acquisition more than interlingual (L1) subtitles. Moreover, both types of subtitles lower cognitive load, which is accompanied by greater comprehension of the material presented. The results of the study offer some practical implications for EFL teachers and learners.

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Ito, Atsushi. "Individual Differences in Mathematics Learning in Japan." Perceptual and Motor Skills 69, no. 3-1 (December 1989): 803–9. http://dx.doi.org/10.1177/00315125890693-116.

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To describe individual differences in learning mathematics, 367 Japanese high school students were surveyed through a questionnaire of 64 four-point bipolar items. Three scales were constructed through a factor analysis. Scale 1 dealt with learning patterns of Coping with Errors, Independence, Advancement, and Comprehension. Scale 2 was related to Precision and Scale 3 pertained to Habits. Analysis of variance showed that Scale 1 was appropriate for describing differences in learning between sexes as well as anticipated majors at college (science and arts). Those boys anticipating postsecondary education in science were more self-supportive, were more progressive, and were more comprehension-oriented than boys and girls anticipating studying the arts. Scales 2 and 3 were appropriate for distinguishing sex differences; girls were oriented more toward precision and were more habitual than boys.

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Martin, Randi C. "Components of Short-Term Memory and Their Relation to Language Processing." Current Directions in Psychological Science 14, no. 4 (August 2005): 204–8. http://dx.doi.org/10.1111/j.0963-7214.2005.00365.x.

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Verbal working memory consists of separable capacities for the retention of phonological and semantic information. Within the phonological domain, there are independent capacities for retaining input-phonological codes and output-phonological codes. The input-phonological capacity does not appear to be critical for language comprehension but is involved in verbatim repetition and long-term learning of new words. The semantic capacity is critical for both comprehension and production and for the learning of new semantic information. Different neural structures appear to underlie these capacities, with a left-parietal region involved in input-phonological retention and a left-frontal region involved in semantic retention.

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Leopold, Claudia, Elke Sumfleth, and Detlev Leutner. "Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer." Learning and Instruction 27 (October 2013): 40–49. http://dx.doi.org/10.1016/j.learninstruc.2013.02.003.

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Mayberry, Marshall R., Matthew W. Crocker, and Pia Knoeferle. "Learning to Attend: A Connectionist Model of Situated Language Comprehension." Cognitive Science 33, no. 3 (May 2009): 449–96. http://dx.doi.org/10.1111/j.1551-6709.2009.01019.x.

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Ruiz, Marcos, and María José Contreras. "Learning the psychology of the tip-of-the-tongue phenomenon through on-line practice." Open Praxis 9, no. 4 (December 16, 2017): 421. http://dx.doi.org/10.5944/openpraxis.9.4.619.

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Psychology undergraduates can benefit from direct experiences with laboratory procedures of psychological phenomena. However, they are not always available for students within a distance education program. The present study included students from the Spanish National Distance Education University (UNED) that were to take part in a Basic Psychology examination session. They participated in web-sessions on a tip-of-the-tongue (TOT) laboratory procedure. The aim was to study whether their performance at TOT-related items would be differentially improved. Our results support the conclusion that practicing with the TOT application was effective in improving the TOT comprehension among students. Study A showed that the performance level was higher for the TOT-practiced participants relative to the non-practiced ones. Study B showed significant group by item-type interaction. Also, there was a significant effect of group, and item-type. The results are contextualized in the psychological institutions’ mainstream effort for Psychology to be viewed as a STEM discipline by students, the political representatives, and the society.

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Fenty, Nicole S. "Using Anticipation Guides to Support Comprehension of Science Informational Text." Intervention in School and Clinic 54, no. 3 (May 15, 2018): 141–48. http://dx.doi.org/10.1177/1053451218767902.

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Students with learning disabilities (LD) in reading often struggle to succeed due to difficulties with reading comprehension. Comprehension difficulties can impact access to a variety of text types, including informational texts. Researchers suggest that students with LD in reading require explicit comprehension supports before, during, and after reading. This article outlines the use of a comprehension tool, anticipation guides (AGs), a type of advance organizer especially suited for use with informational text. A brief summary of the literature surrounding the use of advance organizers in elementary settings is provided. General steps for planning and adapting instruction using AGs are also included. In addition, planning and instructional steps are contextualized using a science illustration. Finally, conclusions are offered.

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Sáenz, Laura M., Lynn S. Fuchs, and Douglas Fuchs. "Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities." Exceptional Children 71, no. 3 (April 2005): 231–47. http://dx.doi.org/10.1177/001440290507100302.

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This study assessed the effects of Peer-Assisted Learning Strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities (LD) and their low-, average-, and high-achieving classroom peers. Participants were 132 native Spanish-speaking English language learners (ELL) in Grades 3 through 6, along with their 12 reading teachers. Teachers were assigned randomly to PALS and contrast groups. PALS sessions were conducted 3 times a week for 15 weeks. Students were tested before and after treatment. PALS students outgrew contrast students on reading comprehension, and those effects were not mediated by student type.

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Adema, Suzanne. "Latin learning and instruction as a research field." Journal of Latin Linguistics 18, no. 1-2 (December 18, 2019): 35–59. http://dx.doi.org/10.1515/joll-2019-0001.

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Abstract Empirical research on the learning and instruction of Latin is still scarce. In this article, relevant research is surveyed, along with publications that report experiences of classics teachers or provide teaching suggestions. An overview is presented of where to find publications on the learning and instruction of Latin, as well as a brief introduction to several relevant research methods. The article is organized by reference to various research fields relevant to the learning and instruction of Latin. These fields are classics and Latin linguistics, second language acquisition, vocabulary acquisition and dictionary use, reading and text comprehension, translation research and pedagogy, child development and psychology.

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Keppenne, Valérie, Elise W. M. Hopman, and Carrie N. Jackson. "Production-based training benefits the comprehension and production of grammatical gender in L2 German." Applied Psycholinguistics 42, no. 4 (May 14, 2021): 907–36. http://dx.doi.org/10.1017/s014271642100014x.

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AbstractOngoing debate exists regarding the role of production-based versus comprehension-based training for L2 learning. However, recent research suggests an advantage for production training due to benefits stemming from the opportunity to compare generated output with feedback and from the memory mechanisms associated with language production. Based on recent findings with an artificial language paradigm, we investigated the effects of production-based and comprehension-based training for learning grammatical gender among beginning L2 German learners. Participants received production-based or comprehension-based training on grammatical gender assignment and gender agreement between determiners, adjectives, and 15 German nouns, followed by four tasks targeting the comprehension and production of the target nouns and their corresponding gender marking on determiners and adjectives. Both groups were equally accurate in comprehending and producing the nouns. For tasks requiring knowledge of grammatical gender, the production-based group outperformed the comprehension-based group on both comprehension and production tests. These findings demonstrate the importance of language production for creating robust linguistic representations and have important implications for classroom instruction.

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Dargue, Nicole, and Naomi Sweller. "Learning Stories Through Gesture: Gesture’s Effects on Child and Adult Narrative Comprehension." Educational Psychology Review 32, no. 1 (August 26, 2019): 249–76. http://dx.doi.org/10.1007/s10648-019-09505-0.

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Alesi, Marianna, Gaetano Rappo, and Annamaria Pepi. "Self-Esteem at School and Self-Handicapping in Childhood: Comparison of Groups with Learning Disabilities." Psychological Reports 111, no. 3 (December 2012): 952–62. http://dx.doi.org/10.2466/15.10.pr0.111.6.952-962.

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Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabilities. Analyses suggested these children with dyslexia, reading comprehension disabilities, and mathematical disabilities had lower ratings of self-esteem at school and employed more self-handicapping strategies than did children whose learning was normal. More research is required to identify and examine in depth the factors that promote adaptive strategies to cope with children's reading difficulties.

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Jenkins, Joseph R., James D. Heliotis, Marcy L. Stein, and Mariana C. Haynes. "Improving Reading Comprehension by Using Paragraph Restatements." Exceptional Children 54, no. 1 (September 1987): 54–59. http://dx.doi.org/10.1177/001440298705400107.

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Thirty-two elementary learning disabled students were randomly assigned either to a condition in which they were trained to use a comprehension monitoring strategy or to a control condition. In the strategy condition, students were instructed to write brief restatements of the important ideas of paragraphs as they read. Following training, all students read and completed comprehension measures for narrative passages under conditions which constituted (a) a test of training, (b) a near transfer test, and (c) a remote transfer test. In all instances the strategy-trained students exhibited better comprehension than did the control students.

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Thapar-Olmos, Natasha, and Stephanie R. Seeman. "Piloting Classroom Response Systems in Graduate Psychology Courses." Journal of Educational Technology Systems 47, no. 2 (August 22, 2018): 193–204. http://dx.doi.org/10.1177/0047239518794173.

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This study examined student experiences of using classroom response systems (CRS; i.e., clickers) in graduate-level psychology courses. A total of 98 students participated in a repeated measures design. Overall, student attitudes toward using clickers were positive at both measurement time points. Participants reported that clickers helped check comprehension of lectures, increased enjoyment of lectures, helped apply concepts to practical examples, and made the class more engaging. Ratings were less positive for exam preparation and prompting discussions with classmates. This study demonstrates potential applications of CRS in small graduate psychology classrooms and supports previous research indicating that CRS can improve learning by increasing interactivity and higher order processing of information.

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Journal articles on the topic 'Comprehension. Learning, Psychology of'

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