Relationships between task awareness, comprehension strategies, and literacy outcomes.

Reading is typically guided by a task or goal (e.g., studying for a test, writing a paper).

Leveraging a multidimensional linguistic analysis of constructed responses produced by college readers.

The goal of this study was to assess the relationships between computational approaches to analyzing constructed responses made during reading and individual differences in the foundational skills of reading in college readers. We also explored if these relationships were consistent across texts and samples collected at different institutions and texts. The study made use of archival data that involved college participants who produced typed constructed responses under thinking aloud instructions reading history and science texts.

Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers.

There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whether there were thresholds in proficiencies in foundational skills, (b) whether students falling below the thresholds were disproportionately in developmental literary programs (i.

The effects of domain knowledge and event structure on event processing.

Research suggests that domain knowledge facilitates memory for domain-specific information through two mechanisms: differentiation, which involves the ability to identify meaningful, fine-grained details within a sequence, and unitization, which involves binding individual components from a sequence into functional wholes. This study investigated the extent to which individuals engaged in differentiation and unitization when parsing continuous events into discrete, meaningful units (i.e.

Influences of domain knowledge on segmentation and memory.

Much research has shown that experts possess superior memory in their domain of expertise. This memory benefit has been proposed to be the result of various encoding mechanisms, such as chunking and differentiation. Another potential encoding mechanism that is associated with memory is event segmentation, which is the process by which people parse continuous information into meaningful, discrete units.

The role of character goals and changes in body position in the processing of events in visual narratives.

Background: A growing body of research is beginning to understand how people comprehend sequential visual narratives. However, previous work has used materials that primarily rely on visual information (i.e.