The present study aimed to explore how multimedia annotation and writing summary influence the level of reading comprehension. Annotation is based on the theoretical framework of attention, which maintains that attention is critical in the acquisition process of an L2 (Robinson, 1995; Schmidt, 1995, 2001). In fact, several studies (Bowles, 2004; Chun & Plass, 1996; Jones, 2004; Jones & Plass, 2...

When reading a narrative, comprehension and retention of information benefit considerably from the use of situation models--coherent representations of the characters, locations, and activities described in the text. Here we used functional magnetic resonance imaging (fMRI) to explore the neural mechanisms supporting situation model processing. Participants read blocks of sentences that were ei...

the purpose of this study was to investigate two different techniques for testing reading comprehension questions. differences are measured by two different types of questions including inferential and referential questions. to answer the referential questions, the reader is required to move beyond the level of sentence comprehension and understand the relationship among the sentences. while, i...

BACKGROUND Metacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading comprehension must necessarily be based on processing ...

A cooperative comprehension-assistant is described which represents text documents at three diierent levels of abstraction (surface , propositional and situational levels of representation). At the surface level texts are represented as bags of words without any linguistic structure. For the propositional level a deenite but evolutionary growing set of predicates and concepts is used for select...

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly less well than the CA ...

Reading speed is commonly used as an index of reading fluency. However, reading speed is not a consistent predictor of text comprehension, when speed and comprehension are measured on the same text within the same reader. This might be due to the somewhat ambiguous nature of reading speed, which is sometimes regarded as a feature of the reading process, and sometimes as a product of that proces...

This study uses a moving windows self-paced reading task to assess text comprehension of beginning and intermediate-level simplified texts and authentic texts by L2 learners engaged in a text-retelling task. Linear mixed effects (LME) models revealed statistically significant main effects for reading proficiency and text level on the number of text-based propositions recalled: More proficient r...