There exists considerable variation, at the level of the individual, in human sentence processing performance. Here, we aim to illuminate the degree to which experience with language can account for these individual differences. In Experiment 1, we demonstrate that subtle interactions between specific verbs and preceding linguistic context can drive reading times on complex sentences, but only ...

Users of the test need to be clear what the test is measuring and not measuring. It is measuring written receptive vocabulary knowledge, that is the vocabulary knowledge required for reading. It is not measuring listening vocabulary size, or the vocabulary knowledge needed for speaking and writing. It is also not a measure of reading skill, because although vocabulary size is a critical factor ...

BACKGROUND Children with fluent and accurate word reading in the presence of poor text comprehension are impaired on a wide range of reading-related tasks. AIMS This study investigated the consistency of skill impairment in a sample of poor comprehenders to identify any fundamental skill weakness that (i) might be associated with poor text comprehension, and (ii) might lead to depressed readi...

How do people acquire skill at comprehending what they read? That is the simple question to which we shall try to make a tentative answer. To begin, we have to acknowledge some complexities about the concept of reading comprehension and what it means to develop it.

Amnesic patients were studied to determine whether the acquisition and retention of item-specific skills can be supported by nondeclarative (implicit) memory. In Experiment 1, subjects read 2 different passages 3 times in succession. Reading speed improved at a similar rate in both amnesic patients and normal subjects and was specific to the text that was read. In Experiment 2, amnesic patients...

This study examined the relationships of three levels of reading fluency, the individual word, the syntactic unit, and the whole passage, to reading comprehension among 278 fifth graders heterogeneous in reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized reading comprehension test in a model including i...

We investigated whether brain activity was predictive of future reading skill and, if so, how this brain-behavior correlation informs developmental models of reading. A longitudinal study followed 26 normally developing human children ranging in age from 9 to 15 years who were initially assessed for reading skill and performed a rhyming judgment task during functional magnetic resonance imaging...

background and purpose: study skills is one important factor influencing academic achievement of students . we must replace ineffective models and habits of study with more fruitful skills in order to gain better learning. this study investigates the study skills and habits of medical students and their educational achievement. methods: based on a pilot study the sample size was estimates as 40...