This study uses a moving windows self-paced reading task to assess both text comprehension and processing time of authentic texts and these same texts simplified to beginning and intermediate levels. Forty-eight second language learners each read 9 texts (3 different authentic, beginning, and intermediate level texts). Repeated measures ANOVAs reported linear effects of text type on reading tim...

in this study two modes ofreading (car and traditional print mode) were compared in regards to their effectiveness for l2 reading comprehension. a group of 120 english major students were divided into three classes: car, traditional, and control. based on the english proficiency scores each class was divided into two groups (high and low levels of proficiency). three classes were taught by the ...

The  present  study  aimed  at  investigating  DIF  sources  on  an  EFL  reading  comprehension test.  Accordingly,  2  DIF  detection  methods,  logistic  regression  (LR)  and  item  response theory  (IRT),  were  used  to  flag  emergent  DIF  of  203  (110  females  &  93  males)  Iranian EFL examinees’ performance on a reading comprehension test. Seven hypothetical DIF sources were examin...

Using a component processes task (CPT) that differentiates between higher-level cognitive processes of reading comprehension provides important advantages over commonly used general reading comprehension assessments. The present study contributes to further development of the CPT by evaluating the relative contributions of its components (text memory, text inferencing, and knowledge integration...

This study explored the effect of text cohesion on reading comprehension of challenging science texts among students with little topic-relevant knowledge. Introductory level psychology students, considered to have a low level of knowledge on the topic, read high and low cohesion versions of biology texts. After reading the texts, their comprehension of the texts was assessed with text-based or ...

It is well documented that reading strategies of low-literacy readers are suboptimal when text requires deeper levels of comprehension. Deep comprehension demands causal or goal-oriented reasoning and functional conceptual knowledge. Alternatively, shallow comprehension entails recall of definitions or text features without necessitating a coherent understanding of the text. The Center for Adul...