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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 14 of 14 1 Reading Analyses with Chilean Children Cubillos Guzman, Montserrat. - 2021 BASE Show details 2 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 3 Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content Hattan, Courtney. - 2018 BASE Show details 4 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION Albro, Jennifer. - 2017 BASE Show details 5 EIGHTH-GRADERS’ READING COMPREHENSION OF INFORMATIONAL TEXTS AND LITERARY TEXTS IN THE 2009 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS YOU, WEI. - 2016 BASE Show details 6 Strategy and bias in comprehension of multiple texts: How do readers with topic beliefs use strategies when reading controversial documents? Kim, Jong-Yun. - 2014 Abstract: Research on multiple text comprehension reveals key principles and elements of comprehension: readers' mental representation, cognitive text processing, and strategy use while reading multiple texts (Goldman, 2004; Rouet, 2006). However, many studies of multiple text comprehension fail to investigate the influence of reader bias. Grounded in both the literature on reading strategies and the social psychology literature on bias (e.g., Edwards & Smith, 1996), this study investigated how readers' topic beliefs influence comprehension strategies in relation to bias. The participants for this study were 15 undergraduate students, chosen as they represented three distinct topic beliefs related to the Israeli-Palestinian conflict. There were 5 pro-Israel, 5, pro-Palestine, and 5 neutral participants. While thinking-aloud, participants read two maps and five texts about Israeli settlements in the West Bank, and the ongoing Palestinian-Israeli conflict. The texts and maps were presented in the iMTC (internet-embedded Multiple-Text Comprehension measurement tool) environment (Kim & Cho, 2011). In addition, measures of participants' prior knowledge and topic beliefs were gathered, while their reading times and Internet searches were recorded by the iMTC. Participants' verbal reports were coded based on existing coding schemes for reading strategies (Goldman et al., 2012; Pressley & Afflerbach, 1995). Five families of strategy were determined: Considering text content, Acceptance and resistance, Monitoring, Evaluation, and Information need and search. The study has three major findings. First, initial belief differences between groups of different beliefs increased after reading, meaning that participants showed biased assimilation processing during reading. Second, the participants' biased processing was not detected in the three types of reading measures: reading times, reading orders, and Internet searches. Finally, the study found that participants with different topic beliefs showed different strategic patterns in relation to bias. In particular, acceptance and resistance distinguished the three participant groups' strategic processing. Participants accepted belief-consistent text information and resisted belief-inconsistent text information. In addition, three cases of participants' biased strategy use were qualitatively analyzed. The analyses demonstrated that participants' topic beliefs played a role in creating an interpretive framework that evaluated, accepted, or resisted information during reading. The findings, limitations, implications for future research and instructional practices are discussed. Keyword: Bias; Multiple-Text Comprehension; Reading instruction; Strategy; Topic Belief URL: http://hdl.handle.net/1903/15746 https://doi.org/10.13016/M29P4V BASE Hide details 7 EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING Loughlin, Sandra. - 2013 BASE Show details 8 INSTRUCTIONAL BEHAVIORS AND STUDENT READING OUTCOMES IN A SCRIPTED TIER 2 INTERVENTION FOR FOURTH GRADE STRUGGLING READERS Montanaro, Elizabeth Ann. - 2012 BASE Show details 9 THE RELATIONSHIPS BETWEEN TEACHER VARIABLES AND OUTCOMES FOR LANGUAGE MINORITY LEARNERS IN GRADES 3-5 ON MEASURES OF VOCABULARY KNOWLEDGE AND READING COMPREHENSION Gray, Jennifer Letcher. - 2012 BASE Show details 10 USING BORDERLANDS LITERATURE TO INCREASE INTEREST IN LITERACY IN THE HERITAGE LANGUAGE: TEACHER RESEARCH WITH LATINO/A TEENAGE STUDENTS Cabrero, Magda A.. - 2011 BASE Show details 11 ADOLESCENTS' CONSTRUCTIVELY RESPONSIVE READING STRATEGY USE IN A CRITICAL INTERNET READING TASK Cho, Byeong-Young. - 2011 BASE Show details 12 A Comparison of Two Strategies for Teaching Third Graders to Summarize Information Texts Dromsky, Ann. - 2011 BASE Show details 13 Comprehension and Learning from Social Studies Textbook Passages among Elementary School Children in Korea and the United States Huh, Hyejin. - 2011 BASE Show details 14 Does Discussion Make a Difference in Vocabulary Learning From Expository Text Read Alouds? Zelinke, Sarah. - 2011 BASE Show details

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