Written language comprehension in younger and older adults

This study examined the effects of text genre and repeated reading on written language comprehension in younger (M = 21 years) and older (M = 72 years) healthy adults (N = 54). Participants verified four text-based statements (i.e., explicit, implicit, contradictory, and elaborated) after reading expository, narrative, and procedural texts. Verification accuracy was comparable for both age groups; however, text genre, statement-type, and repeated reading produced significant effects. Expository passages, explicit and implicit statements, and repeated reading yielded superior results. Procedural passages and contradictory and elaborated statements yielded less accurate results. Statement-types invoked multiple levels of cognitive representation across text genres and age groups. Overall, reading time was significantly faster for younger adults, and reading times were significantly faster for both age groups during the repeated reading trial. Text genre also influenced reading time, with expository passages read faster than narrative and procedural passages. These findings suggest the appreciable influences of text genre and repeated reading on measures of text processing and comprehension in healthy adults, irrespective of age.     

Distinctions between reading comprehension and locating information in text.

Reading comprehension is usually operationalized as text recall. However, locating information such as facts, names, or numbers in text is a reading task requiring comprehension that is distinct from text recall in two respects: (1) cognitive processes that control reading comprehension and locating information are expected to be different; (2) the frequency of engagement in comprehension and locating are expected to be independent. We examined these expectations by identifying 4 reading tasks frequently performed by 45 electronics engineers and technicians. Real world reading tasks were simulated with sets of test items in the following domains: (a) comprehending articles, (b) locating information in schematics, (c) locating information in articles, and (d) locating information in manuals. Factor analyses for both the engineers and technicians resulted in two factors, one for comprehension (a) and one for locating information (b, c, d), with a correlation of less than .20. Factor analyses of reading engagement for both groups resulted in factors of (a) comprehending articles, (b) locating information in articles, (c) reading schematics, and (d) reading manuals. Canonical correlations for both groups showed no association between reading engagement variables and reading competence (comprehending and locating) variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading comprehension.

Four major assumptions drive current psychological research on the reading comprehension process: (a) Skilled reading depends on the complex interaction of cognitive, linguistic, and perceptual processes; (b) reading is an interactive process; (c) our ability to process textual information is constrained by the limits of our information processing ability; and (d) reading is strategic. Emerging evidence points to prior knowledge and cognitive and metacognitive processes as critical for the development of skilled reading comprehension. Evidence suggests that instruction on the processes underlying comprehension can improve a reader's comprehension skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive approaches to understanding reading: Implications for instructional practice.

Reviews psychological research on the nature of fluent reading, visual word recognition, and text comprehension. Issues considered include the nature of perceptual processes in reading, sources of individual differences, the interactions among cognitive processes in skilled reading, and the role of background knowledge in constructing the meaning of text. Studies with instructional implications are noted that may stimulate development of programs for enhancing particular skills such as vocabulary, word-recognition efficiency, and inference making. Progress toward the definition of a general model for reading is also considered. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text.

The effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of a dual-positional text were investigated. Forty undergraduates thought aloud while reading a text that presented information both consistent and inconsistent with their prior beliefs about the HIV–AIDS relationship. Epistemological beliefs about the speed of learning affected the overall number of cognitive processes exhibited, whereas topic-specific beliefs interacted with the nature of the information read to influence the specific type of cognitive processing used. Strategies for accepting or resolving apparent ambiguities in text were related positively to delayed recall; cognitive processes for developing awareness were related negatively to the number of distortions produced. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of a visible author in statistical texts.

The effects of a visible author (one who reveals aspects of him- or herself) on women's experience reading statistical texts were examined among 47 female college students who read texts that differed in the extent to which the author revealed attitudes and personality. Data included "think-and-feel-aloud" protocols, measures of concentration, mood, level of perceived challenge, and readers' images of the author. Women reading the visible author text interacted with the author while reading; this relationship appeared to influence the relations among comprehension, motivation, and affective response. For these women, author image and initial self-efficacy for statistics were related to cognitive engagement, feelings of accomplishment, and intrinsic motivation. Implications for text construction and methodology in research on the interaction of cognition and affect during learning tasks are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How do the efficiencies of reading subcomponents relate to looking back in text?

The compensatory-encoding model of reading suggests that experienced readers compensate metacognitively for inefficient reading subcomponents or cognitive resource limitations. For instance, readers with less efficient access to information in working memory are predicted to look back in text more than those with more efficient access to information in working memory. Both groups of readers still have good comprehension. One hundred nine adult readers were measured on the efficiencies of selected reading subcomponents. Texts were read from a computer screen 1 sentence at a time. The extent to which readers looked back in text (reread sentences) was noted. Those with more efficient access to information in verbal working memory looked back less, consistent with the model. Theoretical and educational implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Text Processing and Reading Research.

Comments on an article by R. L. Venezky "Research on reading processes: A historical perspective" (see record 1978-00200-001). Venezky (traced the history of research on reading processes. He began with the "golden years" from 1885 to 1915. He identifies experimental psychologists involved in reading research (Cattell and Huey), the influence of behaviors (1920s to 1950s), the influence of visual processing research (eye movement studies), recognition and decoding. As such, the review overlooks other important trends in reading research, particularly those with a greater emphasis on comprehension. One overlooked trend in reading research--that is, text processing, deserves attention. The review continues with Bartlett's work (late 1950s and early 1960s) and discusses the work of Cofer, Slamecka, Dawes, and educational psychologists. The renaissance of interest in the line of research advanced by Bartlett appears to be of a quality and a scope to be mentioned alongside the renaissance of interest in those areas advanced by men such as Cattell and Huey. Renewed interest in both the traditions cited by Venezky and the tradition described in this article suggests an optimistic future for the psychological investigation of reading processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Readers' reliance on source credibility in the service of comprehension.

The current project examined the impact of knowledge about the credibility of sources on readers' processing of texts. Participants read texts in which information about characters was provided by either a credible or a noncredible source; this information suggested that the character potentially possessed a particular trait. A subsequent text episode offered the opportunity for participants to apply any inferred trait to their understanding of unfolding story events. In Experiment 1, participants' moment-by-moment reading times indicated strong expectations for characters to behave in trait-consistent ways, with little effect of credibility on those expectations. Experiments 2 and 3 provided participants with additional encouragement to attend to credibility during reading, but these experiments also revealed little influence of credibility. In Experiment 4, in addition to being given added encouragement, participants were explicitly asked to evaluate the likelihood of future text events; under these conditions, expectations for story outcomes were influenced by the credibility of information sources. This influence was mediated by the degree to which participants self-reported relying on credibility during the task. These findings have implications for contemporary accounts of text comprehension, persuasion, and individual differences in credibility assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading skill: Some adult comparisons.

Three groups of college readers were compared on several information-processing and language comprehension tasks that tap the cognitive components of reading. The groups were skilled readers with high verbal and nonverbal abilities, low-skilled readers with a disparity between verbal and nonverbal abilities, and low-skilled readers who were low in both verbal and nonverbal ability. Results confirm the importance of word processing and general language comprehension in distinguishing skilled from less skilled readers. Results also support the view that reading ability is best described as a continuous function and provide evidence of the reemergence of lower level processing skills in adults as a function of text difficulty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of reading purpose and working memory capacity on the processing of expository text.

The extent to which low- and high-WMC (working memory capacity) readers adjust cognitive processes to fit the reading purpose was examined. Participants performed a verbal protocol task as they read an expository text under 1 of 2 reading purpose conditions, entertainment or study, and then completed a free-recall task. When reading to study, low-WMC readers emphasized less demanding processes over more demanding processes to a greater extent than high-WMC readers and recalled less. When reading for entertainment, patterns of processes and recall were similar across readers. Thus, all readers adjusted processing to fit the reading purpose; however, when reading for study, low-WMC readers emphasized processes that were the least demanding on their resources but not necessarily beneficial for recall. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental differences in the relationship between reading comprehension and hemispheric alpha patterns: An EEG study.

Boys 6–8 and 10–12 years of age read short passages at their instructional level and were subsequently asked questions on these passages. EEG measures were obtained during silent reading of each passage. There were age differences in the relationship between hemisphere activation during silent reading and reading comprehension. Left-hemispheric activation was significantly associated with comprehension for the younger children. Bilateral processing was related to comprehension for the older children. These findings, integrated with other relevant findings, suggest a developmental difference in the use of hemispheric-mediated processes during reading acquisition. During beginning reading, children use simpler and fewer strategies, and (at any given point in time) rely more on the processing of one hemisphere. The particular hemisphere that any given child relies on depends on the strategy used. During a later stage of reading acquisition, children use a more dynamic flow of complex strategies, which involves greater interhemispheric integration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of reading purpose on inference generation and comprehension in reading.

There are variations in the extent to which particular types of inferences or activations are made during reading (G. McKoon & R. Ratcliff, 1992; M. Singer, 1994). In this study, the authors investigated the influence of reading purpose (for entertainment or study) on inference generation. Participants read 2 texts aloud and 2 texts for comprehension measures. Reading purpose did not influence off-line behavior (comprehension) but did influence on-line reader behavior (thinking aloud). Readers with a study purpose more often repeated the text, acknowledged a lack of background knowledge, and evaluated the text content and writing than did readers with an entertainment purpose. This pattern was stronger for the expository text than for the narrative text. Reading purpose, and possibly text type, affects the kinds of inferences that readers generate. Hence, inferential activities are at least partially under the reader's strategic control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new tool for measuring and understanding individual differences in the component processes of reading comprehension.

We propose a new measure of individual differences in reading comprehension ability that is theoretically motivated, is easy to administer, and that has high predictive power. Participants read 3-sentence paragraphs that describe the relations among a set of real and artificial terms, and then they respond to true–false statements that assess their ability to access and integrate long-term memory knowledge with text information, to make text-based inferences, and to recall text. The components of our task predict performance on a test of global reading comprehension and on a range of specific comprehension tests, each of which draws more heavily on one particular component. Our task is better at predicting reading comprehension than is a typical working memory span task and has the potential for advancing researchers' understanding and measurement of a range of linguistic and cognitive tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of components of reading skill.

Verbal coding efficiency and listening comprehension ability were assessed in 100 skilled and less skilled readers in 2nd, 3rd, and 5th grades. Younger and less skilled readers differed from older skilled readers on both factors. However, as verbal coding speed increased, comprehension skill became the more important predictor of reading skill. Results are interpreted within a limited processing capacity model of reading. Verbal coding processes, which are slow, reduce the amount of attention available for other reading processes, thereby producing deficits in comprehension of what is read. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationships of three components of reading fluency to reading comprehension.

This study examined the relationships of 3 levels of reading fluency--the individual word, the syntactic unit, and the whole passage--to reading comprehension among 278 5th 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 inferencing skill and background knowledge. The study supports an automaticity effect for word recognition speed and an automaticity-like effect related to syntactic processing skill. In addition, hierarchical regressions using longitudinal data suggest that fluency and reading comprehension have a bidirectional relationship. The discussion emphasizes the theoretical expansion of reading fluency to 3 levels of cognitive processes and the relations of these processes to reading comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Negotiating relevance: belief, knowledge, and practice in international health projects

The authors investigated the effects of experimentally induced mood states on the identification of contradictions in text passages and ratings of comprehension in 3 experiments. Mood impaired comprehension in college students across a variety of passages, as evidenced by a depressive impairment in contradiction identification and an increased number of false identifications among depressed participants. Additionally, depressed individuals were less accurate in their judgments of passage difficulty. These findings are consistent with the resource allocation model of mood effects, which attributes impaired comprehension to the activation of intrusive, irrelevant thoughts during reading of the passage. It is further argued that these results cannot be explained simply by a deficit in motivation of the depressed participants.     

Reading comprehension: Developmental processes, individual differences, and interventions.

Research on the typical development of reading comprehension, individual differences in comprehension, and reading comprehension interventions is less common than research on word reading. The authors present an overview of research on the development of reading comprehension skills and sources of individual differences in comprehension with reference to cognitive models of comprehension. Methodological issues particular to developmental and individual difference research on comprehension are also described. The article ends with a selective review of research programmes that illustrate effective comprehension interventions for typically developing children and for children who struggle to understand what they read. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?

This investigation explores the contribution of two working memory systems (the articulatory loop and the central executive) to the performance differences between learning-disabled (LD) and skilled readers. Performances of LD, chronological age (CA) matched, and reading level-matched children were compared on measures of phonological processing accuracy and speed (articulatory system), long-term memory (LTM) accuracy and speed, and executive processing. The results indicated that (a) LD readers were inferior on measures of articulatory, LTM, and executive processing; (b) LD readers were superior to RL readers on measures of executive processing, but were comparable to RL readers on measures of the articulatory and LTM system; (c) executive processing differences remained significant between LD and CA-matched children when measures of reading comprehension, articulatory processes, and LTM processes were partialed from the analysis; and (d) executive processing contributed significant variance to reading comprehension when measures of the articulatory and LTM systems were entered into a hierarchical regression model. In summary, LD readers experience constraints in the articulatory and LTM system, but constraints mediate only some of the influence of executive processing on reading comprehension. Further, LD readers suffer executive processing problems nonspecific to their reading comprehension problems.