Adults with poor reading skills, older adults, and college students: The meanings they understand during reading using a diffusion model analysis

McKoon, Gail; Ratcliff, Roger

doi:10.1016/j.jml.2018.05.005

Cited by 17 publications

(12 citation statements)

References 148 publications

(172 reference statements)

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“…It also evaluates the identification of assumptions, the derivation of implications, and the recognition of argumentative and rhetorical strategies. McKoon and Ratcliff (2018). A decisionmaking model combined with tests of particular comprehension processes can lead to further understanding of reading skills.…”

Section: Textmentioning

confidence: 99%

A study of critical thinking in higher education students

2020

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The study shows a proposal on specific diagnosis of critical thinking skills in higher education students according to literal, inferential and critical reading levels. A literature review on Critical thinking was done to support concepts. This proposal is adapted from the variables of the information obtained. One of the conclusions shows that the career profile is a determining factor in the result and that motivation and interest are outstanding in the reading and writing processes. Teaching students to evaluate their own processes and helping teachers to include critical readings in their curricula will help to develop effective skills associated with critical thinking. The general objective of the research project is to strengthen Critical Thinking and the argumentative capacity of the students of the schools of Administration, Health Sciences, Engineering and Architecture, Social Sciences, Humanities and Theology through strategies of reading and writing. A mixed methodology was used; the researches designed and administered 2 critical reading texts, each with 10 questions and organized in 3 reading levels (literal,inferential and critical), to 158 students; then, a data analysis on how students infer, interpret and analyze text content before they start a communicative course was done. The results show that according to the professional profile, some students are more argumentative that others and that students lack Critical Thinking skills.

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Section: Textmentioning

confidence: 99%

A study of critical thinking in higher education students

2020

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“…Fixation duration times decreased with increasing predictability amongst both age groups, suggesting that context facilitates reading in both age groups to the same extent. This is further supported by research in which older adults and college students read stories followed by true or false statements that either matched or mismatched the context of the story [23]. Older adults were able to use contextually relevant information as well as younger adults to facilitate language comprehension.…”

Section: Sentence Context and Word Processing In Ageingmentioning

confidence: 72%

“…In general, studies suggest that older adults can benefit from context predicting or priming upcoming words. However, while some studies suggest that older adults can benefit from semantic context to the same extent as younger adults [10,[22][23][24] or even more than younger adults [20,21], other studies have suggested that older adults cannot use the semantic context as effectively [6][7][8].…”

Section: Matched Sentence Contexts and Ageingmentioning

confidence: 99%

Diving into a pool or volcano? Examining the influence of sentence context and task demands on sentence reading in younger and older adults

2022

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Cognitive ageing is often associated with slower lexical processing, which might influence both language production and comprehension. Words are typically used in context, which can further influence word processing and potential age differences. However, it remains unclear how older adults are affected by context during reading. Older adults are reported to have in-tact semantic knowledge, which could potentially help them to process words predicted by semantic information in the preceding context. However, potential difficulties with semantic control might mean older adults have greater difficulty suppressing interfering information from mismatching contexts. In this study we examined the influence of contexts that either predicted a specific target word (“matched”, e.g., “The man watched the lava erupt from the volcano”) or predicted another word than the target (“mismatched”, e.g., “The swimmer dived into the volcano”) as compared to neutral contexts (e.g., “They went to see the volcano”). We also examined the potential role of task demands by asking participants to either just read the sentences for comprehension or to answer questions. Forty younger adults (18–35 years old) and forty older adults (65–80 years old) completed a self-paced reading task in which we measured reading times for the target words. Older adults showed slower reading times overall. Matched sentence contexts facilitated reading times in both age groups. Surprisingly, mismatched sentence contexts did not hinder reading times in either age group. Furthermore, reading times were not influenced by task demands. Together, this shows the importance of studying language in context. While interference from mismatching sentence contexts might have not been substantial enough to delay reading, reading was faster when processing expected words. This suggests older adults can indeed benefit from semantic knowledge to facilitate word processing during comprehension. This occurred even when no additional task was presented and people were purely reading for comprehension.

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“…On that assumption, as Reading is an exchange of graphemes and lexical components organized into semantic values (Núñez-Vázquez & Crismán-Pérez, 2017; Young-Suk, 2015), there are several correlative factors between reading comprehension and language awareness associated with Reading as a cognitive and visual action (McKoon & Ratcliff, 2018). This can be described by two approaches: intrinsic and an extrinsic one.…”

Section: Language Awareness Reading Comprehension and Foreign Languamentioning

confidence: 99%

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

Vázquez

Pérez

2021

PortaLin

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The present paper reports on the effectiveness of the Grammar-Translation Method, Communicative Language Teaching and Content and Language Integrated Learning upon reading comprehension and language awareness. The study recruited a convenience sample of 164 Spanish students from a rural area in southern Spain who randomly received these three ESL/EFL methods. The research was focused on two hypotheses. Firstly, L2 reading learning is more effective from CLT and CLIL than GTM. Secondly, CLT and CLIL demand more contextual learning. Results showed CLT method offered more similar results among the reading comprehension tasks (p<.01). However, from a descriptive study, GTM obtained the best performance globally. In all three methods, scores were weakest for pragmatic awareness. However, the interaction between reading comprehension and language awareness suggested that the intervention was more supportive for CLT. Also, significant intra-gender differences according to the learning methodology were found. Study limitations and future research recommendations also were discussed.

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Adults with poor reading skills, older adults, and college students: The meanings they understand during reading using a diffusion model analysis

Cited by 17 publications

References 148 publications

A study of critical thinking in higher education students

A study of critical thinking in higher education students

Diving into a pool or volcano? Examining the influence of sentence context and task demands on sentence reading in younger and older adults

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

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