- Welcome from the Director
- Agenda and Presentations
- Plenary Sessions: Remarks and Presentations
- Speakers' Bios for Plenary Sessions
- Poster Presentations
- Cognition and Student Learning
- Cognition and Student Learning and Science
- General Topics
- Mathematics, Reading, and Others
- Policy, NAEP, Preschool Curriculum Evaluation Research (PCER), Science, and Others
- Policy, Cognition and Student Learning, and Others
- Policy, Science, Cognition and Student Learning, and Others
- Predoctoral Interdisciplinary Research Training Programs
- Reading
- Reading and Others
- Reading, Social and Character Development (SACD), and Others
- Reading and Teacher Quality
- Adolescent Development: An Improved Replication Study
- Children's Number Categories and Understanding of Numerical Magnitude
- Children's Perceptions of the Classroom Environment and Social and Academic Performance: A Longitudinal Analysis of the Contribution of the Responsive Classroom Approach
- Determining the Concurrent and Predictive Validity of Two Emergent Literacy Screeners
- Do Fathers Matter? The Role of Father Involvement in Pre-adolescent Academic and Social Development
- Effective Accountability: Success of State Departments of Education at Promoting and Implementing State Standards and Test-based Accountability, 1981–2001
- Effective Intervention in School Settings Requires the Recognition of Individual Differences in Autism
- Effects of Comparison on Learning New Principles
- The Effects of Diagrams and Diagramming Tools on the Analysis of Social Policy
- Experimental Validation of Instructional Materials on Usability-Supporting Architectural Patterns
- Exploring Effects of Different Instructional Approaches to Reading Comprehension
- The Help Tutor: Improving Students' Help-seeking Behavior While Working with Intelligent Tutoring Systems
- Identifying and Overcoming the Learning Gaps Created by Early Childhood Poverty
- Immigrant Differences in Early Reading Achievement: Evidence from the ECLS-K
- Information and Access: Modeling the Impact of Information on a Student's Probability of Attending College
- Intelligent Tutoring of the Structure Strategy Improves Reading Comprehension of Fifth and Seventh Grade Students
- Interactive Effect of Parenting and Teaching Styles on Academic Achievement
- Investigation of a Brain-Based Intervention to Improve Performance on Multiple Attention Based Tasks
- iSTART: An Interactive Reading Strategy Yutoring System that Helps Adolescent Readerse Understand Challenging Text
- 'Mindless Reading' and its Effects on Comprehension
- Preschool Classroom Quality: Impacts on Reading Outcomes for Children With and Without Language Impairment
- Priming: Language Intervention for Children Prenatally Exposed to Cocaine
- Profiles of Approaches to Learning in Head Start Preschoolers
- The Reading Trajectory of Children with Language Impairment from Preschool to Fifth Grade: A Prospective Study of the Forecast for School
- Re-entry into the Community: The Impact of School Enrollment on Future Recidivism
- Risk Factors Available in Birth Certificate Records for Mental and Motor Delay at 9-months
- School Factors as Mediators of the Relation between Child Maltreatment and Adult Crime: An Examination of a Long-Term Developmental Model
- Student Motivation and Engagement During Classroom Discussion
- Teacher Licensure Tests and Student Achievement
- Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool
- Temperament, Approaches to Learning, and Children's School Readiness
- Toddlers' Imitation of New Skills from Video and Live Instruction
- The Trajectory of Student Interest and Its Implications for Learning and Achievement
- Transitioning to School: Describing the Classroom Environment of Rural, Low-Income Children in Kindergarten and 1st Grade
- Uniform Admissions Policies and Effects of Elite Schools
- Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models
- Your Brain on Geometry
Conference Program (865 KB)
'Mindless Reading' and its Effects on Comprehension
Presenters:
Erik D. Reichle, University of Pittsburgh
Francisco J. Morales, University of Pittsburgh
Patryk A. Laurent, University of Pittsburgh
David V. Halpern, University of Pittsburgh
Jonathan W. Schooler, University of British Columbia
Abstract: "Mindless reading" occurs when, during reading, our eyes continue to move across the printed page in spite of the fact that we are busy thinking about things that are often completely unrelated to the text. Despite of the fact that it appears to be both ubiquitous and detrimental to reading comprehension, the phenomenon has received scant attention from reading educators or cognitive scientists. The results of three behavioral experiments on mindless reading will be reported in this talk. These results demonstrate that mindless reading can be studied in laboratory contexts, that it often occurs without awareness of the fact that it is happening, and that it does indeed cause problems for reading comprehension. These results will be described within a formal computational framework, and the implications of this work for the practice of reading education and for our general understanding of both reading and meta-awareness will also be discussed.