- 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
- Conceptualizing and Measuring Pedagogical Content Knowledge in Reading
- Connecting Cognitive Science and Educational Practice to Improve Reading Comprehension
- Do Some Colleges Improve Students' Chances of Completing Degrees?
- Effectiveness of Supplemental Fluency Instruction: Evaluation of the Quick Reads Program Implemented by Paraeducator Tutors
- Enhancing the Reading Comprehension of Small Groups Using a Manipulation Strategy
- Improving Comprehension Online (ICON): Preparing a Digital Reading Intervention Through Vocabulary-based Research
- Orthography and Decisions About When to Move the Eyes During Reading
- Repeated Reading Versus Continuous Reading: Influences on Reading Rate and Comprehension
- Scaling Up Assessment-driven Intervention Using the Internet and Handheld Computers: The Effect of Study Condition on Student Outcome
- Scaling-up Peer-assisted Learning Strategies: A Longitudinal, Multi-site Randomized Control Trial to Determine Necessary On-site Technical Assistance to Teacher Implementers
- Technology Infusion in Beginning Reading Instruction: Three Randomized Experiments
- Reading, Social and Character Development (SACD), and Others
- Reading and Teacher Quality
Conference Program (865 KB)
Connecting Cognitive Science and Educational Practice to Improve Reading Comprehension
Presenters:
Paul van den Broek, University of Minnesota
Kristen McMaster, University of Minnesota
David Rapp, University of Minnesota
Panayiota Kendeou, University of Minnesota
Christine Espin, University of Minnesota
Stan Deno, University of Minnesota
Abstract: The purpose of the research conducted in the first year of our IES-funded study was to identify the cognitive profiles of struggling, average, and good readers at elementary, middle, and high school levels based on their reading comprehension processes. We collected think-aloud protocols and eye-tracking data from students as they were reading narrative and expository texts. In addition, students were tested using cognitive and reading-related assessments. Our aim is to use the cognitive profiles to design and test interventions targeting the diverse needs of students who struggle with reading comprehension. In this poster, we present the cognitive profiles for 89 4th, 89 7th, and 90 9th grade students identified as struggling, average, or good readers using the reading comprehension measures. At each grade level, there were systematic differences between the cognitive processes in which struggling and average/good readers engaged. Moreover, analyses of the think-aloud data indicated that there were two subgroups of struggling readers in each grade. Struggling readers in one subgroup made reliably more (but often invalid) inferences during reading, whereas those in the other group engaged in sentence-based processing, making more text repetitions/paraphrases. Performance on eye-tracking and cognitive/language measures will be described in detail. These data are currently being used to construct innovative reading interventions.