The Role of Executive Functions in Reading Comprehension

Our goal in this paper is to understand the extent to which, and under what conditions, executive functions (EFs) play a role in reading comprehension processes. We begin with a brief review of core components of EF (inhibition, shifting, and updating) and reading comprehension. We then discuss the status of EFs in process models of reading comprehension. Next, we review and synthesize empirical evidence in the extant literature for the involvement of core components of EF in reading comprehension processes under different reading conditions and across different populations. In conclusion, we propose that EFs may help explain complex interactions between the reader, the text, and the discourse situation, and call for both existing and future models of reading comprehension to include EFs as explicit components.     

Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening

Developing the ability to read is a complex process involving a variety of skills, including both basic language skills and language comprehension skills. Although a balanced reading program would include the development of basic language and comprehension skills, comprehension has often been overlooked in early reading instruction. In this article, we examine recent research findings on how comprehension skills develop in young children and discuss the implications of those findings for comprehension assessment and interventions.     

Children's inference generation across different media

In the present study, we investigated the degree to which children's inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary. To address both aims, we followed two cohorts of children aged 4 and 6 as they turned 6 and 8 years old, respectively. At each time point we assessed their inference and narrative comprehension skills using aural, televised and written stories. We also assessed their basic language skills and vocabulary. The findings demonstrated that children's inference generation skills were highly inter‐related across different media for both cohorts and at both time points. Also, children's inference generation had a significant contribution to children's narrative comprehension over and above basic language skills, vocabulary and media factors. The current set of findings has important theoretical and practical implications for early diagnosis and intervention in young children's high‐order comprehension skills.     

Toward a Critical Hermeneutical Approach in Human Rights Education: Transformative Possibilities and the Challenges of Implementation

The present paper examines the implementation of a particular human rights education approach—known as “critical hermeneutical” approach—in the context of two Greek-Cypriot classrooms. The study investigates whether and how an intervention grounded in this approach offers transformative possibilities to students and what kind of challenges it may pose for teachers who implement it. The implications for teacher training and teacher education are discussed.     

A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

Our aim in the present paper is to discuss a “cognitive view” of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and attention allocation influence reading comprehension processes and outcomes and may lead to reading comprehension problems. Finally, we discuss how the consideration of these potential sources of difficulty have practical implications for the design and selection of instructional materials.     

Processing demands of reading comprehension tests in young readers

In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock–Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti’s Verbal Efficiency Theory and examined the contribution of a set of skills that are important in early reading (i.e., rapid naming, phonological processing, orthographic processing, fluency, vocabulary, and working memory) to the three reading comprehension tests. Furthermore, because this set of skills undergo rapid development in the early years, we assessed them in two consecutive years, Grade 1 and Grade 2, before examining their prediction to the three reading comprehension tests in Grade 2. The findings showed that the three reading comprehension tests pose different demands to the young reader. Implications of these findings are discussed with respect to reading comprehension assessment and diagnosis of reading difficulties.     

Teaching Deductive Reasoning to Pre-service Teachers: Promises and Constraints

This paper broadly addresses the question of whether university students whose major does not require expertise in logic can improve their ability in deductive reasoning by taking an introductory course in logic. In particular, our study aims to evaluate a course in deductive logic offered by one of the authors in a department of elementary education. Two experiments were conducted by using a pretest-posttest design with an experimental and a control group as well as a follow-up test after 6 months on the experimental group. The results of the analyses showed that the course mainly succeeded in strengthening students’ general logical ability in the experimental group and these gains were retained 6 months later in the follow-up test. Promises and constraints of the study are discussed in the educational context. The names of the authors are listed alphabetically.     

KReC-MD: Knowledge Revision with Multiple Documents

Educational Psychology Review - The aim of this paper is two-fold. The first aim is to review the core representational and processing aspects of influential accounts of single-document and...     

The Role of Social Culture in Internet Adoption in Greece: Unpacking “I Don't Want to Use the Internet” and Frequency of Use

This article examines the role of social culture in Internet adoption in Greece. It employs Hofstede's five-dimensional framework of national culture and analyzes the European Social Survey 2008 data. It finds that social culture in general and particularly people's past or future orientation in life, and to a lesser extent their degree of openness to difference and novelty in life, are significant drivers of Internet adoption in Greece. It argues that the persistently low level of Internet adoption in Greece can be explained by pointing to a traditional, uncertainty-avoidant, and novelty-resistant culture that discourages technological development and innovation. It concludes that to explain that the statement “I don't want to use the Internet” and frequency of use and other such behavioral patterns, one should look beyond demographics, practical, and real-life factors and examine broader and socioculturally embedded drivers of Internet adoption.