Sex differences in the effectiveness of elaborative strategy use: knowledge access comparisons

Article Abstract:

There is a lack of gender differences in second and third grade childrens' efficiency in associative memory and mental efforts demands of elaborative strategy use. Gender differences are observed in knowledge-base access of gender specific elaboration pair items that are consistently masculine or feminine, or mixed type. Girls show more efficient processing and recall for feminine information, indicating that they require less mental effort for elaborating such pairs. Both boys and girls show similar knowledge access for masculine pairs, or mixed pairs that lack consistent gender connotation.

Surveys, Sex differences, Elementary school students, Human information processing in children, Childhood information processing, Paired-association learning, Paired associate learning

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Individual difference and text difficulty determinants of reading fluency and expressiveness

Article Abstract:

The oral reading of poor readers is less fluent and expressive than that of average readers. Text difficulty level and parsing contribute to fluency within reader groups as the Parsing ability enhances expressiveness in average readers. The role of word identification skills, text phrasing, auditory analysis and digit naming speed (individual difference variables) on the oral reading fluency and expressiveness of poor and average fifth graders was determined with texts of varying difficulty.

Research, Language awareness, Expression, Oral reading

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The effect of prior knowledge and metacognition on the acquisition of a reading comprehension strategy

Article Abstract:

Investigations on the cognitive ability of fourth- and fifth-grade boys who are poor readers indicate that prior knowledge about the contents of the text facilitates better comprehension. Experiments conducted on several baseball players with low reading ability reveal that the metacognition scores are higher when instructions are issued through baseball-based stories. These boys also possess a better recall memory and strategy use.

Influence, Comprehension, Metacognition, Awareness

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