Assessing Reading Skill With a Think-Aloud Procedure and Latent Semantic Analysis

By Joseph P. Magliano, Keith K. Millis. 2003

183 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/76d9ae1d2a3590bb737352edc95588f9cfe4140d

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Reader and text factors in reading comprehension processes (2011, unknown): “Introduction 正しい読解は、テキストと一貫した心的表現の構築を読み手の記憶と関連させる心的表現＝読解の成果（読書のオフライン結果）心的表現の構築＝読んでいる間に徐々に行われるプロセス（オンラインプロセス）読解の心理学的モデルは、読解の成果と、それにつながるプロセスを区別する読書プロセスが読書成果につながる因果的な関連がある (e.g. Goldman & Varma, 1995; Kintsch, 1988; Trabasso & Suh, 1993) ため、成果とプロセスの区別は重要読み手の特徴、テキストの性質、読書の状況によって、理解の成功・失敗は影響を受”
Deep‐Level Comprehension of Science Texts: The Role of the Reader and the Text (2005, unknown): “…Test) are more likely to generate inferences that repair conceptual gaps between clauses, sentences, and paraphrases (Cain & Oakhill, 1999; Long, Oppy, & Seely, 1994; Magliano & Millis, 2003; Magliano, Wiemer-Hastings, Millis, Munoz, & McNamara, 2002; Oakhill, 1982, 1984; Oakhill & Yuill, 1996).”
Understanding the glue of narrative structure: Children's on- and off-line inferences about characters’ goals (2007, methodology): “It is a potentially versatile and powerful method of examining the content of mental processing for both research and instructional purposes (e.g., Loxterman, Beck, & McKeown, 1994; Magliano & Millis, 2003; McNamara, 2004; Trabasso & Magliano, 1996).”
Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers (2007, unknown): “…in press; Oakhill, 1984), use more reading strategies (Bereiter & Bird, 1985; Brown, 1982; Goldman & Saul, 1990; Lau & Chan, 2003; Long et al., 1994; Magliano & Millis, 2004; Magliano, Wiemer-Hastings, Millis, Muñoz, & McNamara, 2002; Oakhill, 1984; Oakhill & Yuill, 1996), and have more intrinsic…”
iSTART: Interactive strategy training for active reading and thinking (2004, background): “…readers are more likely to engage in comprehension monitoring and active reading strategies such as previewing, predicting, making inferences, drawing from background knowledge, and summarizing (Brown, 1982; Long, Oppy, & Seely, 1994; Magliano & Millis, 2003; Oakhill, 1984; Oakhill & Yuill, 1996).”
Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners (2012, background): “…to gain access to how people are processing the materials, interpreting the tasks, setting or revising task goals, and keeping track of their performance (e.g., Chi et al., 1994; Coiro & Dobler, 2007; Coté & Goldman, 1999; Coté, Goldman, & Saul, 1998; Hartman, 1995; Magliano & Millis, 2003).”
The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts (2007, methodology): “…Pressley & Afflerbach, 1995; Trabasso & Suh, 1993) and has received extensive validation as a tool to reveal comprehension processes in reading (Afflerbach, 2002; Coté & Goldman, 1999; Magliano & Graesser, 1991; Magliano & Millis, 2003; Magliano, Trabasso, & Graesser, 1999; Zwaan & Brown, 1996).”
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “Rather than explaining ideas in a text, they tend to paraphrase or restate verbatim the information presented in the text (Coté et al., 1998; Magliano & Millis, 2003; O’Reilly & McNamara, 2007) or focus on details in the text that are not related to developing an understanding of the phenomena…”