Results 71 to 80 of about 884,535 (191)

Developing L2 semantic knowledge of English modality through concept‐based language instruction: Do cognitive linguistics materials have an advantage?

The Modern Language Journal, Volume 110, Issue 2, Page 540-567, Summer 2026.
Abstract This study investigates the pedagogical impact of integrating cognitive linguistics (CL) into concept‐based language instruction (C‐BLI) for teaching English modal verbs. Eighty‐nine Mandarin‐speaking university learners were assigned to one of three instructional conditions: C‐BLI with CL‐based conceptualizations (C‐BLI‐CL), C‐BLI with non‐CL
Helen Zhao, James P. Lantolf
wiley   +1 more source

The validity of Cloze Oriented System (COS): a correlation study with an electronic comprehension test and a reading attitude survey

, 2007
Este estudo analisou a eficiencia do Sistema Orientado de Cloze (SOC) considerando sua relacao com atitude em leitura e sua validade. O Programa Informatizado de Compreensao (PIC) para alunos de 1a a 4a serie do ensino fundamental foi baseado no SOC de ...
M. Joly
semanticscholar   +1 more source

Probing Prediction‐Related Processes in Language Using an EEG Word Stem Completion Paradigm

Psychophysiology, Volume 63, Issue 6, June 2026.
ABSTRACT Humans comprehend language rapidly, with active prediction of upcoming words as a key mechanism. Studies using sentences have documented facilitations in behavior and brain activity (N400) when people encounter predictable words, and brain responses (anterior positivity) specific to prediction violations.
Hui‐Sun Chiu, Ryan J. Hubbard, Kara D. Federmeier   +2 more
wiley   +1 more source

Differential Effects of a Literacy Intervention Across Academic Cycles in Children With Learning Difficulties

Journal of Research in Reading, Volume 49, Issue 2, May 2026.
ABSTRACT Background This study explored the differential effects of a comprehensive intervention program for improving literacy skills in monolingual children with learning difficulties (LD) from Spain, enrolled in the second (Grades 3 and 4; aged 8–10 years) and third cycles (Grades 5 and 6; aged 10–12 years) of primary school.
María Carmona, Sara Mata, Macarena De los Santos‐Roig, Francisca Serrano   +3 more
wiley   +1 more source

Relationships Between Morphological Knowledge, Spelling and Writing in Adolescents

Journal of Research in Reading, Volume 49, Issue 2, May 2026.
ABSTRACT Background Spelling proficiency is crucial for expressing abstract ideas in writing. In secondary school, students are increasingly required to spell morphologically complex, subject‐specific words, but such words are challenging to spell, and few studies have investigated how morphological knowledge contributes to spelling and writing ...
Jessica Colleu Terradas, Danielle Colenbrander, Rauno Parrila, Anne Castles   +3 more
wiley   +1 more source

Scope as a Source for Non‐Incremental Effects?

Language and Linguistics Compass, Volume 20, Issue 3, May/June 2026.
ABSTRACT Incrementality is one of the hallmarks of realtime language comprehension. It contrasts sharply with another feature of language comprehension, the high degree of context dependence exhibited by many expressions calling for global adaptations to the larger discourse context.
Fabian Schlotterbeck, Oliver Bott
wiley   +1 more source

Memoria operativa y lectura comprensiva: medición con pruebas de amplitud lectora y tipo cloze en ámbitos pre y universitarios

Apertura, 2016
La importancia de la memoria operativa en la ejecución de distintas tareas cognitivas altamente demandantes, como la lectura de comprensión y, a su vez, el impacto de ésta en el desempeño estudiantil ha sido revisada en diversas investigaciones aplicadas
Ismael Esquivel Gámez , Waltraud Martínez Olvera , Rafael Córdoba del Valle , Carlos Reyes Gutiérrez   +3 more
doaj   +1 more source

Cloze, Frequency, Surprisal, or Plausibility? A Comparative Analysis of Predictors for Local Ambiguity Resolution

Cognitive Science, Volume 50, Issue 4, April 2026.
Abstract This study investigated the cognitive mechanisms underlying the processing of garden‐path sentences by examining the influence of verb/structural bias, cloze probability, surprisal, and plausibility. Using self‐paced reading with yes/no comprehension questions, we analyzed a structurally diverse set of 11 types of ambiguous and unambiguous ...
Markéta Ceháková, Jan Chromý
wiley   +1 more source

Modulation of Predictive Coding in Auditory Paradigms of Varying Complexity in Children With Developmental Language Disorder

European Journal of Neuroscience, Volume 63, Issue 8, April 2026.
Event‐related potentials elicited in children with specific language impairment (SLI) and typically developing (controls), averaged across the F3, F4, Fz, C3, C4, and Cz electrodes. The upper panel displays the comparison between first‐ and second‐order complexity paradigms, averaging standard and deviant trials, with the baseline established previous ...
Francisco J. Ruiz‐Martínez, Elena I. Rodríguez Martínez, Brenda Angulo Ruiz, Ana Gómez Trevióo, Raquel Muñoz Pradas, Sheyla Andalia, Carlos M. Gómez   +6 more
wiley   +1 more source

Estrategias metodológicas para mejorar la lectura en estudiantes de educación básica

RICEd: Revista de Investigación en Ciencias de la Educación
Las estrategias metodológicas son una herramienta que pueden utilizar los docentes de primaria para mejorar la lectura en los estudiantes, en las edades de 8 a 9 años empiezan su proceso de lectura.
Elvia Janeth Punina-Caiza, Verónica Elizabeth Olalla-Pardo, David Ricardo Castillo-Salazar, Julio Rafael Cabrera-López   +3 more
semanticscholar   +1 more source