ABSTRACT. Research has focused on child screen time, without considering the nature of screen-based activities. Our objective was to estimate associations between child activities on mobile screens (i.e., eBook reading) at 4.5 and receptive vocabulary at 5.5, controlling child and parent characteristics. Multiple regression based on N=169 children, adjusted for control variables, revealed that more frequent eBook reading predicted greater receptive vocabulary. Results suggest that parents be cautioned to monitor the nature of child screen-based activities.

ABSTRACT. The present study investigated the relationship between screen media use in the household and listening text comprehension in 3- to 6-year-old Italian children. A standardized listening comprehension task and measures of the quality of screen media use were administered. Linear mixed models showed that children’s listening text comprehension was negatively associated with children’s solitary use of screens and positively associated with parents’ regulation of children’s media use, over and above control variables.

ABSTRACT. This contribution examines the relationship between leisure-time reading in print and digital media, digital device use, and language and literacy skills. Findings reveal that print exposure significantly influences both word recognition, vocabulary and reading comprehension, while print and digital reading habits, along with digital device use, exhibit distinct patterns of association with the reading (related) skills. The results underscore the complexity of digital and print reading's influence on language and literacy skills.

ABSTRACT. 908 students from fourth to sixth grade were followed using a longitudinal design. Indirect effects suggest an “unvirtuous circle of digital reading” which describes how extrinsically motivated readers at fourth grade tend to read more on digital devices at fifth grade, which in turn results into poorer reading comprehension skills at sixth grade. By contrast, intrinsic motivation negatively predicted later digital reading habits. Results are discussed based on the digital chain hypothesis.

ABSTRACT. We examined how digital exposure, working memory, sustained attention, decoding, and vocabulary predicted the development of text comprehension and integration of multiple digital documents in 203 children from 5th to 6th grade. Decoding and vocabulary positively predicted the development of text comprehension; social media use was a negative predictor. Number of unique pages visited was an important mediator. We are currently analysing text integration in essays, eye-movements and retrospective think-alouds (n=30).

ABSTRACT. In is study, we investigated how source credibility, graph presence, and trust in science/scientists influence liking and sharing intentions of climate change content on social media. While graph presence positively influenced liking and sharing intentions, this effect was fully moderated by trust in science/scientists. Furthermore, trust in science/scientists moderated the effect of source credibility on liking and sharing intentions: higher trust led to higher intentions for sharing and liking posts from high credible sources.

ABSTRACT. Public trust in science/scientists plays a critical role in belief in scientific information. However, are trust in science and trust in scientists separate or unified constructs? We investigate the underlying factor structure of trust in science and scientists (Study 1) and examine how trust in science and scientists influences belief in scientific information (Study 2). Overall, the relationship between trust in science and trust in scientists is complex, with differential impacts on belief in information.

ABSTRACT. This study investigated the impact of corrections and epistemic explanations on public trust in science journalism. In a 2 (correction vs. no corrections) x 2 (epistemic explanation vs. no epistemic explanation) design, 178 participants read two vignettes based on authentic newspaper articles on scientific research. Results revealed a positive and mitigating effect of epistemic explanations, while corrections negatively impacted trustworthiness. The findings highlight implications for the processing and representation of scientific discourse in journalism.

ABSTRACT. The three-tiered Reasoning About Socioscientific Issues instrument can measure differences in knowledge and confidence across four reasoning groups. We found that, for a sample of U.S. adults, correct, accuracy-driven reasoners scored meaningfully higher than other groups, and that incorrect, desired conclusion-driven reasoners were overconfident relative to other groups. These findings suggest that this instrument will be helpful to researchers and practitioners interested in promoting collaborative and reasoned discourse around scientific topics of social relevance.

ABSTRACT. This study explores children's representations of science explanations and scientists in two contexts: a school-based science and language learning experience and a science communication project. It analyzes written responses from 80 students (ages 9-10) and interviews with six children (ages 9-11). Findings suggest that both contexts influence how children conceptualize scientific explanations and see children as someone who can do science, highlighting the role of discourse in shaping scientific identity and engagement.

ABSTRACT. The present study examined whether the developmental trajectories of phonological recoding skill predicted different levels of reading comprehension (sentence, local coherence, and text), and whether these effects were mediated by the development of visual word recognition. Elementary school children participated in a longitudinal study with four time points between Grades 1-4. Results show a persisting role of phonological recoding for reading skill that was partially mediated by the development of visual word recognition skills.

ABSTRACT. This study investigates how reading in first- (L1) and second-language (L2) influence thought dynamics and their relation to comprehension. English and Spanish native speakers (n = 203) read expository texts in both their L1 and L2 while being periodically asked to rate their thought characteristics (i.e.,visual imagery, verbal-thinking, task-unrelated-thought). Results revealed that people experienced more verbal and task-unrelated thoughts while reading in L2 whereas visual imagery did not change.

ABSTRACT. We investigated the reading comprehension ability of first year, post-secondary students, comparing those whose first language was English or other than English. We administered three subtests – vocabulary, morphology, sentence processing - and a reading comprehension test and collected scale scores and time to complete tests. We conducted hierarchical regression predicting reading comprehension scores from the three subtests and the four time variables. In the presentation, we will reveal results and discuss significance.

ABSTRACT. Main clauses were previously shown to differ from subordinate clauses in discourse-level properties suggesting that main clauses may be more prominent in discourse. In five experiments, we manipulated syntactic connection types in short discourses and poetic texts in Russian. We demonstrate that main clauses are more accessible and more subjectively important than subordinate clauses that are highly integrated into the syntactic structure.

ABSTRACT. This study investigates how first language (L1) sensorimotor associations influence novel word learning through three experiments examining vertical spatial processing. Results demonstrate that while novel words can form immediate sensorimotor associations, these are overshadowed when competing with established L1 representations. The findings contribute to embodied language processing theories by revealing the dominance of existing semantic networks over newly formed associations during adult language learning.

ABSTRACT. This study investigates the interaction of cognitive skills as well as low- and higher-level writing subskills and their influence on text quality in fourth graders. Structural equation modelling revealed that especially spelling and higher-level subskills significantly influenced text quality. Compared to existing writing models, the results suggest a developmental shift: Fourth graders are in a transition phase where both spelling and higher-level skills are crucial. These results provide deeper insights into writing development.

ABSTRACT. Historically, measures of writing motivation have been treated as independent instruments. Only rarely have the writing motivation instruments been used formatively, to support writing instruction. This paper presents the results of initial trials for a set of writing motivation instruments developed for use by college composition instructors, as part of an approach to writing instruction designed to foster student self-reflection about their feelings, beliefs, attitudes, and strategies for writing.

ABSTRACT. This study investigates how working memory (WM) is related to text quality and productivity among beginner writers. 750 Italian second-grader (Mage: 7 years, 7 months, SD = 5.90; 53% female) completed three handwriting tasks, three spelling tasks, two WM tasks and a written composition task. Using a structural equation model, we found that spelling affects text quality whereas handwriting text productivity. WM is indirectly related to text quality via spelling and to productivity via handwriting.

ABSTRACT. This study investigated the relationship between standardized test results and text-based assessments of low- and higher-level writing subskills, and their relationship to text quality. 75 fourth graders’ writing subskills were assessed using standardized tests and text analyses. Results showed significant correlations between subskills and text quality, with standardized tests being more predictive for lower-level subskills. For higher-level subskills, both methods correlated with text quality. Morphological skills measured in the text, however, showed no significant relationships.

ABSTRACT. Does mind wandering impact the chronology order of events during the updating process ? Participants read narratives describing events in chronological and non-chronological order (flashback event). The intrinsic duration (short vs. long) of target events was manipulated. Mind wandering was measured, and a picture recognition task assessed whether readers simulate the events duration and their chronological order. Mind wandering affected temporal reorganization: in the non-chronological order condition (flashback event), participants failed at the recognition task.

ABSTRACT. This meta-analysis aims to identify eye-movement measures indicative of mind-wandering during reading. We conducted a search for articles reporting eye-tracking data and investigating mind-wandering during reading. From this search, we included 16 datasets in our analysis and considered 9 eye-movement measures as indicators of mind-wandering. Results showed that mind-wandering was associated with higher skipping rates and fewer fixations. We also report exploratory analyses examining word length, word frequency, and corrective regressions as indicators of mind-wandering.

ABSTRACT. Reading comprehension is crucial for academic success, but background noise can hinder complex tasks like idiom comprehension. This study examined how intelligible speech noise affects idiomatic reading in 33 Spanish university students. Eye-tracking data showed no main effect of noise on reading times but revealed an interaction with verbal working memory: low-span readers showed increased reading times in noise, while high-span readers remained unaffected, suggesting a modulating role of working memory in coping with noise.

ABSTRACT. Engaging in multitasking while reading in daily life may promote enduring shallow mindsets even in reading episodes without distractions. We tested this hypothesis in a sample of undergraduate students from Spain and Chile, who learn about dyslexia by reading a control or refutational text. Multitasking reading habits predicted lower misconception change, a relation that was partially mediated by participants’ mind wandering. Impulsivity or perseverance did not explain this relation.

ABSTRACT. Students are rather poor in estimating their text comprehension. However, it is unknown how accurately students can monitor their comprehension of multiple texts. A sample of 389 university students made a standardized multiple document comprehension test, estimated their performance, and rated variables such as self-concept, interest, effort and difficulty. A correlation was found between students estimates and their test performance, with students' prior skill estimates and perceived task difficulty as significant predictors of the estimate.

ABSTRACT. This study examined how readers’ perspectives influence their processing of multiple texts with differing viewpoints. Participants read texts on Golden Rice from medical (pro) and social work (anti) perspectives, assigned to read as health practitioners, social workers, or neutrally. Results showed disciplinary competence impacted argumentative quality and viewpoint identification. Reading from a health perspective improved the report quality, while the social work perspective showed weaker effects, likely due to lower familiarity.

ABSTRACT. This study examined whether rubrics enhance metacomprehension accuracy and regulation in writing essays from multiple documents. A total of 115 undergraduate assessed the quality of their essays with or without the help of a rubric. Results did not show a beneficial effect of rubrics on metacomprehension accuracy or regulation. However, low-performing students showed less accurate self-assessments, more overestimation, and less effective regulation decisions, thus underscoring the need for effective metacognitive support among poorer learners.

ABSTRACT. Relatively few studies have addressed the development of sourcing competence in early adolescence. This quasi-experimental study examined the effects of sourcing prompts and mapping scaffolds integrated in climate change inquiry learning on 71 seventh graders’ sourcing competence. The intervention led to improvements in identifying unreliable sources, using expertise and recency criteria, and sourcing self-efficacy. However, no growth in metacognitive knowledge was observed. The findings highlight the benefits and limitations of sourcing scaffolds in early adolescence.

ABSTRACT. This study examined online instructional presentation format effects (Text; Video, audio + keywords; Video, instructor + keywords) on mind wandering (five probe-caught mind wandering questions) and comprehension performance in college students (N = 223). Overall, more mind wandering led to worse comprehension, and was higher as the lesson progressed, although text led to less mind wandering at lesson’s end. For videos, including an instructor led to less mind wandering.

ABSTRACT. This study investigates differences in comprehension across three modalities—reading, listening, and reading-while-listening (RWL)—for narrative and expository texts among college students. Regression analysis identified modality as a significant predictor of comprehension, with reading yielding better outcomes than listening or RWL for some readers. Additional analyses examined the interactions of working memory and neurodiversity (assessed via the ASRS scale) to provide insights into the use of audiobooks in education and their accessibility for diverse learners.

ABSTRACT. This study investigated shared book reading (SBR) practices by comparing their frequency and parents' attitudes towards books' complexity between families of children with and without Autism Spectrum Disorder (ASD). Additionally, the research explored the relationships between SBR and two key factors: parenting self-efficacy and family stress. Understanding these patterns in SBR, an established practice for promoting children's language and literacy development, can inform the design of more effective support programs.

ABSTRACT. The exponential growth of information sources available on the Internet and the possibility of integrating one's knowledge through the use of artificial intelligence tools has made it necessary to study students' critical digital reading skills. For this aim, four components of prior knowledge needed to understand information from multiple texts were assessed. The results show that the amount and the specificity of prior knowledge increases after reading the texts.

ABSTRACT. Setting precise reading goals enhances comprehension and text reconstruction by directing attention and promoting active engagement. This study with 48 fourth-grade students found that those given explicit reconstruction tasks recalled more accurate details, demonstrated better linguistic coherence, and included fewer unrelated details than peers with unspecified tasks. Despite similar text lengths, goal setting improved comprehension. These findings highlight goal setting as an effective instructional strategy, particularly for struggling readers, fostering intentional reading and self-monitoring skills

ABSTRACT. Existing research suggests that comprehending source code is similar to text comprehension. In this ongoing study, we attempt to flesh out this analogy by testing whether a known effect in text comprehension research, the reverse cohesion effect (interactive effect of text cohesion and reader prior knowledge on comprehension of the text), extends to programming contexts. Novice and expert programmer participants read Python codes varying in code cohesion, predict their output, and describe their predicted purpose.

ABSTRACT. In three experiments, we investigated the functional role of perceptual simulations for the perceptual dimension of color in the comprehension of sentences that included color words. Using the sentence-picture verification paradigm, we found a match advantage, suggesting that color information is part of the sentence representation. Additional perceptual input in form of visually presented colors during sentence comprehension did not interfere with or boost this match effect.

ABSTRACT. Participants read scenarios that each contained an utterance like “students often fail” that commented on the frequency of an event using one of 6 possible adverbs, such as rarely and often. After rating their emotional response to the scenario, participants provided a numeric estimate of the critical adverb. Frequency estimates for these vague expressions were more extreme in more emotionally intense contexts—in ways shaped by both adverb directionality and the overall situation valence.

ABSTRACT. Paratextual information concerning the literariness of a text may influence readers’ perception of and reaction to stories. In two experiments, information on high literary merit led to stories being perceived having higher literary quality, having stronger influence on attitudes and reflection, and eliciting more transportation and identification. The current studies underline the importance of paratextual information for readers’ perception and experience of stories alongside story-intrinsic features of literariness.

ABSTRACT. This study examines how emotional language affects memory for text content by comparing the effects of hyperbolic expressions and taboo words. Participants read vignettes containing neutral language, hyperbole, or swearing, followed by memory tests. Individual differences in swearing history and text engagement are measured as potential moderators. Results examine how different types of emotional language influence text memory, with implications for discourse processing theory and practical applications in written communication.

ABSTRACT. We examined associations of four indicators of working memory updating with comprehension monitoring (measured with an inconsistency task). Participants (n = 246) completed tasks requiring updating either verbal or numerical content, each either based on a formal (name the element at the nth position of a list) or a semantic criterion (name the three smallest elements of a list). The findings indicated that particularly semantic updating, irrespective of the content, seems relevant for comprehension monitoring.

ABSTRACT. We examined how metacognition of reading strategies predicts three cognitive processes: locating, understanding, and evaluating/reflecting, with ICT-related variables included as moderators. Results showed that metacognition significantly predicted all three processes. Perceived ICT competence negatively moderated the relation between metacognition of understanding/remembering strategies and cognitive processes. This suggests that metacognition of reading strategies is crucial for overall digital reading, while also highlighting that how students engage with ICT may be associated with the relation.

ABSTRACT. This study explored objective and subjective benefits of self-explanation during reading. Undergraduates (n = 85) were randomly assigned to self-explain, think-aloud, or reread. They completed comprehension tests and rated their perceived utility and resource cost of using the strategy. Results showed that self-explanation improved comprehension and was viewed as a valuable strategy despite increased effort. These findings align with Situated Expectancy-Value Theory and highlight opportunities to encourage students to leverage self-explanation in their own practice.

ABSTRACT. Interleaving exemplars from different categories tends to improve the acquisition of underlying concepts compared to blocking. The benefits of interleaving have been demonstrated in several domains, but research on its application to textual materials remains inconclusive. In a preregistered study, we investigate the effects of interleaving on learning with textual materials. We are currently in the process of collecting data. Results will be discussed in the context of sequential attention theory.

ABSTRACT. Constructing knowledge from partly conflicting sources is challenging. Prior research suggests that interventions, such as relevance or validation prompts before reading, can improve comprehension and reduce bias. However, it remains unclear whether post-reading interventions are also able to produce such a comprehension benefit. In a preregistered study, we investigated how follow-up learning activities affect the comprehension of multiple conflicting documents. Data collection is ongoing.

ABSTRACT. This literature review examines factors influencing public trust in science through analysis of 124 empirical studies. The findings reveal three key categories affecting trust: individual factors of message receivers, science communication methods, and the scientific process itself. Our synthesis shows trust in science is shaped by personal beliefs, communication strategies, and scientific practices. Research gaps include understanding how these factors interact across contexts. The findings carry important implications for science communication and education.

ABSTRACT. This study investigated the relationship between adolescent students' knowledge, confidence, and reasoning strategies regarding scientific topics of social relevance. Mixed-effects multinomial logistic regression revealed that higher knowledge reduced the likelihood of selecting incorrect reasoning strategies, while confidence predicted correct yet directional reasoning. The findings suggest that both knowledge and confidence can promote correct reasoning but may also increase susceptibility to confirmatory bias. Implications include developing strategies to mitigate confirmation bias while fostering robust scientific reasoning.

ABSTRACT. Multiple text integration (MTI) remains understudied in early levels of education. We examined the development of MTI competence among 202 Arabic-speaking students across grades 4, 6, and 8 as they performed tasks involving complementary or conflicting texts. The findings revealed that source memory and argumentation mainly improved between grades 4 and 6, while source-content linking and content integration improved later, between grades 6 and 8. Complementary texts enhanced source-source linking, yet conflicting texts enhanced argumentation.

ABSTRACT. Narratives have been proposed to enhance social understanding. This multilevel meta-analysis examines experiments investigating the impact of narratives as stimulus materials compared to altered narratives, non-narratives, or no exposure, particularly in the context of mental illness. A systematic literature search identified a small, positive significant effect. The effects varied with bias of mental illness, type of dependent variable, study design, country of data collection, and gender distribution. Meta-regressions will evaluate narrativity dimensions as potential moderators.

ABSTRACT. We investigated whether the processing of vaccine related information is influenced by the feature positive effect (FPE; people experience greater difficulty processing nonoccurring than occurring events). Participants read a news article on a fictional virus and news headlines containing information on (non)occurring consequences of injections with the vaccine. The results showed a FPE for recall and perceived importance of the information. The results regarding processing time remain inconclusive.