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This study explored the comprehension processes of reading braille text. It found that some processes were similar to that of reading printed text. However, braille readers did not show any sensitivity to sublexical variables or to most of the variables that were assumed to be related to integration processes.

Dialogism provides the grounds for building a comprehensive model of discourse and it is focused on the multiplicity of perspectives (i.e., voices). Dialogism can be present in any type of text, while voices become themes or recurrent topics emerging from the discourse. In this study, we examine the extent that differences between self-explanations and thinkalouds can be detected using computational textual indices derived from dialogism. Students (n = 68) read a text about natural selection and were instructed to generate selfexplanations or think-alouds. The linguistic features of these text responses were analyzed using ReaderBench, an automated text analysis tool. A discriminant function analysis using these features correctly classified 80.9% of the students' assigned experimental conditions (self-explanation vs. think aloud). Our results indicate that self-explanation promotes text processing that focuses on connected ideas, rather than separate voices or points of view covering multiple topics. ; This study is part of the RAGE project. The RAGE project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 644187. This publication reflects only the author's view. The European Commission is not responsible for any use that may be made of the information it contains.

Reading comprehension is a complex, multifaceted process in which a number of components are appropriately and often simultaneously activated. The importance of different background subprocesses, its complex nature, as well as the interconnection of various components has been demonstrated by various 'models of reading and reading comprehension'. Based on these models, assessment methods and materials for reading comprehension are developed. However, the models and assessment materials developed so far are mostly derived from research on languages with non-transparent orthography (e.g., English). Therefore, the question arises regarding the extent to which they can or should be applied in languages with shallow, transparent orthography (e.g., Croatian) that have clear and consistent relationships between letters and sounds, as opposed to languages with deep orthography. The main aim of this study was to present a brief review of prominent reading comprehension models and their interconnections through specific levels of language processing (single word, sentence, discourse), as well as to discuss the methodological aspects of assessing reading comprehension processes arising from the presented theoretical models. Motivated by the fact that there is a lack of studies on models and assessment materials in languages with transparent orthography, the application of existing models and assessment methods will be discussed in the context of transparent orthography languages. This study provides comprehensive insights, based on theory, on the key elements to consider when developing an assessment method/tool for reading comprehension, both for research or diagnostic purposes

An explicit goal of cognitive neuroscience is to bridge the gap between brain and mind. However, arguments in the philosophy of psychology for a level of cognitive theory independent of the neuronal implementation raise questions about the relevance of the details of nervous system activity to theories of cognitive processing. After sketching these concerns, an interdisciplinary approach to cognitive theories of language is outlined, and some recent results from event-related brain potential studies of human sentence comprehension are reviewed. These empirical studies show how neurophysiological evidence can be used to test moderately fine-grained hypotheses about the mental representations and algorithms involved in human sentence comprehension. These results about what and how the brain is computing demonstrate an evidential relation between neurophysiological data and theories of higher cognitive function. This evidential relation illustrates one way to bridge the gap between brain and mind, even in the absence of an explicit intertheoretic reduction of the sort imagined for an ideal cognitive neuroscience.

Societies require competent individuals, and this is obtained through education. The capabilities are required to produce satisfiers to form a communicated and organized society in all senses. The study of this subject is related to the interest recently shown in society for the issues of education in its basic aspects, such as the lack of motivation that represents important limitations. The complexity of the subject arises from the need for institutions to permanently adapt the internal and external factors that intervene in the formation of readers so that the results can be manifested in society. Some countries do not pay attention to the importance of learning in educational processes, especially as societies face a greater number of difficulties to deal with, while it is important to emphasize that the solution to this issue can create solutions in many other cultural issues, which are always related to issues of high impact. The objective of this research is to analyse the situation of the primary level in reading comprehension, considering the contribution of the educational schemes and the context as important elements. There is a slow level of efficacy in transferring what has been read to other contexts, that is, low levels of text comprehension. The effectiveness of reading comprehension presents the motivational factors, among a great variety, that give it meaning, since it is important to generate the conditions to move the attitude and capabilities in these skills.

An assessment is presented of the current situation of text reading comprehension research with Spanish-speaking blind persons. An overall view is offered on the operativity and evaluation of text reading comprehension processes, presented in a number of different media, such as braille, recordings and speech synthesis. A programme of future research is outlined.

To obtain information on how persons from diverse backgrounds experience the informed consent process, we surveyed adults with a wide variety of educational levels and different primary languages (English, Spanish, or Vietnamese) who had recently enrolled in a study requiring written informed consent. Of the 100 participants, 62 were non-White, 43 had less than a high school education, and 60 had a primary language other than English. The median score for comprehension was 62% (IQR 50–76%); the median satisfaction score was 86% (IQR 71–100%). In multivariate analysis, only educational level was significantly associated with comprehension and satisfaction with the informed consent process ( p < 0.001). Comprehension and satisfaction with the informed consent process were markedly lower among persons with lower educational levels.

A universal agreement among scholars is that reading is one of the most difficult skills to develop a high level of proficiency for foreign language learners. A
vast amount of research within the field of foreign language has indicated that reading
comp- rehension is an interactive, constructive, meaning-making process, also entails the
use of certain skills, and specific components. In that sense, the concept of metacognition
is a valuable and a critical tool in reading comprehension skill. Because, both experimental
and descriptive studies claimed that metacognitive strategies play an outstanding role in
enhancing comprehension in reading. Therefore, the use of metacognitive strategies in
the reading process has been considerably supported as a remarkable aid for its positive
effects of employing in reading process. With the ever-growing significance of metacognitive strategies, this review study mainly aims to indicate the necessity of teaching metacognitive strategies to the students and shed light on metacognitive strategy use in reading skill in English as a foreign language (EFL). Namely, this paper attempts to explore the necessities of using metacognitive strategies and their functions through the reading comprehension literature. Furthermore, the views of prominent scholars about the
use of metacognitive strategies and the raising of metacognitive awareness in reading
comprehension skill are elobarated from different perspectives. To this end, the current
study is framed around to provide a deep and clear understanding about close relationship between reading and reading comprehension process, and then certain different
definitions and the functions of metacognitive strategies in reading are presented. Afterwards, diverse taxonomies of metacognitive strategies in literature are explored. Additionally, the relation between metacognitive strategies and reading comprehension in
EFL classrooms is deeply explained. Finally, alternative effective metacognitive reading
strategies and strategy-based models are represented to promote the employment of metacognitive stategies among EFL readers.

The present study investigated anticipation processes in L2 speech comprehension. French–Spanish late bilinguals were presented with high-constrained Spanish sentences. ERPs were time-locked on the article preceding the critical noun, which was muted to avoid overlapping effects. Articles that mis-matched the gender of the expected nouns triggered a negativity. A subsequent lexical recognition task revealed that words expected from the context were (falsely) recognised significantly more often than unexpected words, even though all were muted. Overall, the results suggest that anticipation processes are at play during L2 speech processing, and allow creating a memory trace of a word prior to presentation. ; This work was supported by grants from the Spanish Government (PSI2011-23033, CONSOLIDER-INGENIO2010 CSD2007-00048, ECO2011-25295, and ECO2010-09555-E), from the Catalan Government (SGR 2009-1521), from the 7th Framework Programme (AThEME 613465) and from the Grup de Recerca en Neurociència Cognitiva (GRNC) -2014SGR1210.