Mark Sadoski
Biographic Data
| ID | 1617560 |
|---|---|
| NAME | Mark Sadoski |
| GIVEN NAMES | Mark |
| FAMILY NAME | Sadoski |
| SIGNATURE | SADOSKI M |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0002-0545-8796 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 2 |
Student Course Evaluations
Student course evaluations were analyzed for common themes across five different basic science, clinical, and innovative courses from the first and third years of medical school. Each course had both unique and common numerically scaled items including an overall quality rating item. A principal components analysis was conducted for each course to determine the items that loaded most heavily on the same component as the overall quality item. Acro…
Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District
In 1997, Lindamood-Bell Learning Processes partnered with Pueblo School District 60 (PSD60), a heavily minority urban district with many Title I schools, to implement a theoretically based initiative designed to improve Colorado Student Assessment Program reading scores. In this study, the authors examined achievement in Grades 3–5 during the years 1998–2003. PSD60 schools and schools statewide were compared through a series of repeated measures …
Comprehending Comprehension
Book reviewed in this article: Comprehension: A Paradigm for Cognition. By Walter Kintsch. 1998
The Relative Contributions of Research-Based Composition Activities to Writing Improvement in the Lower and Middle Grades
In a benchmark meta-analysis of experimental research findings from 1962 to 1982, Hillocks (1986) reported the varying effects of general modes of instruction and specific instructional activities (foci) on the quality of student writing. The main purpose of the present study was to explore the relative effectiveness of those modes and foci using a non-experimental methodology and a new group of 16 teachers and 275 students in grades 1, 3–6, and …
Exploring New Applications of the Keyword Method to Acquire English Vocabulary
Previous research on L2 vocabulary learned by the keyword method has primarily involved the use of English keywords to learn the vocabulary of other languages. Our study used Spanish keywords to acquire English vocabulary. Sixty-three fifth-grade limited English proficiency students learned the definitions of 10 English words either by the keyword method or by control instructions emphasizing direct translation and memory. We administered cued-re…
The Perils of Seduction Revisited
Concreteness Effects in Text Recall
Mark Sadoski, Ernest T. Goetz, Enrique Avila, Concreteness Effects in Text Recall: Dual Coding or Context Availability?, Reading Research Quarterly, Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 278-288
Commentary
Ernest T. Goetz, Mark Sadoski, Commentary: The Perils of Seduction: Distracting Details or Incomprehensible Abstractions?, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 500-511
Imagery and emotional response in reading literary text
The Structure of Emotional Response in Reading a Literary Text
The structure of emotional response in reading a literary text: Quantitative and qualitative analysis THE STRUCTURE of readers' emotional responses to a story was investigated through categorization methodology. In Experiment 1, 53 undergraduates who had not read the story freely sorted 69 affect terms gleaned from readers' free reports of emotional responses. Latent partition analysis of the sortings revealed 16 categories which accounted for 69…
Commentary
sentences. In two related experiments, Wippich found integration effects that strongly favored concrete over abstract sentences in results from recognition, reconstruction, and inference tasks that tapped various aspects of text processing. His conclusions strongly support the dual coding view of qualitative differences in the integration of concrete and abstract sentences and texts. Paivio (in press) provides further explanation of and evidence …
Reader Response and Long-Term Recall for Journalistic Text
Imagination in Story Response
Mark Sadoski, Ernest T. Goetz, Suzanne Kangiser, Imagination in Story Response: Relationships between Imagery, Affect, and Structural Importance, Reading Research Quarterly, Vol. 23, No. 3 (Summer, 1988), pp. 320-336
Commentary
The purpose of this study was to reexamine the findings of Sadoski (1983) regarding the relationships of imagery self-reports to a variety of story comprehension and recall measures. The present study substantially replicates the methodology of the original study using a different story with students at different grade levels; it also extends this line of research to unillustrated text while attempting to exceed certain methodological limitations…
An Exploratory Study of the Relationships between Reported Imagery and the Comprehension and Recall of a Story
ion generalized from stories, and a recognition of theme calls for an advanced degree of semantic representation in reading. Deeper levels of semantic processing and text integration then seem to characterize the measures significantly related to reporting an original image of the climax of the story, a behavior which itself requires the reader to go beyond the specific illustrations of the story for that imagery. However, other variables in the …
Commentary
Commentary
sentences. In two related experiments, Wippich found integration effects that strongly favored concrete over abstract sentences in results from recognition, reconstruction, and inference tasks that tapped various aspects of text processing. His conclusions strongly support the dual coding view of qualitative differences in the integration of concrete and abstract sentences and texts. Paivio (in press) provides further explanation of and evidence …
Exploring New Applications of the Keyword Method to Acquire English Vocabulary
Previous research on L2 vocabulary learned by the keyword method has primarily involved the use of English keywords to learn the vocabulary of other languages. Our study used Spanish keywords to acquire English vocabulary. Sixty-three fifth-grade limited English proficiency students learned the definitions of 10 English words either by the keyword method or by control instructions emphasizing direct translation and memory. We administered cued-re…
Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District
In 1997, Lindamood-Bell Learning Processes partnered with Pueblo School District 60 (PSD60), a heavily minority urban district with many Title I schools, to implement a theoretically based initiative designed to improve Colorado Student Assessment Program reading scores. In this study, the authors examined achievement in Grades 3–5 during the years 1998–2003. PSD60 schools and schools statewide were compared through a series of repeated measures …
Comprehending Comprehension
Book reviewed in this article: Comprehension: A Paradigm for Cognition. By Walter Kintsch. 1998
Concreteness Effects in Text Recall
Mark Sadoski, Ernest T. Goetz, Enrique Avila, Concreteness Effects in Text Recall: Dual Coding or Context Availability?, Reading Research Quarterly, Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 278-288
Imagery and emotional response in reading literary text
Reader Response and Long-Term Recall for Journalistic Text
Imagination in Story Response
Mark Sadoski, Ernest T. Goetz, Suzanne Kangiser, Imagination in Story Response: Relationships between Imagery, Affect, and Structural Importance, Reading Research Quarterly, Vol. 23, No. 3 (Summer, 1988), pp. 320-336
Commentary
Ernest T. Goetz, Mark Sadoski, Commentary: The Perils of Seduction: Distracting Details or Incomprehensible Abstractions?, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 500-511
The Structure of Emotional Response in Reading a Literary Text
The structure of emotional response in reading a literary text: Quantitative and qualitative analysis THE STRUCTURE of readers' emotional responses to a story was investigated through categorization methodology. In Experiment 1, 53 undergraduates who had not read the story freely sorted 69 affect terms gleaned from readers' free reports of emotional responses. Latent partition analysis of the sortings revealed 16 categories which accounted for 69…
Commentary
The purpose of this study was to reexamine the findings of Sadoski (1983) regarding the relationships of imagery self-reports to a variety of story comprehension and recall measures. The present study substantially replicates the methodology of the original study using a different story with students at different grade levels; it also extends this line of research to unillustrated text while attempting to exceed certain methodological limitations…
Commentary
An Exploratory Study of the Relationships between Reported Imagery and the Comprehension and Recall of a Story
ion generalized from stories, and a recognition of theme calls for an advanced degree of semantic representation in reading. Deeper levels of semantic processing and text integration then seem to characterize the measures significantly related to reporting an original image of the climax of the story, a behavior which itself requires the reader to go beyond the specific illustrations of the story for that imagery. However, other variables in the …
Commentary
The purpose of this study was to reexamine the findings of Sadoski (1983) regarding the relationships of imagery self-reports to a variety of story comprehension and recall measures. The present study substantially replicates the methodology of the original study using a different story with students at different grade levels; it also extends this line of research to unillustrated text while attempting to exceed certain methodological limitations…
Imagination in Story Response
Mark Sadoski, Ernest T. Goetz, Suzanne Kangiser, Imagination in Story Response: Relationships between Imagery, Affect, and Structural Importance, Reading Research Quarterly, Vol. 23, No. 3 (Summer, 1988), pp. 320-336
Reader Response and Long-Term Recall for Journalistic Text
Commentary
sentences. In two related experiments, Wippich found integration effects that strongly favored concrete over abstract sentences in results from recognition, reconstruction, and inference tasks that tapped various aspects of text processing. His conclusions strongly support the dual coding view of qualitative differences in the integration of concrete and abstract sentences and texts. Paivio (in press) provides further explanation of and evidence …
The Structure of Emotional Response in Reading a Literary Text
The structure of emotional response in reading a literary text: Quantitative and qualitative analysis THE STRUCTURE of readers' emotional responses to a story was investigated through categorization methodology. In Experiment 1, 53 undergraduates who had not read the story freely sorted 69 affect terms gleaned from readers' free reports of emotional responses. Latent partition analysis of the sortings revealed 16 categories which accounted for 69…
Imagery and emotional response in reading literary text
The Perils of Seduction Revisited
Concreteness Effects in Text Recall
Mark Sadoski, Ernest T. Goetz, Enrique Avila, Concreteness Effects in Text Recall: Dual Coding or Context Availability?, Reading Research Quarterly, Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 278-288
Commentary
Ernest T. Goetz, Mark Sadoski, Commentary: The Perils of Seduction: Distracting Details or Incomprehensible Abstractions?, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 500-511
Exploring New Applications of the Keyword Method to Acquire English Vocabulary
Previous research on L2 vocabulary learned by the keyword method has primarily involved the use of English keywords to learn the vocabulary of other languages. Our study used Spanish keywords to acquire English vocabulary. Sixty-three fifth-grade limited English proficiency students learned the definitions of 10 English words either by the keyword method or by control instructions emphasizing direct translation and memory. We administered cued-re…
The Relative Contributions of Research-Based Composition Activities to Writing Improvement in the Lower and Middle Grades
In a benchmark meta-analysis of experimental research findings from 1962 to 1982, Hillocks (1986) reported the varying effects of general modes of instruction and specific instructional activities (foci) on the quality of student writing. The main purpose of the present study was to explore the relative effectiveness of those modes and foci using a non-experimental methodology and a new group of 16 teachers and 275 students in grades 1, 3–6, and …
Comprehending Comprehension
Book reviewed in this article: Comprehension: A Paradigm for Cognition. By Walter Kintsch. 1998
Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District
In 1997, Lindamood-Bell Learning Processes partnered with Pueblo School District 60 (PSD60), a heavily minority urban district with many Title I schools, to implement a theoretically based initiative designed to improve Colorado Student Assessment Program reading scores. In this study, the authors examined achievement in Grades 3–5 during the years 1998–2003. PSD60 schools and schools statewide were compared through a series of repeated measures …
Student Course Evaluations
Student course evaluations were analyzed for common themes across five different basic science, clinical, and innovative courses from the first and third years of medical school. Each course had both unique and common numerically scaled items including an overall quality rating item. A principal components analysis was conducted for each course to determine the items that loaded most heavily on the same component as the overall quality item. Acro…
Psychology (16 works) · Cognitive psychology (10 works) · Philosophy (9 works) · Linguistics (8 works) · Reading and Literacy Development (8 works) · Reading (process) (5 works) · Reading comprehension (5 works) · Recall (5 works) · Sociology (5 works) · Cognitive science (4 works)