Virginia Clinton-Lisell
Biographic Data
| ID | 3076997 |
|---|---|
| NAME | Virginia Clinton-Lisell |
| GIVEN NAMES | Virginia |
| FAMILY NAME | Clinton-Lisell |
| SIGNATURE | CLINTON-LISELL V |
| AFFILIATIONS | University of North Dakota |
| ORCID | 0000-0002-4705-2217 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Validating a Reading Comprehension Assessment for College Students
The purpose of this study was to validate a novel reading comprehension assessment for college students named MOCCA-College. A random sample of college students ( N = 63, average age of 22.5) were recruited from various education programs (e.g., first-year courses, TRIO, SONA) and completed MOCCA-College Online and were later recruited to complete face-to-face think-aloud and recall tasks, as well as standardized assessments such as the Nelson-De…
Between “You” and “Me
The wording of self-report instruments likely affects its responses; however, there has been very little inquiry into the topic. The purpose of this study was to examine how items in a sexual assault experiences questionnaire varied based on pronouns (first person or second person) and order (sexual-behavior or coercive-tactic first) affected responses. College students (N = 979) were randomly assigned in a 2 by 2 between-subjects experiment to e…
SCOPE of Open Education
The field of open education and research on the topic has notably expanded since the introduction of the term 20 years ago. Given these developments, a framework to structure research inquiry is necessary to ground and organize findings in open education. We propose the SCOPE framework for open education research: social justice, cost, outcomes, perceptions, and engagement. In this article, we explain how this framework emphasizes the need for so…
Interactive features of E-texts’ effects on learning
Mocca-College
As access to higher education increases, it is important to monitor students with special needs to facilitate the provision of appropriate resources and support. Although metrics such as the “reading readiness” ACT (formerly American College Testing) of provide insight into how many students may need such resources, they do not specify why a student may need support or how to provide that support. Increasingly, students are bringing reading compr…
Listening Ears or Reading Eyes
In this study, a meta-analysis of reading and listening comprehension comparisons across age groups was conducted. Based on robust variance estimation (46 studies; N = 4,687), the overall difference between reading and listening comprehension was not reliably different (g = 0.07, p = .23). Reading was beneficial over listening when the reading condition was self-paced (g = 0.13, p = .049) rather than experimenter-paced (g = −0.32, p = .16). Readi…
Stop multitasking and just read
Background Multitasking while reading is a commonplace activity. Many studies have been conducted examining the effect of multitasking on reading comprehension and times. The purpose of this meta‐analysis is to consolidate the empirical findings on reading comprehension and times in order to understand the overall effect of multitasking on reading. Characteristics of the reading situation, comprehension assessment and the secondary task were exam…
Reading from paper compared to screens
How Readability Factors Are Differentially Associated With Performance for Students of Different Backgrounds When Solving Mathematics Word Problems
The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how readability factors—such as length, word difficulty, and pronouns—interact with student background cha…
Linguistic Markers of Inference Generation While Reading
No prominent works on this page.
Linguistic Markers of Inference Generation While Reading
How Readability Factors Are Differentially Associated With Performance for Students of Different Backgrounds When Solving Mathematics Word Problems
The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how readability factors—such as length, word difficulty, and pronouns—interact with student background cha…
Reading from paper compared to screens
Stop multitasking and just read
Background Multitasking while reading is a commonplace activity. Many studies have been conducted examining the effect of multitasking on reading comprehension and times. The purpose of this meta‐analysis is to consolidate the empirical findings on reading comprehension and times in order to understand the overall effect of multitasking on reading. Characteristics of the reading situation, comprehension assessment and the secondary task were exam…
Listening Ears or Reading Eyes
In this study, a meta-analysis of reading and listening comprehension comparisons across age groups was conducted. Based on robust variance estimation (46 studies; N = 4,687), the overall difference between reading and listening comprehension was not reliably different (g = 0.07, p = .23). Reading was beneficial over listening when the reading condition was self-paced (g = 0.13, p = .049) rather than experimenter-paced (g = −0.32, p = .16). Readi…
SCOPE of Open Education
The field of open education and research on the topic has notably expanded since the introduction of the term 20 years ago. Given these developments, a framework to structure research inquiry is necessary to ground and organize findings in open education. We propose the SCOPE framework for open education research: social justice, cost, outcomes, perceptions, and engagement. In this article, we explain how this framework emphasizes the need for so…
Interactive features of E-texts’ effects on learning
Mocca-College
As access to higher education increases, it is important to monitor students with special needs to facilitate the provision of appropriate resources and support. Although metrics such as the “reading readiness” ACT (formerly American College Testing) of provide insight into how many students may need such resources, they do not specify why a student may need support or how to provide that support. Increasingly, students are bringing reading compr…
Between “You” and “Me
The wording of self-report instruments likely affects its responses; however, there has been very little inquiry into the topic. The purpose of this study was to examine how items in a sexual assault experiences questionnaire varied based on pronouns (first person or second person) and order (sexual-behavior or coercive-tactic first) affected responses. College students (N = 979) were randomly assigned in a 2 by 2 between-subjects experiment to e…
Validating a Reading Comprehension Assessment for College Students
The purpose of this study was to validate a novel reading comprehension assessment for college students named MOCCA-College. A random sample of college students ( N = 63, average age of 22.5) were recruited from various education programs (e.g., first-year courses, TRIO, SONA) and completed MOCCA-College Online and were later recruited to complete face-to-face think-aloud and recall tasks, as well as standardized assessments such as the Nelson-De…
Linguistics (7 works) · Psychology (7 works) · Computer Science (6 works) · Reading (process) (5 works) · Comprehension (4 works) · Reading and Literacy Development (4 works) · Reading comprehension (4 works) · Text Readability and Simplification (4 works) · Cognition (3 works) · Cognitive psychology (3 works)