Daniel P Feller
Biographic Data
| ID | 6212554 |
|---|---|
| NAME | Daniel P Feller |
| GIVEN NAMES | Daniel P |
| FAMILY NAME | Feller |
| SIGNATURE | FELLER D P |
| AFFILIATIONS | Georgia State University, Atlanta, USA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers
There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whet…
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close compr…
Exploring Reading Strategy Use in Native and L2 Readers
Research comparing the reading strategy use of native and second language (L2) readers has often relied on self-report measures and has, at times, been conducted without measures of reading proficiency. In the present study we used regression and Bayes’ factors to explore how L2 reader status and reading proficiency relate to self-report reading strategy use and the use of situated text processing strategies (i.e., paraphrasing, bridging, and ela…
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close compr…
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close compr…
Exploring Reading Strategy Use in Native and L2 Readers
Research comparing the reading strategy use of native and second language (L2) readers has often relied on self-report measures and has, at times, been conducted without measures of reading proficiency. In the present study we used regression and Bayes’ factors to explore how L2 reader status and reading proficiency relate to self-report reading strategy use and the use of situated text processing strategies (i.e., paraphrasing, bridging, and ela…
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers
There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whet…
Educational Strategies and Epistemologies (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Psychology (3 works) · Reading and Literacy Development (3 works) · Bridging (networking (2 works) · Comprehension (2 works) · Computer Science (2 works) · Literacy (2 works) · Pedagogy (2 works)