The research in this dissertation represents a multifaceted approach to understanding reading comprehension processes, and employs diverse methodologies to examine both internal and external... Show moreThe research in this dissertation represents a multifaceted approach to understanding reading comprehension processes, and employs diverse methodologies to examine both internal and external factors related to reading comprehension. More specifically, the research addresses attentional control processes during reading, the influence of dopamine on both attentional control and reading comprehension (i.e., internal factors; Chapter 2 and 3), and the effects of feedback on both reading comprehension and on cognitive and affective processes related to reading comprehension (i.e., external factors; Chapter 4 and 5). Show less
The reading motivation of the majority of students declines in the upper half of primary school, which implies a risk for aliteracy: Students can read but, due to lack of practice, their skills... Show moreThe reading motivation of the majority of students declines in the upper half of primary school, which implies a risk for aliteracy: Students can read but, due to lack of practice, their skills remain underdeveloped (Chapter 2). In this thesis we have explored causes and solutions for this important issue. A potential cause is that due to an accumulation of negative reading experiences, students acquire negative emotions about reading. Findings in chapter 3 show that anxiety about reading exists, in particular among low performing students. This anxiety likely contributes to a loss of interest in reading. In chapter 4 we reported on an experiment that tested whether the availability of reading materials make a difference. Students from schools with an enriched school library were more motivated to read, read more often and were better readers than students from schools without an enriched school library. Finally, in Chapter 5 we examined the potential of digital guidance during students__ reading. We found that particularly a susceptible group (carriers of the DRD4 7-repeat allele) benefits from external support during reading. These students show increased learning and even outperform their less susceptible peers when support is provided. Show less
