Jon Jonz

TL;DR: This article found that non-native speakers appear to be far more reliant on text in comprehension processes (text-bound) than are native speakers when these data are available, however, nonnatives employ them in comprehension to a comparatively greater extent than do native speakers.

TL;DR: This article found that text-specific prior knowledge was important in comprehension of a set of descriptive facts with very little linear connectivity, and that non-native speakers were significantly more able to capitalize on recently acquired topic specific prior knowledge, especially when the cloze task presented in its normal sequence.

TL;DR: In this article, the authors describe a technique that they at East Texas State University use to create, administer, and monitor valid and reliable measures of the writing skills of students enrolled in basic writing courses.