The results demonstrated three main strategies: graph comprehension, graph translation, and graph interpretation.
After careful reading and classification of the students' thinking processes, the following difficulties were identified as the main obstacles in reading comprehension.
Real-time course observations and feedback by trauma course faculty to health worker students have been the main measure of student comprehension of course content.
Interviews focused on 4 main areas: (1) item comprehension (language/jargon), (2) information retrieval and recall strategies (e.g. date of injury), (3) decision-making processes used to answer the item, and (4) the response process or how the child's answers aligned with the responses provided in the survey.
The main explanatory factor for reading comprehension was writing with β = .44.44
Participant D explained as follows: Extract 16: Rereading helps me to provide a smooth transition between paragraphs and reexamine the graph main features to check my comprehension.
The Rubric highly emphasized comprehension (e.g., main idea, support, author's voice) issues rather than sentence- level (e.g., sentence structure, vocabulary) or editing concerns (e.g., grammar, mechanics).
By checking the real web pages and their semantic representations at the same time, this arrangement is intended to increase the speed and accuracy of the learners' comprehension of the main contents of the links.
Moreover, some studies (Carpenter and Shah 1998; Pinker 1990; Shah and Carpenter 1995) have described the model of graph comprehension including three main processes: encoding visual array; identifying relations of the feature; and relating quantitative relations to the graphic variables.
While these qualitative data were not analysed by socio-demographic difference, these groups were all found to have lower levels of comprehension in the main stage survey indicating the importance of minimizing any possible sources of misunderstanding and confusion such as that caused by multiple formats.
