Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

Critical Reading of Informational Texts Scaffold: Evaluating the Efficacy of an Instructional Scaffold for Reading Multiple Scientific Texts - Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas; Christina Nishiyama, University of Nevada - Las Vegas; Monica Ceja Rodriguez, University of Nevada - Las Vegas; Michael Nussbaum, University of Nevada - Las Vegas

Early Childhood Teachers' Enacted Epistemic Cognition: A Comparative Case in Literacy Instruction - Kit Marie SaizdeLaMora, Francis Marion University; Helenrose Fives, Montclair State University

Examining Students' Strategies for Processing and Using Feedback: A Think-Aloud Study - Changyoon Byun, University of Minnesota; Chris Steadman, University of Minnesota; Ashley Hufnagle, St. Catherine University; Shelby Weisen, University of Minnesota; Devina Christianti, University of Minnesota; Alexandra Troy, University of Minnesota; Indah Wahyuni, University of Minnesota; Jaclyn Jeanette Stewart, University of British Columbia; Martin Van Boekel, University of Minnesota

Examining the Role of Sustained Attention on Reading Outcomes Within a Context of Childhood Adversity - Charles Alvarado, Pennsylvania State University; Carlomagno Panlilio, Pennsylvania State University

Maggie Mnayer, University of Kansas