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1.
Previous research has documented the role of readers’ existing topic knowledge in supporting students’ comprehension of text; yet, we know less about how to build students’ knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in the interest of students’ literacy development through the use of conceptually coherent text sets. Fourth grade students (N = 59) were randomly assigned to read either a set of six informational texts that cohered around a set of concepts related to the topic birds (CC texts) or a set of texts that addressed a range of topics (NCC group texts). After reading, we assessed students’: (1) knowledge of the concepts in the conceptually coherent text set, (2) knowledge of target concept-related words that appeared in their respective text sets, (3) knowledge of general academic words that appeared in both texts sets, (4) comprehension of a novel text on a related topic, and (5) interest in the topic of the conceptually coherent texts. Results revealed that students who read the conceptually coherent texts demonstrated more knowledge of the concepts in their texts, more knowledge of the target words in their texts, and had better recall of the novel text compared to students who read unrelated texts. Findings suggest that there is potential for knowledge and vocabulary to be built during English language arts through a focus on conceptual coherence in the design of reading experiences for students. 相似文献
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Amy M. Elleman Laura M. Steacy Natalie G. Olinghouse Donald L. Compton 《Scientific Studies of Reading》2017,21(2):133-145
Although instruction has been shown to be effective at increasing vocabulary knowledge and comprehension, factors most important for promoting the acquisition of novel vocabulary are less known. In addition, few vocabulary studies have utilized models that simultaneously take into account child-level, word-level, and instructional factors to better understand the acquisition of novel vocabulary from informational text. Sixty-eight children with reading difficulties in Grades 3–5 were randomly assigned to either vocabulary strategy instruction or traditional comprehension instruction with both groups reading the same set of expository texts. Crossed random-effects models were used to predict item-level variance in vocabulary acquisition. Results indicated main effects for condition favoring vocabulary instruction, child-level predictors (vocabulary and knowledge of the content), and word-level factors (frequency and imageability). One interaction was significant, indicating that students with higher vocabulary scores were more likely to do better when provided vocabulary instruction than students with lower prior vocabulary. 相似文献
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In the comprehension of multiple controversial scientific texts, readers with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information. In the present study, we examined whether an argument in contrast to a summary task instruction can increase the resource allocation to and strategic validation of belief-inconsistent information which should be positively related to comprehension. Undergraduate students read one belief-consistent and one belief-inconsistent text about a controversial scientific issue either with an argument or a summary task instruction. The use of strategic validation and memorization strategies was assessed with think-aloud protocols, and a verification task was used to investigate comprehension outcomes. As predicted, readers following a summary task read belief-consistent information longer and used more memorization strategies for such information. Readers following an argument task spent similar time reading both text types and used more validation strategies when reading the belief-inconsistent text. In addition, the use of strategic validation during reading the belief-inconsistent text improved comprehension for this text type but hindered the comprehension of the belief-consistent text. 相似文献
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Diana S. Hooley Justin Thorpe 《Educational technology research and development : ETR & D》2017,65(5):1215-1238
Older student reading of informational texts like those found in most high school classrooms continue to be a concern. College entrance exams scores attest to the fact that this age group of readers remain largely unprepared for the rigorous, discipline area reading and comprehension demands of higher education. In response to this issue content area teachers have been encouraged to teach reading skills for their subject matter. Standard reading instruction tools have included reading guides and summative reading assessments. This study sought to compare the effects of standard reading pedagogy with computerized, formative reading assessments given to students as they read. The largest publisher of high school textbooks, Pearson Prentice-Hall, and the publisher of the high school government text used in this study currently does not have in place digital, formative reading assessments tracking section by chapter section. High school seniors in nine sections of American Government under two different instructors participated in this mixed method, quasiexperimental study. Results indicate a significant difference in content comprehension with the formative assessment pedagogy. Survey and questionnaire responses suggest students thought they read better and were more motivated to read responding to computerized formative assessments (CBA’s) that closely tracked their subject matter textbooks. 相似文献
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Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 
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下载免费PDF全文 Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.
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Gary E. Bingham Nicole Venuto Mary Carey Christi Moore 《Early Childhood Education Journal》2018,46(5):467-475
This article addresses the importance and benefits of integrating informational texts into read alouds in preschool classrooms through an instructional approach entitled REAL Time. Teachers use the REAL Time framework to pair complex storybooks with one or more informational texts in order to develop children’s understanding of key vocabulary and important real world concepts. Teachers are then encouraged to plan curricular experiences for children that deepen and extend their understanding. Such experiences help the teacher link children’s content knowledge across texts and learning experiences. While implementing REAL Time, teachers draw attention to text features and functions of informational texts in ways that build children’s understanding of print. 相似文献
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Matthew McConn 《Clearing house (Menasha, Wis.)》2018,91(2):66-71
The Common Core State Standards have placed more emphasis on the close reading of all texts, and have made a point of increasing the use of nonfiction in secondary English classrooms. In this article, the author describes an approach for implementing close reading of literary nonfiction. The approach comes from a small-scale classroom-based research study that revealed statistically significant gains on the subtest measuring analysis of literature. After defining close reading and discussing how and why instructional methods differ, based on elements of analysis within fiction and nonfiction, the author describes the close reading approach using student samples. The approach described in detail is a three-column journal used for guiding students in the close reading of literary nonfiction. 相似文献
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Kausalai Wijekumar Bonnie J. F. Meyer Puiwa Lei Anita C. Hernandez Diane L. August 《Reading and writing》2018,31(9):1969-1996
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. 相似文献
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Andreas Sander Annika Ohle-Peters Ilonca Hardy Nele McElvany 《Zeitschrift für Erziehungswissenschaft》2018,21(5):951-971
Disparities in language competencies of children with and without immigrant background are well-documented through large scale assessments. This study investigates the potential of implicit language promotion, presented in written and combined auditory-written formats. Three experimental groups of 4th graders in elementary schools have been compared. Intervention group (IV) 1 (n?=?33) read the intervention texts two times in German, IV 2 (n?=?52) read texts in their heritage language Turkish and afterwards in German, and IV 3 (n?=?35) listened to texts in Turkish first and read them in German afterwards. All children learned new vocabulary, but analyses of variance showed that students from IV 2 achieved greater vocabulary gains than IV 3. Results also do not support advantages for the combined auditory-written form including the heritage language. Students’ text comprehension and reading competencies influence their incidental vocabulary acquisition. The results are discussed in the light of practical and research implications. 相似文献
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This study was conducted to examine the factors that influence informational text comprehension and to determine how these vary for students with higher and lower component skills. The sample included 177 students in grades 3–5. Regression analyses were used to predict informational text comprehension with decoding efficiency, vocabulary knowledge, prior knowledge, and intrinsic motivation. This model, that also included age and grade as control variables, explained 62.5 % of the variance in informational text comprehension. Each component skill explained unique variance, and vocabulary knowledge accounted for the largest portion. Next, we examined whether the factors contributed differently to informational text comprehension for students with higher and lower component skills. Overall, the regressions were better predictors for students with higher than those with lower component skills. For students with lower component skills, motivation and vocabulary were consistent predictors, whereas vocabulary and decoding efficiency were consistent predictors for students with higher component skills. The findings indicate multiple factors are important for informational text comprehension, particularly vocabulary, and research should examine this topic for different types of readers. 相似文献
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Victoria Cardullo Vassiliki “Vicky” I. Zygouris‐Coe Nance S. Wilson 《Journal of Research in Reading》2017,40(Z1):S190-S208
The intent of this research was to investigate the experiences of eighth grade readers as they read nonfiction text on an iPad for academic purposes. We investigated reading strategies that students use to support their reading as well as what role iPad features played in the reading process. New literacies, metacognition and transactional theories informed the framework. Multiple data sources were used to triangulate findings and included (a) retrospective think alouds, (b) student iPad survey, (c) pre and post study student interviews, (d) Metacognitive Awareness of Reading Strategies Inventory and (e) student observations. Data for the collective case study participants focused on the identification of proficient readers who displayed confidence, competency, and control over text. Themes identified in the collective case studies included (a) reading comprehension strategies, (b) nonfiction features and (c) iPad features to support their reading of nonfiction on the iPad. 相似文献
14.
Steven J. Amendum Kristin Conradi Elfrieda Hiebert 《Educational Psychology Review》2018,30(1):121-151
Prompted by the advent of new standards for increased text complexity in elementary classrooms in the USA, the current integrative review investigates the relationships between the level of text difficulty and elementary students’ reading fluency and reading comprehension. After application of content and methodological criteria, a total of 26 research studies were reviewed. Characteristics of the reviewed studies are reported including the different conceptualizations of text, reader, and task interactions. Regarding the relationships between text difficulty and reading fluency and comprehension, for students’ reading fluency, on average, increased text difficulty level was related to decreased reading fluency, with a small number of exceptions. For comprehension, on average, text difficulty level was negatively related to reading comprehension, although a few studies found no relationship. Text difficulty was widely conceptualized across studies and included characteristics particular to texts as well as relationships between readers and texts. Implications for theory, policy, curriculum, and instruction are discussed. 相似文献
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《Clearing house (Menasha, Wis.)》2012,85(6):193-201
AbstractBased on the relevant research that highlights the impact of pairing fiction and nonfiction texts around a specific theme or a topic for enhanced motivation and reading comprehension for English learners (ELs), this article describes ways to combine texts of various genres to promote ELs’ language and literacy development. A middle school example of a lesson on chocolate exemplifies how pairing a number of fiction and nonfiction texts supports differentiation and multiple opportunities for writing. 相似文献
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Melissa Fogarty Michael D. Coyne Leslie E. Simmons Deborah C. Simmons Maria Henri Oi-Man Kwok 《Journal of research on educational effectiveness》2020,13(2):271-297
AbstractIn this experimental study, we examined the effects of a technology-mediated intervention to improve students’ understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of supplemental vocabulary instruction. Individual students within each classroom were randomly assigned to treatment (n?=?100) or typical instructional practices (n?=?100) conditions. In the treatment condition, students received, on average, 29 lessons on vocabulary and comprehension. Results of linear regression analyses showed statistically significant and practical effects on experimenter-developed proximal measures of decoding (ES = 0.52), expressive vocabulary (ES = 0.78), receptive vocabulary (ES = 0.51), and near transfer measures of understanding vocabulary in sentences (ES = 0.65), and informational text comprehension (ES = 0.28). Group performance did not differ statistically on near transfer measures of sentence verification with vocabulary and narrative text comprehension as well as distal standardized measures of general vocabulary or reading comprehension. Findings suggest the potential impact of technology-based vocabulary/comprehension lessons to supplement typical instruction. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(1):43-50
Abstract Many students in Australian schools today experience difficulty understanding read text beyond Year 3 despite early intervention and rich learning experiences. Often the first indications that such students may have reading comprehension difficulties is from poor performance on comprehension tests in fourth grade. After Year 3 the written text becomes more complex and there is an increasing emphasis on reading comprehension. Less skilled comprehenders experience difficulties because they often use inefficient memory strategies and do not normally visualise story content. Readers with comprehension difficulties can be taught to construct mental imagery that will enable them to link verbal and imaginal information more efficiently into their working memory by reducing the cognitive load. The indications are that engaging readers in elaborative questioning and discussion of the text improves reader's own language and mental imagery as well as enhancing comprehension of read text. For readers who have struggled for years and have developed a resistance to reading, a literacy tutoring intervention framework that focuses on a personalised responsive relationship‐based approach to reading, combined with interesting text and student choice of appropriate material, can facilitate improved reading. The Comprehension of the Narrative intervention program is an example of a multiple strategy training intervention program that utilises explicit strategy instruction in a framework of measured stages while also increasing the level and complexity of the reading texts used. It has been shown that participating students are enabled to build on previously mastered skills and develop more effective higher order comprehension outcomes through focused dialogue with trained tutors. 相似文献
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This study examined the impact of direct instruction and interactive instruction on immigrant kindergarten children’s vocabulary learning during storybook reading. (In the present study the terms “immigrants” and “second language learners” are used alternatively meaning kindergarteners from immigrant families who are in the process of acquiring a second language besides their mother tongue.) Eighty seven immigrant kindergarten children, aged 4–6 years old (mean = 61.68 months, standard deviations = .51) were recruited from 12 public kindergarten classrooms located in Crete. Children were acquiring Greek as a second language. The immigrant children of the 12 kindergarten classrooms were randomly assigned to two experimental groups and one control group. During the intervention phase, six stories were read twice in whole group settings. Target and non-target words were assessed by multiple choice vocabulary measure before and after the storybook readings. In the first experimental group, children were provided brief explanations of target words by direct instruction. In the second experimental group, children were involved actively in discussing target words according to interactive instruction techniques. In the control group stories were read without any explanation of target vocabulary. Results showed that interactive instruction was more beneficial on target vocabulary learning than direct instruction and the impact was greater for instructed words than for uninstructed ones. In addition, results showed that boys and girls responded differently to the teaching procedures. Specifically, in both conditions where teaching procedures were implemented, girls outperformed boys on instructed words. Furthermore, children’s initial level in Greek receptive vocabulary and target word knowledge had a significant impact on target word learning. 相似文献
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The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities
of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation
of these activities to the written products they were asked to generate. To investigate the influence of the task, students
were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single
text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of
them. To gather information about how students construct meaning from informational texts, we asked students to think aloud
as they read and wrote in order to provide us with information about their comprehension and composition processes. We also
examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students
lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also
show that, although there are no major differences in the way secondary school students tackle these different tasks, those
who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious
conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of
this kind in the classroom. 相似文献
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Language Reading Research Consortium Gloria?Yeomans-Maldonado 《Reading and writing》2017,30(9):2039-2067
The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders’ comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension. Children’s ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in Grade 1 made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers’ development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed. 相似文献