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1.
This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts. 相似文献
2.
This study examined how Flesch Reading Ease and text cohesion affect older adults' comprehension of common health texts. All older adults benefited when high Flesh Reading Ease was combined with high cohesion. Older adults with small working memories had more difficulty understanding texts high in Flesch Reading Ease. Additionally, older adults with low verbal ability or older than 77 years of age had difficulty understanding texts high in text cohesion but low in Flesch Reading Ease. These results imply that writers must increase Flesch Reading Ease without disrupting text cohesion to ensure comprehension of health-related texts. 相似文献
3.
词汇衔接体现了语篇内各相关词项之间的语义联系,对语篇的连贯和发展具有重要作用。词汇衔接在英汉语篇中表现有相似性也有差异,本文通过具体文学语篇个案分析,比较了词汇衔接在英汉语篇建构、尤其是语篇连贯的异同,认为在英汉文学语篇翻译中词汇衔接的转换有助于实现从原语到目的语的语篇等效翻译。 相似文献
4.
In recent years, readability formulas have gained new prominence as a basis for selecting texts for learning and assessment. Variables that quantitative tools count (e.g., word frequency, sentence length) provide valid measures of text complexity insofar as they accurately predict representative and high-quality criteria. The longstanding consensus of text researchers has been that such criteria will measure readers’ comprehension of sample texts. This study used Bormuth’s (1969) rigorously developed criterion measure to investigate two of today’s most widely used quantitative text tools—the Lexile Framework and the Flesch–Kincaid Grade-Level formula. Correlations between the two tools’ complexity scores and Bormuth’s measured difficulties of criterion passages were only moderately high in light of the literature and new high stakes uses for such tools. These correlations declined a small amount when passages from the University grade band of use were removed. The ability of these tools to predict measured text difficulties within any single grade band below University was low. Analyses showed that word complexity made a larger contribution relative to sentence complexity when each tool’s predictors were regressed on the Bormuth criterion rather than their original criteria. When the criterion was texts’ grade band of use instead of mean cloze scores, neither tool classified texts well and errors disproportionally placed texts from higher grade bands into lower ones. Results suggest these two text tools may lack adequate validity for their current uses in educational settings. 相似文献
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Rebecca R. Norman 《Reading and writing》2012,25(3):739-774
Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated
with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in
text convey important meaning, little research exists on the relationship between children’s processes prompted by the graphics
in informational text and their overall comprehension of the same texts. In this study, 30 second-graders read 2 informational
texts, were prompted to share their thinking whenever they looked at a graphic, retold each text in their own words, and answered
8 comprehension questions about each text. Correlations between students’ scores on the post-reading comprehension measures
and the reading processes prompted by the graphics suggested that: (1) the number of times any process was prompted by the
graphics was significantly correlated with scores on the retelling measure for one book, but not for the retelling measure
of the other book or for the comprehension question measure for either book; (2) there were no significant correlations between
the number of different processes prompted by the graphics and students’ scores on any comprehension measure; (3) a number
of individual processes were positively correlated with retelling and/or comprehension question scores. 相似文献
7.
借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。 相似文献
8.
Text complexity in elementary classrooms is typically measured by traditional readability tools, which rely on surface-level measures of word and sentence complexity. Theoretical and empirical work on text complexity, however, indicates that additional measures of semantics, syntax, and discourse structure may be equally important for understanding how young children process texts. This study evaluated the components of two available text analysis tools representing different generations of readability: the Lexile Framework and the Coh-Metrix Text Easability Assessor. Using multilevel modeling, informational passage readings were nested in 5133 second-grade children in 459 schools to identify text variables that predicted changes in oral reading rate. Coh-Metrix dimensions of word concreteness, referential cohesion, and deep cohesion were uniquely associated with oral reading rate after controlling for traditional readability components. A full model including both the Lexile components and three Coh-Metrix dimensions provided the best fit to the data. Results suggest that measures of semantic complexity and text cohesion are needed to improve prediction of text difficulty for young readers and better inform text selection in the early grades. Implications for policy and practice under the Common Core State Standards, which emphasize reading complex texts across the gradespan, are discussed.
相似文献9.
基于模糊分类规则树的文本分类 总被引：2，自引：0，他引：2
针对传统的基于关联规则的文本分类方法在分类文本时需要遍历分类器中的所有规则,分类效率非常低的问题,提出一种基于模糊分类规则树（FCR-tree）的文本分类方法.分类器中的规则以树的形式存储,由于树型结构避免了重复结点的存储,节省了存储空间.模糊分类关联规则与一般分类规则相比,不仅包含了词条信息,还包含了词条出现频度对应的模糊集,所以FCR-tree的构建过程及树的结构不同于一般规则树CR-tree.为降低构建及遍历FCR-tree的难度,采用了构造多棵k-FCR-tree的方法.在搜索规则树时,如果结点中的词条没在待分类文本中出现,则不需要再搜索该结点引导的子树,大大减少了需要匹配的规则的数量.实验表明该方法是可行的,与遍历分类器的分类方法相比,分类效率有了明显提高. 相似文献
10.
This study examined how text features (i.e., cohesion) and individual differences (i.e., reading skill and prior knowledge) contribute to biology text comprehension. College students with low and high levels of biology knowledge read two biology texts, one of which was high in cohesion and the other low in cohesion. The two groups were similar in reading skill. Participants' text comprehension was assessed with open-ended comprehension questions that measure different levels of comprehension (i.e., text-based, local-bridging, global-bridging). Results indicated: (a) reading a high-cohesion text improved text-based comprehension; (b) overall comprehension was positively correlated with participants' prior knowledge, and (c) the degree to which participants benefited from reading a high-cohesion text depended on participants' reading skill, such that skilled participants gained more from high-cohesion text. 相似文献
11.
论商务语篇连贯中的词汇衔接 总被引：2，自引：0，他引：2
词汇衔接是实现语篇连贯的重要衔接机制之一。文章根据衔接理论，结合商务英语语篇实例，探讨了复现与搭配这两种词汇手段衔接语篇的功能及其形式特征，以帮助读者更好地理解词汇语义与连贯的关系，从而更准确地把握商务英语语篇的信息与交际意图。 相似文献
12.
廖福涛 《江西师范大学学报(哲学社会科学版)》2002,35(4):131-133
篇章策略连续体和衔接都属于篇章语言学研究的范畴，从衔接的角度论述了篇章策略连续体在篇章中的体现。旨在通过理论和实例的分析，对大家进一步地理解篇章，欣赏篇章有所禅益。 相似文献
13.
张碧 《广东广播电视大学学报》2008,17(4):78-80
本文从篇章结构、篇章衔接与连贯、篇章策略三个方面讨论思维模式的差异对英汉两种语言的语篇造成的影响,帮助学习者认识与区别英汉语篇的组织规则与特征,从而顺利实现跨文化交际的目的。 相似文献
14.
In this study, we investigated whether refutation texts (i.e., texts that explicitly state and refute a misconception) facilitate spontaneous transfer of revised knowledge to new situations. In Experiments 1 and 2, students read refutation, transfer, and non-refutation texts. Transfer texts were either preceded by refutation (Experiment 1) or non-refutation texts (Experiment 2). In both experiments, comprehension of the transfer texts required activation and use of the correct belief. Each text contained a target sentence that was consistent with the correct belief. In both experiments, reading times of the target sentences were collected and compared to provide an implicit measure of transfer. Additionally, a transfer problem test was also administered after reading the texts to assess transfer in a more explicit way. The results revealed that refutation texts are more effective in facilitating revision and spontaneous transfer of revised knowledge than non-refutation texts. These results add to the growing body of evidence for the applicability of using refutation texts in revising misconceptions. 相似文献
15.
In this study, we examine the effect of background knowledge and local cohesion on learning from texts. The study is based on construction–integration model. Participants were 176 undergraduate students who read a Computer Science text. Half of the participants read a text of maximum local cohesion and the other a text of minimum local cohesion. Afterwards, they answered open-ended and multiple-choice versions of text-based, bridging-inference and elaborative-inference questions. The results showed that students with high background knowledge, reading the low-cohesion text, performed better in bridging-inference and in elaborative-inference questions, than those who read the high-cohesion text. Students with low background knowledge, reading the high-cohesion text, performed better in all types of questions than students reading the low-cohesion text only in elaborative-inference questions. The performance with open-ended and multiple-choice questions was similar, indicating that this type of question is more difficult to answer, regardless of the question format. 相似文献
16.
The contribution of knowledge about anaphors,organisational signals and refutations to reading comprehension 
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下载免费PDF全文 Expository texts contain rhetorical devices that help readers to connect text ideas (within a text and with prior knowledge) and to monitor reading. Rhetorical competence addresses readers' skill in detecting, understanding and using these devices. We examined the contribution of rhetorical competence to reading comprehension on two groups of 11‐ to 13‐year‐old students: low‐level (Study 1) and high‐level (Study 2) reading skills. The measures of rhetorical competence assessed students' knowledge about anaphors, organisational signals and refutations. In both studies, each measure of rhetorical competence contributed significantly to reading comprehension once prior knowledge, working memory and decoding skills were controlled for. This contribution was higher in Study 2. Furthermore, whereas in Study 1, each measure of rhetorical competence had a unique contribution to reading comprehension when controlling for the other measures of rhetorical competence, in Study 2, only the knowledge about organisational signals and refutations had this unique contribution. 相似文献
17.
Gina M. FrancoKrista R. Muis Panayiota KendeouJohn Ranellucci Lavanya SampasivamXihui Wang 《Learning and Instruction》2012,22(1):62-77
The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain learning. Results revealed that when individuals’ epistemic beliefs were consistent with the knowledge representations in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions) than when their epistemic beliefs were inconsistent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and support contemporary views regarding the context sensitivity of individuals’ epistemic beliefs. 相似文献
18.
To explore the importance of text cohesion, we conducted two experiments. We measured online (reading times) and offline (comprehension accuracy) processes for texts that were high and low cohesion. In study one (n?=?60), we manipulated referential cohesion using noun repetition (high cohesion) and synonymy (low cohesion). Students showed enhanced comprehension accuracy and faster comprehension responses for text that were high in referential cohesion. In study two (n?=?52), we examined connective text designs (‘because’, ‘and’ and ‘no connective’). Students demonstrated enhanced reading times for text using a ‘because’ connective. Additionally, we examined the individual differences (reading ability, science self-concept and self-esteem) as predictors of achievement with science comprehension tasks. Across both experiments reading ability predicted comprehension with both high (noun-repetition text and ‘and’ text) and low cohesion text (synonym text and ‘no connective’ text). These findings highlight the importance of good reading abilities and text cohesion for promoting science comprehension and learning. 相似文献
19.
旅游资料中文化负载词的翻译 总被引：1，自引：0，他引：1
段晋丽 《和田师范专科学校学报》2007,27(5):128-129
纽马克将所有的文本划分为三大类型：表达型文本、信息型文本、号召型/祈使型文本。旅游资料主要是信息型文本和号召型文本的结合体,并以其信息功能为主。对这种文本中的中国文化负载词的处理是翻译中的重点和难点。本文根据旅游资料的文本特征提出了文化负载词的5种翻译原则：1）遵守定译的原则。2）语义忠实的原则。3）文化对应的原则。4）功能对等的原则。5）读者接受性原则。笔者认为,在这五种原则中,读者接受性原则是其余四种原则的前提。 相似文献
20.
In this work, we have investigated text readability in Bangla language. Text readability is an indicator of the suitability of a given document with respect to a target reader group. Therefore, text readability has huge impact on educational content preparation. The advances in the field of natural language processing have enabled the automatic identification of reading difficulty of texts and contributed in the design and development of suitable educational materials. In spite of the fact that, Bangla is one of the major languages in India and the official language of Bangladesh, the research of text readability in Bangla is still in its nascent stage. In this paper, we have presented computational models to determine the readability of Bangla text documents based on syntactic properties. Since Bangla is a digital resource poor language, therefore, we were required to develop a novel dataset suitable for automatic identification of text properties. Our initial experiments have shown that existing English readability metrics are inapplicable for Bangla. Accordingly, we have proceeded towards new models for analyzing text readability in Bangla. We have considered language specific syntactic features of Bangla text in this work. We have identified major structural contributors responsible for text comprehensibility and subsequently developed readability models for Bangla texts. We have used different machine-learning methods such as regression, support vector machines (SVM) and support vector regression (SVR) to achieve our aim. The performance of the individual models has been compared against one another. We have conducted detailed user survey for data preparation, identification of important structural parameters of texts and validation of our proposed models. The work posses further implications in the field of educational research and in matching text to readers. 相似文献