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1.
This paper reports the results of cloze tests in the reading and listening modes together with a computer analysis of responses to the tests. The subjects were groups of Scottish school children at the ages of 8-9, 11-12 and 13–14 years sampled over the whole country as part of a national survey of English language; the cloze tests were only a small part of the whole testing programme which also contained three other major reading tests. Approximately 400 subjects took cloze tests in each mode at each age. The test material was the same throughout for all stages tested. Two tests, each containing one narrative and one expository text were used. The mode of presentation did not significantly affect the types of cloze responses offered nor the total scores of the tests at any stage. However, results indicated better performance for older subjects when they read, and for the youngest group when they listened to, expository though not narrative passages. The comparisons of the results for the three different school stages showed continuing interdependence of reading and listening ability through the ages tested. The different cloze response patterns for the two types of text (in either mode) as well as the only moderate correlation between the texts, indicated that success in comprehending narratives may not necessarily transfer to comprehending information. 相似文献
2.
Lee McGraw Hoffman 《Community College Journal of Research & Practice》2013,37(2):151-162
Abstract Understanding adult reading behavior would contribute much to the development of materials and instructional methods. This research used the cloze procedure to compare the types of errors made by skilled and unskilled adult readers with materials at varying levels of difficulty. Both groups of readers made more grammatically unacceptable responses as materials became more difficult, and the effect was stronger for unskilled readers. These findings suggest that the structure of language may have an impact on reading difficulty, and it is suggested that beginning reading materials be drawn from the learner's own language in order to simplify the process of learning to read. 相似文献
3.
邓珊 《乌鲁木齐成人教育学院学报》2005,13(2):77-79
对完形填空这种有效的测试方法进行分析，阐述其对大学英语阅读教学的启示和运用。通过这种有效可行的测试方法，学生可以在老师的指导下运用语篇分析的方法学习更多的阅读技巧，提高英语阅读水平，更好地掌握英语语言。 相似文献
4.
Shukhan Ng Brennan R. Payne Allison A. Steen Elizabeth A. L. Stine-Morrow Kara D. Federmeier 《Scientific Studies of Reading》2017,21(5):359-375
We employed self-paced reading and event-related potential measures to investigate how adults of varying literacy levels use sentence context information when reading. Community-dwelling participants read strongly and weakly constraining sentences that ended with expected or unexpected target words. Skilled readers showed N400s that were graded by the cloze probability of the targets, with larger N400s for more unexpected words. Moreover, it took these participants longer to read unexpected targets in strongly than weakly constraining sentences, suggesting a processing cost for revising predictions. Among less skilled readers, a reliable N400 difference was found between expected and unexpected targets only for the strongly constraining sentences. They also took longer when targets were unexpected, regardless of the context. These findings suggest that lower literacy readers could only immediately take advantage of strongly constraining context information to facilitate word processing and that they do not make as much use of predictive processing during comprehension. 相似文献
5.
通过采用定量研究法对74名非英语专业学生对合理删词完形填空与阅读能力之间的关系进行研究发现:合理删词完形填空与阅读理解有显著的相关关系,这一关系是预测学生阅读能力的一种有效手段。合理删词完形填空是一种很好的测试题,有助于考查学生对语言的综合运用能力。 相似文献
6.
Ann Finlay 《Literacy》1997,31(2):30-35
When informal measures of reading assessment were used with a Further Education student the results were different to those obtained with the Basic Skills Agency’s reading test based on cloze exercises. After describing the informal assessment the reasons for the discrepancy between the two methods are discussed. These are based first on the language production demands of cloze, and second on the relationship between functional literacy materials and cloze success. The author concludes that the suitability of cloze for testing reading is in doubt; it is likely to underestimate some readers’ abilities and it should not be used to test reading in isolation from other measures. Please note ALBSU has changed its name to the Basic Skills Agency, and to avoid confusion BSA will be used throughout the article even if at the time referred to it was known as ALBSU. 相似文献
7.
Rihana Shiri Williams Omer Ari Carmen Nicole Santamaria 《Journal of Research in Reading》2011,34(2):215-231
Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post‐secondary students (e.g. struggling and non‐struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open‐ended) was compared in order to identify the test format that contributes greater variance in reading comprehension. One hundred participants were recruited from students enrolled in a preparatory course for a high‐stakes statewide reading examination. Our results suggest that all three measures have good concurrent validity. There was no evidence that open‐ended cloze performance was more related to verbal ability than any other reading measure. Maze performance did the best job at discriminating between our struggling and non‐struggling readers. Implications for reading comprehension assessment in post secondary‐aged adults are discussed. 相似文献
8.
赖小平 《桂林师范高等专科学校学报》2008,22(4):176-179
在中学语文阅读教学中,“读”与“思”有很重要的作用。让学生多读、精思,以“读”促“思”、“读“思”结合,能有效地提高学生的阅读能力。 相似文献
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10.
Hans U. Grundin Brother Leonard Judith Langer Robert Pehrsson H. Alan Robinson Takahiko Sakamoto 《Journal of Research in Reading》1981,4(2):104-122
This cross-cultural study of cloze procedure and comprehension involved samples of 10- to 11-year-old schoolchildren in Canada, Japan, Sweden and the United States. The aim of the study was to explore the nature of what might be called‘cloze comprehension’in relation to overall or‘global comprehension’of a passage; in particular to establish (a) whether cloze procedure measures the same facets of comprehension regardless of what language is being read; and (b) to what extent cloze procedure, in different linguistic areas, measures‘global comprehension', or comprehension of the general ideas contained in a passage, as distinct from literal comprehension. The results of the study indicate that cloze procedure is a valid and reliable measure of certain aspects of reading comprehension in all the linguistic and cultural areas sampled. Furthermore, comprehension as measured by cloze procedure seems to be a necessary, albeit not sufficient, condition for overall or global understanding of the meaning of a passage. The study also shows that the ability measured by cloze procedure is more generalized (i.e., less text specific) than the ability measured by our global comprehension task. One implication of this seems to be that the higher-order skills necessary for global understanding do not always develop automatically once children have mastered the skills necessary for literal comprehension of simple texts. On the contrary, the higher-order skills may have to be taught systematically at an appropriate stage in the children's reading development. 相似文献
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12.
Pierluigi Zoccolotti Maria De Luca Gloria Di Filippo Anna Judica Marialuisa Martelli 《Reading and writing》2009,22(9):1053-1079
The acquisition of reading skill was studied in 503 Italian children in first to eighth grade using a task that required reading
of lists of words and non-words. Analysis of the metric characteristics of the measures indicated that reading speed but not
accuracy was normally distributed across all ages considered. The role of specific effects (length, word frequency, and lexicality)
versus global factors in reading speed was examined using the Rate–Amount Model (RAM). A global processing factor accounted
for a large portion of the variance. Specific influences of length, frequency, and lexicality were detected in different periods
of development over and above the global processing factor. Length modulated performance at early stages of learning and progressively
less later on; in the case of non-words, the effect of length was large but did not change as a function of grade. The lexicality effect, present at all ages for high frequency words and by third grade for low frequency words increased with reading practice
indicating a progressive differentiation in the ability to read words and non-words. Finally, the effect of word frequency
was highest in third grade and then decreased. These findings are discussed in terms of their relevance for reading acquisition
in a language with transparent orthography and their implications for evaluating developmental reading deficits. Overall,
it is proposed that RAM is a useful tool for disentangling the role of specific versus global factors in reading development. 相似文献
13.
Christopher H. Skinner Jacqueline L. Williams Jennifer Ann Morrow Andre D. Hale Christine E. Neddenriep Renee O. Hawkins 《Psychology in the schools》2009,46(10):1036-1047
This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th‐, 29 5th‐, and 37 10th‐grade students. Results showed that reading speed accounted for much of the variance in Broad Reading Cluster scores and subtest scores of the Woodcock–Johnson III Tests of Achievement across all grade levels. Converting reading speed to the rate measure %C/M increased Broad Reading Cluster variance accounted for in the 4th‐ and 5th‐grade sample, but decreased the Broad Reading Cluster variance accounted for in the 10th‐grade sample. Discussion focuses on the importance of reading speed and the failure to enhance validity of a brief rate measure in more skilled readers by incorporating a direct measure of comprehension. © 2009 Wiley Periodicals, Inc. 相似文献
14.
The purpose of the current study was to examine the mindless reading behavior of children. Across two studies, 2nd-grade students read passages while their eye movements were monitored. Trained raters then identified mindless reading behaviors from the eye movement records. Several important findings emerged. We were able to reliably identify mindless reading behavior in children using eye-tracking methodology, which was characterized by shorter gaze durations and total time, more skipping, and in general a more erratic reading pattern than on-task reading behavior. On the other hand, on-task reading behavior was characterized by an increase in fixations and regressions, especially intraword regressions. Word frequency effects were attenuated during mindless reading. In addition, the children who engaged in mindless reading had weaker reading achievement profiles compared to children who read the entire passage. 相似文献
15.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed. 相似文献
16.
Conrad Perry 《Scientific Studies of Reading》2018,22(3):264-272
The latest version of the connectionist dual process model of reading (CDP++.parser) was tested on a set of nonwords, many of which were orthographically strange (e.g., PSIZ). A grapheme-by-grapheme read-out strategy was used because the normal strategy produced many poor responses. The new strategy allowed the model to produce results similar to individual participants. Given that the strategy uses only simple information acquired in the normal course of learning, it shows that it is a plausible method for reading when the normal method fails and offers insight into how groups with low orthographic exposure might read. 相似文献
17.
Rogerio Gonçalves Nigro Silvia Frateschi Trivelato 《International Journal of Science Education》2013,35(16):2529-2564
The purpose of this article is to assess the knowledge, application of knowledge, and attitudes associated with the reading of different genres of expository science texts. We assigned approximately half of a sample consisting of 220 students 14–15 years of age, chosen at random, to read an excerpt from a popular scientific text, and the other half to read an excerpt from a textbook addressing the same topic. Readers took knowledge and application tests immediately after the reading and again 15 days later. Students also took knowledge and reading proficiency pre-tests, and attitude tests related to the selected texts. Overall, girls scored higher than boys and readers of the popular scientific text scored higher than their colleagues who read the textbook excerpt. We noted interaction between ‘reader gender’ and ‘genre of the text read’ in terms of long-term learning based on the reading. Attitude regarding the text read appears as an important factor in explaining behavior of boys who read the popular scientific text. Surprisingly, knowledge and application test scores were not statistically different among girls with different degrees of reading proficiency who read the textbook excerpt. In addition, on the application tests, among the boys who read the popular scientific text, good readers scored lower than their colleagues who read the textbook excerpt. In our opinion, this study can serve to show that ‘reading in science education’ is not a trivial matter and we feel that the subject merits more in-depth investigation. 相似文献
18.
In the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency predicted reading comprehension better for skilled readers than for average readers, (c) list reading fluency predicted reading comprehension better for average readers than for skilled readers, and (d) listening comprehension predicted reading comprehension better for skilled readers than for average readers. 相似文献
19.
The relationship between ability to invent spellings and ability to finger-point read memorized text was examined in 109 kindergartners in whole-language classrooms. It was hypothesized that letter name knowledge and phonemic awareness would account for ability in finger-point reading, but that invented spelling, because it requires the left-to-right alphabetic principle as well, would account for additional variance, and this turned out to be the case. It was also hypothesized that although initial phoneme spellings would be easier than those in other positions, and would be a factor in the voice-print match in finger-point reading, final phonemes would also play a significant role. This turned out to be the case for children who were able to read only a word or two, as well as for more capable beginners. Results were consistent with Ehri's (1992) model of phonetic-cue sight reading in which letters are utilized from both initial and final positions. 相似文献
20.
ABSTRACT The purpose of this study was to describe and compare three word recognition abilities of reading disabled students. One hundred and fifty (150) reading disabled pupils, 75 elementary and 75 high school, were randomly selected to participate in this study. Correlated t‐test procedures were used to process the data. The dependent variables were the students’ analytical, phonics, and context analysis word recognition abilities as measured by the Wide Range Achievement Test, Stanford Diagnostic Reading Test, and 12 cloze passages. Results indicated that elementary and secondary reading disabled pupils have significant differences in their ability to use the three different word recognition abilities investigated. Implications for minimum competency testing in reading were discussed. 相似文献