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1.
We examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children’s reading comprehension in 62 6th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic relations among words, and the precise word meanings in texts are selected by readers on the basis of context. All independent variables were significantly and moderately correlated with reading comprehension. In support of our prediction, the link between vocabulary knowledge and reading comprehension was significantly mediated by inference making even when verbal working memory was controlled. An alternative mediation hypothesis (vocabulary as a mediator of the effect of inference making on comprehension) was not supported by the data. The study replicates and extends the findings of earlier work (Cromley & Azevedo, 2007; Segers & Verhoeven, 2016; Ahmed et al., 2016). 相似文献
2.
Performance on a standardized reading comprehension test reflects the number of correct answers readers select from a list of alternate choices, but fails to provide information about how readers cope with the various cognitive demands of the task. The aim of this study was to determine whether three groups of readers: normally achieving (NA), poor comprehenders (CD), with no decoding disability, and reading disabled (RD), poor comprehenders with poor decoding skills, differed in their ability to cope with reading comprehension task demands. Three task variables reflected in the question-answer relations that appear on standardized reading comprehension tests were identified.Passage Independent (PI) question can be answered with reasonable accuracy based on the reader's prior knowledge of the passage content.Inference (INFER) questions required the reader to generate an inference at the local or global test level.Locating (LOCAT) questions require the reader to match the correct answer choice to a detail explicitly stated in the text either verbatim or in paraphrase form. The relations among reader characteristics, cognitive task factors and reading comprehension test scores were analyzed using a structural relations equation with LISREL. It was found that the three reading groups differed with respect to the underlying relationship between their performance on specific question-answer types and their standardized reading comprehension score. For the NA group, a high score on PI was likely to be accompanied by a low score on INFER, whereas in the CD and RD groups, PI and INFER are positively related. The finding of a negative relationship between background knowledge and inference task factors for normally achieving readers suggests that even normal readers may have comprehension difficulties that go undetected on the basis of a standardized scores. This study indicates that current comprehension assessments may not be adequate for assessing specific reading difficulties and that more precise diagnostic tools are needed. 相似文献
3.
This study examined the ability to infer the meaning of novel made-up words that appeared in 16 short narrative texts, presented in two modalities—reading and listening. Hebrew-speaking 4th grade students (N = 54) were asked to infer the meanings of the made-up words in both modality conditions. In this cross-group design, students were randomly assigned to one of two order conditions: reading first or listening first. Regardless of condition, participants were better able to infer the meaning of the made-up words in the listening condition than in the reading condition. Individual differences in word reading, vocabulary, and reading comprehension mediated novel word learning but working memory did not. Results are discussed in relation to the challenges faced by 4th grade Hebrew readers in the transition from reading a fully pointed (vowelized) shallow orthography to an unpointed, deep orthography. The ability of 4th grade readers to infer novel words appears to be enhanced when listening to animated narration, and is mediated by extant vocabulary knowledge and higher-order comprehension processes, but also by basic decoding skills. 相似文献
4.
Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability 
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下载免费PDF全文 Background
This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used here necessarily impose demands on the executive system. Prosodic awareness was evaluated as a phonological predictor of reading in older readers while controlling for executive functions (EF) in order to ascertain whether observed predictive relationships could be confidently attributed to suprasegmental awareness.Methods
103 adults between 18 and 55 years of age completed tasks on prosodic awareness, EF, vocabulary, nonverbal abilities, naming speed and short‐term memory.Results
Independent contributions of prosodic awareness added to models of word reading, whereas EF processes did not uniquely contribute to adult reading outcomes.Conclusions
Suprasegmental phonology explains individual differences in word reading among experienced readers. Theoretical implications of findings are discussed.Implications for Practice
What is already known about this topic- Phonological awareness (PA) becomes less predictive of reading in older readers. PA is typically assessed at the level of the segment (e.g., phonemes, syllables and onset‐rimes), with less focus on suprasegmental processes (e.g., rhythm, stress and intonation).
- Suprasegmental phonological processing includes measures of prosodic ability (e.g., awareness and manipulation of suprasegmental features of oral language). Studies on prosodic awareness and reading have independent contributions beyond segmental PA in early readers. Less work has been investigated among adult readers.
- Executive functions (EF) including inhibitory control, working memory, switching and updating and monitoring of goal directed behaviour, predict overall academic achievement. Limited studies have controlled for EF demands in phonological tasks.
- Tasks of prosodic awareness necessarily impose demands on the executive system when manipulating components of oral language. After controlling for EF and controls, prosodic awareness explained individual differences in adult word reading.
- Tasks of suprasegmental phonological processes explain the association between phonology and reading in older and more experienced readers. Researchers who explore phonology and reading development should begin to include tasks of prosodic awareness to examine the dual role of segmental and suprasegmental PA as it is implicated across development.
- Theoretical models of phonology and reading can be extended to include suprasegmental processes.
- For educational practitioners involved in reading assessment of older readers, tasks of prosodic awareness are a more age‐appropriate measure of phonology.
- Tasks of phonology and reading with increasing complexity impose greater demands on the executive system. The relationship between cognitive flexibility and reading needs to be considered in theoretical models of reading.
5.
This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available (n = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension. 相似文献
6.
Joseph P. Magliano Keith K. Millis Irwin Levinstein Chutima Boonthum 《Metacognition and Learning》2011,6(2):131-154
Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental
model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment
of these processes as they operate during reading. This study assessed the viability of the Reading Strategy Assessment Tool
(RSAT), which is an automated computer-based reading assessment designed to measure readers’ comprehension and spontaneous
use of reading strategies while reading texts. In the tool, readers comprehend passages one sentence at a time, and are asked
either an indirect (“What are your thoughts regarding your understanding of the sentence in the context of the passage?”)
or direct (e.g., why X?) question after reading each pre-selected target sentence. The answers to the indirect questions are
analyzed on the extent that they contain words associated with comprehension processes. The answers to direct questions are
coded for the number of content words in common with an ideal answer, which is intended to be an assessment of emerging comprehension.
In the study, the RSAT approach was shown to predict measures of comprehension comparable to standardized tests. The RSAT
variables were also shown to correlate with human ratings. The results of this study constitute a “proof of concept” and demonstrate
that it is possible to develop a comprehension skills assessment tool that assesses both comprehension and comprehension strategies. 相似文献
7.
Developing mental orthographic representations in refugee spellers with low literacy: how much input is too much? 下载免费PDF全文
下载免费PDF全文 Background
We used two principles of implicit learning, variability and complexity, to train mental orthographic representations in refugee English learners to improve spelling.Methods
Twenty‐eight refugees enrolled in a 10‐week English class were trained on classroom words using stimuli designed to encourage implicit learning. We contrasted high‐variability visual input combined with either high‐linguistic or low‐linguistic complexity, using a short (<5 minute) PowerPoint‐based training. Participants were regularly tested on their spelling and were compared with themselves using single subject design. Individual effect sizes were aggregated across participants, and we used dependent measures t‐tests to compare conditions.Results
Participants learned significantly more treated words than control words in the high‐variability/low‐complexity condition, but not in the high‐variability/high‐complexity condition.Conclusions
Refugees can benefit from interventions designed to promote implicit learning but can be overwhelmed by too much input. 相似文献8.
Marina Klimovich Simon P. Tiffin-Richards Tobias Richter 《Journal of Research in Reading》2023,46(2):123-142
Background
Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs.Methods
We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (Mage = 22.77 years, SDage = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training.Results
Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.Conclusions
We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.9.
An Investigation of an Intervention to Promote Inference Generation by Adolescent Poor Comprehenders
《Learning disabilities research & practice》2017,32(2):85-98
This brief experimental study investigated the initial promise of an intervention designed to promote inference generation in adolescents with reading comprehension difficulties. The intervention, provided for nine sessions, included multisyllable word study, teacher explanation and modeling of inference generation and other comprehension processes, and having students practice by thinking aloud about text. Research questions addressed proximal effects on measures of the intermediate goals of the intervention and effects on reading comprehension. Participants were 48 ninth grade students with reading comprehension difficulties, randomly assigned to experimental or time‐on‐task control conditions. No significant group differences were detected; however, effect sizes in the moderate range indicated meaningful effects on some proximal measures, suggesting that further study of the approach is warranted. 相似文献
10.
Matthew K. Burns Heather Kwoka Becky Lim Melissa Crone Katherine Haegele David C. Parker Shawna Petersen Sarah E. Scholin 《Psychology in the schools》2011,48(2):124-132
The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read correctly per minute was tested and resulted in overall correct classification of .80. © 2010 Wiley Periodicals, Inc. 相似文献
11.
Julia Knoepke M.A. Prof. Dr. Tobias Richter Dr. Maj-Britt Isberner Prof. Dr. Johannes Naumann PhD Yvonne Neeb 《Zeitschrift für Erziehungswissenschaft》2014,17(3):447-471
To become skillful readers, children have to acquire the ability to translate printed words letter by letter into phonemic representations (phonological recoding) and the ability to recognize the written word forms holistically (orthographical decoding). Whereas phonological recoding is the key for learning to read and useful for recognizing unknown or low-frequent words, orthographical decoding is often more efficient and takes less time, thus facilitating reading processes on the sentence and text level. Several studies with English-speaking children provided evidence for the relevance of the two routes but the question whether and to what extent both word recognition skills contribute to reading comprehension in young German readers requires further clarification. Based on data from a cross-sectional study with German primary school children we investigated whether and to what extent both types of word recognition skills are associated with sentence (N = 666) and text comprehension skills (N = 149) and how these relationships develop from Grade 2 to 4. The results indicate that both phonological recoding skills and orthographical decoding skills are important for reading comprehension skills. Their relative weight does not change across grade levels. 相似文献
12.
Joseph R. Jenkins Lynn S. Fuchs Paul Van Den Broek Christine Espin Stanley L. Deno 《Learning disabilities research & practice》2003,18(4):237-245
The purpose of this study was to examine (1) the performance levels and the magnitude of performance difference between students with reading disabilities (RD) and skilled readers when reading a typical classroom text; (2) the hypothesis that students with RD have specific difficulty using context in such a way that reading fluency is affected; and (3) whether RD subtypes may be differentiated according to performance on contextual and context‐free reading tasks. Two groups of fourth graders (85 skilled readers and 24 students with RD) completed a standardized test of reading comprehension, read aloud a folktale, and read aloud the folktale's words in a randomly sequenced list. Performance was scored as correct rate and percentage correct. Based on the number of words per idea unit in the passage, we also estimated the rate at which reader groups encountered and processed text ideas. Compared to the RD group, skilled readers read three times more correct words per minute in context, and showed higher accuracy and rates on all measures. Both context and isolated word‐reading rates were highly sensitive to impairment. We found no evidence for RD subtypes based on these measures. Results illustrate differences in reading levels between the two groups, the temporal advantage skilled readers have in linking text ideas, how word reading differs as a function of task format and performance dimension, and how limited word‐identification skills (not comprehension) produce contextual reading difficulties for students with RD. 相似文献
13.
Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading
speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological–orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control group. During short-term training, the intervention groups showed higher gains than the control group in reading speed of the trained
sub-lexical items and of the words containing the trained segments. No differences were found between the intervention groups.
In the development of pseudoword reading, the groups did not show differential improvements. The generalization effect to
pseudoword reading was similar, whether the pseudowords contained the trained segment as a syllable or as a non-syllabic letter
string. The gains induced by training were specific to the materials used in training and did not induce gains in general
reading speed.
相似文献
| Sini HintikkaEmail: |
14.
Astrid Kraal Arnout W. Koornneef Nadira Saab Paul W. van den Broek 《Reading and writing》2018,31(9):2017-2040
The present study investigated comprehension processes and strategy use of second-grade low- and high-comprehending readers when reading expository and narrative texts for comprehension. Results from think-aloud protocols indicated that text genre affected the way the readers processed the texts. When reading narrative texts they made more text-based and knowledge-based inferences, and when reading expository texts they made more comments and asked more questions, but also made a higher number of invalid knowledge-based inferences. Furthermore, low- and high-comprehending readers did not differ in the patterns of text-processing strategies used: all readers used a variety of comprehension strategies, ranging from literal repetitions to elaborate knowledge-based inferences. There was one exception: for expository texts, low-comprehending readers generated a higher number of inaccurate elaborative and predictive inferences. Finally, the results confirmed and extended prior research by showing that low-comprehending readers can be classified either as readers who construct a limited mental representation that mainly reflects the literal meaning of the text (struggling paraphrasers), or as readers who attempt to enrich their mental representation by generating elaborative and predictive inferences (struggling elaborators). A similar dichotomy was observed for high-comprehending readers. 相似文献
15.
Laurie E. Cutting April Materek Carolyn A. S. Cole Terry M. Levine E. Mark Mahone 《Annals of dyslexia》2009,59(1):34-54
Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is
well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood
about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific
reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different
RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present
study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance
in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD
participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word
fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function.
Implications for understanding the neuropsychological bases for reading comprehension are discussed.
相似文献
| Laurie E. CuttingEmail: |
16.
This paper assess the impact of introducing inference training to skilled and less skilled comprehenders. Children aged between 6 years 6 months and 9 years 11 months, classified as skilled or less skilled comprehenders, were instructed on how to make inferences from and generate questions about a text over a period of six sessions. Comparison groups of skilled and less skilled comprehenders were trained in standard comprehension strategies. The less skilled group showed a significantly greater improvement than the skilled group, regardless of the training given, but inference training was significantly more effective than standard comprehension strategies in the less skilled group. Seven out of ten less skilled readers who were inference trained increased their performance sufficiently to become classified as skilled comprehenders, whilst four out of ten less skilled comprehenders taught standard comprehension strategies improved to the same level. It is concluded that the value of explicitly teaching children inferential skills is that the enjoyment of the task of reading is enhanced and is therefore more likely to be undertaken readily, even by pupils who may have initially found reading difficult. 相似文献
17.
Background
A cost‐effective method to address reading delays is to use computer‐assisted learning, but these techniques are not always effective.Methods
We evaluated a commercially available computer system that uses visual mnemonics, in a randomised controlled trial with 78 English‐speaking children (mean age 7 years) who their schools identified as needing reading support. School‐based individual tutorials usually took place 2–3 times/week. Only the experimental group received the intervention in the first 10 months; thereafter, both the experimental and control groups received the intervention for 6 months.Results
After 10 months, the experimental group had significantly higher standardised scores than the waiting list control group of decoding, phonological awareness, naming speed, phonological short‐term memory and executive loaded working memory.Conclusions
The computer‐assisted intervention was effective, and this suggests that this medium can be used for reading interventions with English‐speaking children. What is already known about this topic- There are comparatively few randomised controlled trial evaluations of computer‐based reading interventions.
- Meta‐analyses report small positive effect sizes for such interventions with English‐speaking children.
- The use of visual mnemonics to improve reading has rarely been investigated.
- The findings suggest that computer‐based interventions for English‐speaking, struggling readers can be effective.
- The effects extended beyond the targeted abilities, and a longer intervention was more effective than a shorter one.
- Apart from spelling, the mean reading and reading related standardised scores for children at the end of the intervention were above or just below 100.
- Computer‐based interventions can be used to support English‐speaking, struggling readers, and their effects can go beyond targeted abilities.
- The use of visual mnemonics and the development of the intervention programme over a number of years could have contributed to this success.
- The role of visual mnemonics as a help for struggling readers deserves further investigation.
18.
Background
In Germany, there is a substantial gap in reading literacy between monolingual children and their L2‐speaking peers. Nevertheless, it is still unclear where these performance differences are rooted.Methods
We investigated children of grades 5, 6 and 7 with comparable socio‐economic status, who completed a battery of tests assessing their linguistic and executive functioning skills as well as their reading performance on the letter, word, sentence and text level.Results
Whereas L1 speakers showed better linguistic skills, there was no difference between groups in executive functioning. After controlling for individual differences on each level of reading, groups only differed in text comprehension. This effect, however, disappeared when participants' linguistic skills were additionally controlled.Conclusions
In sum, results show that reading problems in L2 speakers cannot be attributed to deficits on specific component processes of reading, but to a lack of linguistic skills, which negatively affects reading comprehension. 相似文献19.
Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 下载免费PDF全文
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.
20.
Abstract Four low achieving 12‐year old readers were trained to tutor similar age low achieving readers in both general (monitoring) and specific (summarisation and illustration) for strategies reading comprehension. Repeated measures indicated that both tutors and tutees learned to use the strategies successfully. Use of both strategies enhanced comprehension for tutees. For tutors, there was evidence of generalisation of reading gains to their own reading. Gains made by tutors and tutees on two standardised reading tests were superior to gains made by a contrast group. Results are discussed in terms of the effects of increased academic engaged time and increased strategy use on comprehension. 相似文献