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1.
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   

2.
This study was to investigate Chinese children's eye patterns while reading different text genres from a developmental perspective. Eye movements were recorded while children in the second through sixth grades read two expository texts and two narrative texts. Across passages, overall word frequency was not significantly different between the two genres. Results showed that all children had longer fixation durations for low‐frequency words. They also had longer fixation durations on content words. These results indicate that children adopted a word‐based processing strategy like skilled readers do. However, only older children's rereading times were affected by genre. Overall, eye‐movement patterns of older children reported in this study are in accordance with those of skilled Chinese readers, but younger children are more likely to be responsive to word characteristics than text level when reading a Chinese text.  相似文献   

3.
The present article reports on a study that examined how individual differences in habitual reading motivation affect a reader's tendency to engage in text-related and text-unrelated thinking during reading. Two-hundred participants read each three texts about finance and meteorology topics and answered comprehension questions afterward. Participants' thoughts during reading were assessed with retrospective ratings and thought samples. Habitual reading motivation was assessed with questionnaires in a separate session prior to reading. Structural equation models fit to this data revealed that more motivated readers reported less mind wandering, more engagement in elaborative thinking and comprehension monitoring, as well as higher topic interest. Furthermore, the beneficial effect of reading motivation on comprehension was partially mediated by mind wandering, elaboration, comprehension monitoring, and interest. Our findings offer a novel explanation for the well-known beneficial effects of reading motivation on comprehension: habitually motivated readers are more likely to engage in text-related thinking and avoid text-unrelated thoughts.  相似文献   

4.
Student readers/writers need the opportunity to bring to literary texts the imaginative knowledge crucial for retelling the author's story (concretizing the author's schema) in order to complete the act of reading. Paul Ricoeur's analysis of reading as a three-fold mimesis as articulated in his multi-volume series Time and Narrative suggests the necessary role of the reader as implementer of the text. This essay looks in detail at one 'free response' essay written by Julia, a bicultural student fluent in Japanese and English as she makes sense for herself of Toni Morrison's novel Song of Solomon . Arguing for the necessarily heightened sensitivity and engagement of bicultural readers in questioning texts to make sense of both texts and life, this essay links Julia's writing about the novel with Ricoeur's theories and suggests a few principles for the teaching of literature in order to engage them in mimesis 3 as Ricoeur envisions the reader's role in the act of reading.  相似文献   

5.
This study aimed to determine whether the reading skills of third‐grade schoolchildren are associated with their preferences for semantic, phonological, and shape competitors (images or printed words) after being exposed to a spoken critical word. Two groups of children participated: skilled readers and less‐skilled readers. Through a language‐mediated visual search, children's fixations on the three competitors and a distractor were measured. When looking at images, both groups of readers preferred to look at the semantic competitor. When reading words, both groups showed a preference for the phonological competitor, but only skilled readers were sensitive to semantic information. These results suggest that early reading skills influence access to different types of representations in response to hearing a word, and they confirm the existence of a cascaded activation of information retrieval in childhood.  相似文献   

6.
An investigation into the relationship between reading difficulty and maladjustment indicated that a significantly greater number of backward readers than normal readers were antisocial. The higher incidence of maladjustment was found in those backward readers with perceptual motor problems. The backward readers were also significantly more restless and uncontrolled in their behaviour. The relationship of restless hyperactive behaviour with perceptual motor difficulties is associated with an inability by the backward reader to ignore distracting stimuli and focus upon relevant perceptual information. As the restless hyperactive behaviour was present from an early age but the antisocial behaviour did not develop until he or she was experiencing difficulty with reading, it is probable that the backward reader's poor concentration and impulsive behaviour contribute both to the reading difficulty and to the development of antisocial tendencies.  相似文献   

7.
This study investigated how constructive activities are involved when Chinese students are performing reading tasks that require deeper levels of understanding. Forty students from Grade 5 (19 boys and 21 girls), and 42 students from Grade 6 (20 boys and 22 girls) participated in this study. To reveal the children's constructive processes in reading, they were asked to think aloud while responding to a text. Analyses of the children's protocols identified five levels of constructive activity. Analyses further indicated that the Grade 6 children performed better than the Grade 5 children, and skilled readers outperformed less skilled readers in higher levels of constructivist activity and text understanding tasks. Implications of the important roles of constructivist activity in children's learning from texts were discussed.  相似文献   

8.
This study examined the strategies parents use naturally to help early readers at difficult points of text or pronunciation. Forty‐two children were videotaped reading to a parent. Results suggest parents are not likely to provide specific instructional feedback when listening to their children read. When given, parental feedback tends to be well tuned to the child's reading ability, with parents of less skilled readers providing richer and more varied feedback than parents of more skilled readers. A tree clustering analysis placed parents in one of three groups: 1) ‘Learner centred’ parents use a variety of feedback strategies; 2) ‘Inactive’ parents allow their children to continue uncorrected; 3) ‘Direct’ parents supply the miscued word. The children of ‘learner centred’ parents did not perform as well as children of ‘inactive’ parents on measures of reading ability, possibly because parents of better readers no longer need to be ‘learner centred’.  相似文献   

9.
Su Li Chong 《Literacy》2016,50(1):14-22
This paper re‐considers the concept of aliteracy by arguing that it is less about not reading than it is about choice, agency and context. By analysing findings from a study that examined undergraduates' reading experiences in a Malaysian university, this paper explores the complexities around how the undergraduates grappled with conflicting decisions. Through a phenomenological theoretical perspective and against the theoretical backdrop of domain specificity in reading motivation, this study utilised phenomenological interviews to draw out nine undergraduates' reading experience. The reading experience is understood in terms of their negotiation with institutionally imposed and personal‐choice reading both as school students and as undergraduates. The past and more current reading experiences of two undergraduates who considered themselves highly and poorly motivated readers, respectively, were also juxtaposed. Findings from this study provide grounds to show that across different ‘levels’ of motivation and in school or post‐school contexts, the undergraduates' motivation for reading is fragile because the reading choice is not a straightforward matter. This article concludes by suggesting a theoretical conceptualisation for why an able reader may surrender his or her reading choice. This study has implications for teachers and reading researchers who recognise the reading experience for its complexities.  相似文献   

10.
The Swiss researchers Cardinet and Weiss (1975) have stressed, following recent psycholinguistic trends, the complexity of the intellectual activity involved in reading. A Belgian study (Burion, 1979) examined what constituted reading for a beginner, what were the general principles of teaching initial reading, and what the implications of these were for teaching early readers. Reading was taken to involve hypothesis forming and guessing, within constraints which vary according to the reader's skill. Beginning reading requires, among other things, motivation to learn and some relevant personal experience, both of which are aspects which parents and others have been encouraged to develop. Following Cardinet and Weiss (1974) and Inizan (1978) children's oral language is used as a basis for reading texts. The purpose and use of reading are stressed as well as the development of skills which are needed for continuing to learn how to read (see figure). In general, it is argued that the teaching of initial reading should focus upon the beginning reader rather than on teaching procedures and that account must be taken of factors in the individual child such as motivation, experience, oral language, cognitive development and pace of learning.  相似文献   

11.
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency.  相似文献   

12.
Native skilled, non-native skilled, and non-native non-skilled English readers read English texts and their reading times of words were measured. The results showed that reading times of native skilled readers were independent from the word length, word location, and grammatical word classification compared to non-native readers. Reading times of nouns strongly correlated with reading skill of readers. Although non-native skilled readers comprehended text meanings well, however the pattern of reading time of words was still different from those of native reader.  相似文献   

13.
This study investigated the relationships among parents’ self‐efficacy beliefs, parents’ gender, children’s reader self‐perceptions, reading achievement and gender. This study consisted of 66 students, aged eight and nine, and 92 parents involved in a family literacy project for approximately one year. The study was conducted in a rural area of Eastern Canada. There were three instruments used in this study: a Questionnaire for Parents, a Reader Self‐Perception Scale (RSPS) (Henk & Melnick, 1995), and a standardised reading test (Test of Early Reading Ability‐2 – TERA‐2) (Reid, Hresko & Hammill, 1989). The Pearson‐Product‐Moment method and t‐tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. Significant positive and negative relationships were found between mothers’ and fathers’ self‐efficacy beliefs and children’s reader self‐perceptions. Children’s self‐perceptions as readers significantly related to their reading achievement. Mothers had stronger beliefs than did fathers in their ability to help improve boys’ reading achievement. Significant differences favouring females were found in children’s reader self‐perceptions and their reading achievement. The findings of this study provide a basis for understanding factors related to young children’s reading achievement.  相似文献   

14.
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   

15.
Pre‐reading activities such as title discussion and vocabulary training have been shown to be effective in decreasing oral reading errors and increasing reading rate and comprehension across a range of reading levels. Experiment 1 in this paper examines the effects of these cognitive activities in combination on the reading comprehension of three adult ESL emergent readers. Experiment 2 explores the relative effects of this procedure, and a metacognitive strategy for presenting these pre‐reading techniques, on the comprehension levels of five adult ESL learners. Single subject research designs were employed in both studies. Results of both studies indicate that the cognitive strategy was effective in raising comprehension levels. However, in Experiment 2, the metacognitive instructional strategy, while similarly effective in raising comprehension levels, was also associated with enhanced maintenance in a subsequent non‐treatment phase. Implications of these findings for instructional practice with ELS learners, both proficient and novice first language readers, are considered.  相似文献   

16.
This study investigated the relationships among vocabulary breadth, vocabulary depth, reading comprehension, and reading rate among college‐aged students. While the relationships of some of these variables have been explored in previous research, the current study's focus on the role of vocabulary depth on the literacy measures within a sample of skilled readers is new and produced several interesting findings. First, consistent with the hypotheses, both vocabulary breadth and depth were significantly correlated with reading comprehension and reading rate. Second, while both types of vocabulary knowledge explained unique variance in reading comprehension, only vocabulary breadth explained unique variance in reading rate. Finally, although vocabulary breadth was significantly correlated with both of the vocabulary depth measures, the two depth measures were not significantly correlated with each other. This work implies that a strong depth of vocabulary affects reading comprehension, in addition to the well‐established relationship between vocabulary breadth and comprehension.  相似文献   

17.
Abstract

Dyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may influence student attitudes toward reading. Using mixed effects linear modeling, this quasi-experimental study of third graders investigated the academic and attitudinal outcomes for students who read in dyads for 15?minutes daily for 90 school days. Results indicated that dyad readers experienced mixed outcomes in improving reading proficiency and a pattern of decline in reading attitudes compared to students in the control group. While lower level dyad readers demonstrated significant gains on a measure of comprehension, there were no differences between groups on several other measures of reading. Recommendations target how to maximize the use of dyad reading to support students’ reading development without eroding their perceptions of themselves as readers.  相似文献   

18.
《Literacy》2017,51(1):44-52
This paper reports on some data on the effects of screen‐based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2‐year, small‐scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.  相似文献   

19.
Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random‐effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students’ (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader's passage fluency. Further, an exploratory analysis of two‐way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs.  相似文献   

20.
The prevalence of low comprehension among deaf readers has been documented for decades, yet the problem persists. Progress has been hampered by uncertainty regarding which aspects of reading competence ought to be the primary focus of concerted instructional efforts. This article examines whether temporary storage capacity and/or processing automaticity may explain the difference in comprehension between skilled and less skilled adult deaf readers. Temporary storage capacity is the ability to maintain separate bits of information in current memory while they are being processed. Processing automaticity is the ability to complete certain basic operations of reading, such as recognizing individual words and chunking sets of words into meaningful phrases, with a minimum of intentional mental effort. In this study one group of deaf adults reading at the college level and another reading at the 5th-grade level completed a battery of experimental tasks that generated multiple indicators of storage capacity and automaticity. These included the reading span task of Daneman and Carpenter (1980), an analogous addition span task, two measures of phonological processing, and a sentence-reading task that varied the demands on temporary storage and processing automaticity. Results suggest that skilled readers do not command an exceptionally large temporary storage capacity, nor do less skilled readers suffer from deficient storage capacity. The indicators of processing automaticity suggest, however, that less skilled readers must invest significantly more conscious mental effort than skilled readers to complete basic operations of reading. These findings are applied to theory related to (a) the nature of the breakdowns in comprehension faced by readers with low automaticity, (b) the interaction of low automaticity with other obstacles to comprehension, and (c) the design of practice experiences to increase the automaticity and ultimately the comprehension of deaf readers.  相似文献   

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