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1.
In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content.  相似文献   

2.
Tracking individual reading behaviors is a difficult task, as is carrying out real‐time recording and analysis throughout the reading process, but these aims are worth pursuing. In this study, the reading rate is adopted as an indicator to identify different reading behaviors and comprehension outcomes. A reading rate tracking technique is thus developed with an Interactive E‐book Learning System (IELS), and this study examines whether the reading rate detected by this system can properly reflect the actual reading behaviors and comprehension outcomes of users. A total of 500 quantitative records were collected from the reading profiles of 43 fifth‐grade students, separated into two groups for oral and silent reading behaviors, and then analyzed to reveal the reading rates accounting for specific reading behaviors and comprehension outcomes. Our findings indicate that the reading rate can accurately reflect students' reading behaviors. In addition, a somewhat positive correlation between reading rates and comprehension outcomes was only found in the silent reading group. By using the technique presented in this work, the reading behaviors related to e‐books can be easily interpreted based on the reading rate over time throughout the reading process, something that is much more difficult when using printed books. Based on the results of this work, it is anticipated that educators can get better insights into students' behaviors with regard to reading, so as to deliver more personalized and effective instruction.  相似文献   

3.
Most analyses of oral reading fluency (ORF) are based on L1 reading, and the norms that have been developed in English are based on first language reading data. This is problematic for developing countries where many children are learning in English as a second language. The aim of the present study is to model the relationship between English reading fluency and comprehension among rural English-second-language learners (ESL) in South Africa. We use data collected in 2013 by the National Education and Evaluation Development Unit in South Africa. This survey tested 4697 Grade 5 students from 214 schools across rural areas in South Africa. A sub-sample—1772 students—were selected for an ORF test. For these students there exist data on both reading comprehension and reading fluency. Although a number of studies have analyzed the relationship between fluency and comprehension, none have been conducted on a large-scale for ESL learners in a developing country such as South Africa. The present research contributes to the literature by analysing the size, significance and uniformity of this relationship for ESL learners in South Africa. Preliminary findings indicate a threshold at 70 words-read-correct-per-minute which is lower than the typically used threshold of 90 words-read-correct-per-minute of English first language readers.  相似文献   

4.
We know that knowledge of word structure—morphology—relates to reading, but there is limited research on its unique contribution to reading comprehension, especially with students in middle and high schools and with the nesting of students within classrooms taken into account. In this study with 4780 students in grades 3 to 10, we examined how students' winter scores in morphological knowledge, spelling, text reading efficiency, and reading comprehension predicted spring scores in reading comprehension. Reading comprehension was measured by a computeradaptive, interim reading assessment. Bivariate relations were examined and a strong relation between morphological knowledge and reading comprehension was observed in all grades except grade 10. Multilevel analyses showed that morphological knowledge added 2%–9% unique variance beyond the autoregressor in predicting spring reading comprehension at the student level and that over 90% of the large variability between classrooms was explained by performance on these component skills. Educational implications were discussed.  相似文献   

5.
This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the foundational skills of word recognition than reading comprehension, and the later, in turn, depends crucially on the specific constituent skill of text reading fluency. Text reading fluency has a significant influence on vocabulary from the beginning, but vocabulary contributed to reading comprehension only in more advanced grades. These results, obtained with an orthography of intermediate depth, are in line with the Simple View of Reading (SVR). However, they also highlight the importance of textual cues—besides the pivotal role of decoding—from the beginning of learning to read, which must be taken into account in the SVR.  相似文献   

6.
The article first investigates the basis for designing teaching activities dealing with aspects of history, applications, and philosophy of mathematics in unison by discussing and analyzing the different ‘whys’ and ‘hows’ of including these three dimensions in mathematics education. Based on the observation that a use of history, applications, and philosophy as a ‘goal’ is best realized through a modules approach, the article goes on to discuss how to actually design such teaching modules. It is argued that a use of primary original sources through a so-called guided reading along with a use of student essay assignments, which are suitable for bringing out relevant meta-issues of mathematics, is a sensible way of realizing a design encompassing the three dimensions. Two concrete teaching modules on aspects of the history, applications, and philosophy of mathematics—HAPh-modules—are outlined and the mathematical cases of these, graph theory and Boolean algebra, are described. Excerpts of student groups’ essays from actual implementations of these modules are displayed as illustrative examples of the possible effect such HAPh-modules may have on students’ development of an awareness regarding history, applications, and philosophy in relation to mathematics as a (scientific) discipline.  相似文献   

7.
Reading motivation has been viewed as a multifaceted construct with multiple constituents. Our investigation of motivational multiplicity expanded on previous literature by including motivation constructs (interest, perceived control, collaboration, involvement, and efficacy), text genres, specific versus general contexts, and the self-versus other evidence sources about motivation. We expected that this multiplicity would influence the identification of reading comprehension growth predictors. We obtained pre- and post-interview data, teacher ratings, motivation self-reports, and reading comprehension scores. Interviews showed motivation constructs to be semi-independent. Students’ reading motivations for narrative and information texts were not highly associated; and self-reports and other motivation reports were not highly associated, but situated and general reading motivations were correlated. Interview-based coding of motivation predicted reading comprehension growth, but reading comprehension did not predict motivation growth. Situated motivation for information books predicted general motivation growth according to multiple regression analyses. Implications for an engagement model of reading development were discussed.  相似文献   

8.
The development of reading skills in language minority (LM) learners, particularly during the middle school years, remains unclear despite the increasing need for educators to serve this rapidly growing population. In this study, the English reading comprehension growth of middle school LM learners was investigated using a longitudinal design and the simple view of reading as a theoretical framework. Students were assessed at four time points between fifth and seventh grades on standardized measures of listening comprehension, word reading, and reading comprehension. Individual growth modeling revealed that both listening comprehension and word reading assessed in fifth grade predicted the elevation of students’ developmental trajectories in reading comprehension. However, neither skill predicted students’ growth in reading comprehension, and there was no significant variation across children in growth rates, indicating that students in seventh grade remained on a trajectory established in fifth grade. The implications of the slowing rate of reading comprehension development during the middle school years are discussed.  相似文献   

9.
The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities (RD). Three different modules (Alternating, Integrated, and Additive) of the Reading Achievement Multi-Modular Program were implemented with 90 middle school (sixth to eighth grades) students with reading disabilities. Instruction occurred 45 min a day, 5 days a week, for 26 weeks, for approximately 97 h of remedial reading instruction. To assess gains, reading subtests of the Woodcock Johnson-III, the Gray Silent Reading Test, and Oral Reading Fluency passages were administered. Results showed that students in the Additive module outperformed students in the Alternating and Integrated modules on phonological decoding and spelling and students in the Integrated module on comprehension skills. Findings for the two oral reading fluency measures demonstrated a differential pattern of results across modules. Results are discussed in regards to the effect of the organization of each module on the responsiveness of middle school students with RD to instruction.  相似文献   

10.
Reciprocal teaching (RT) has been used to improve English as Foreign Language (EFL) students’ reading comprehension in face-to-face instruction. However, little was known about how they use the RT to comprehend English texts in an online environment. This study explored how the implementation of RT strategies with the use of an annotation tool to improve low-achieving students’ English reading comprehension in an online environment. A total of 22 low-achieving EFL students participated in this study. The pre- and post- reading comprehension tests showed that the students’ English reading comprehension improved after practicing RT strategies with annotation tools. Questioning and predicating strategies were ranked as the two most useful strategies, as both promoted successful collaborative reading among students. Summarizing and clarifying were less useful than questioning and predicting strategies because the low-achieving EFL students faced language difficulties when summarizing and clarifying. The annotations supported RT strategies by (1) establishing a collaborative environment for students to discuss RT strategies any time, (2) organizing and indexing reading content in multimodal forms, and (3) helping students review and revise their comprehension.  相似文献   

11.
This research tested whether silent motion pictures could be a source of contexts that fostered comprehension of relative clause and passive voice sentences during reading. These two syntactic structures are chronically difficult for some deaf readers. According to the instructional strategy, while subjects watched silent comedy stories, the video display intermittently focused attention on short segments of action and then called for a decision regarding which of two sentences printed in a workbook described the action segment. After this, a display on the video screen provided feedback on the accuracy of the decision. If successful here, this approach might be applied to other areas of competence in order to elevate the generally low level of reading performance by many deaf students. The study applied a single subject design in order to measure sentence comprehension accuracy before and following use of the materials. The computerized testing procedure also measured sentence reading time, an index of attention use. Thus, these data allowed an examination of whether any increases in comprehension were associated with slower, more laborious rates of reading. The instructional approach was an indirect one sharing multiple aspects of whole language methodology, and the sample included deaf subjects at a variety of reading ability levels. This permitted examination of whether an indirect instructional approach could be successful with readers demonstrating relatively low reading ability. The central research question of the study was the following 'Can this instructional method be effective with deaf readers?'.  相似文献   

12.
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   

13.
Findings from an analysis of the reading performances of three reading-disabled children provide a tentative answer to the controversial issue whether reading-disabled children have a language comprehension deficit or not. Of the three reading-disabled children studied, two were poor in language comprehension but had much better word-reading skill. The third disabled reader had superior listening comprehension but was poor in word-reading skill. The two good word-readers appear to use two different strategies, viz., grapheme—sound association and whole word-pronunciation asssociation to pronounce the written word. It is concluded that pronunciation and comprehension skills are two dissociable components of the reading process and that they follow separate courses of development. Case studies presented in this paper suggest that these two components can be affected independent of each other resulting in different types of reading disabilities. It is concluded that answer to the question whether poor readers are also deficient in language comprehension depends on the type of disabled readers investigated even though educational experience and severity of the reading problem can act as confounding factors.
  相似文献   

14.
This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic organizers and in translating them into passages. Based on a cluster-randomized sampling process, 2,468 students distributed in 12 schools and 69 classrooms participated in the study. Schools were randomly assigned to the computer-based instruction (CBI) group or traditional instruction (TI) group. Teachers assigned to the CBI treatment integrated the applications into the language arts curriculum during one school semester. A standardized test was used to measure reading comprehension and writing. The data were analyzed through a statistical multilevel model. The findings showed that students in the CBI group improved their reading and writing skills significantly more than students under TI—yielding an effect size d = 0.30.  相似文献   

15.
The aim of this study was to explore comprehension monitoring and perceived use of reading strategies as factors of reading comprehension. Participants were elementary school students from the fifth to the eighth grade. Error correction and text sensitivity tasks from the Metacomprehension test (Pazzaglia, De Beni, &; Cristante, 1994). and the cloze-task were used as measures of comprehension monitoring during reading. A Strategic reading questionnaire (Koli?-Vehovec &; Baj?anski, 2001b) was applied as a measure of perceived use of strategies during reading. Girls had better results than boys on text comprehension, all measures of comprehension monitoring, as well as on the Strategic reading questionnaire. Significant developmental improvements in comprehension monitoring occurred after the fifth grade and between the sixth and the eighth grade. A similar change was evident in reading comprehension. All measures of comprehension monitoring were significantly related to text comprehension in all age groups. However, perceived use of reading strategies was significantly related to reading comprehension only in eighth-grade students.  相似文献   

16.
Can reading disabilities be diagnosed without using intelligence tests?   总被引：8，自引：0，他引：8  
Unlike conventional procedures, which use IQ in making diagnostic and eligibility decisions regarding learning disabilities, this demonstration study used listening comprehension and other reading-related tasks to make a differential diagnosis of reading disabilities. Tests of listening and reading comprehension were administered to 180 children from Grades 3 through 8. A regression equation was then derived to predict reading comprehension from listening comprehension. The regression equation was applied to the listening comprehension scores of seven children from Grades 3 to 8 who had reading difficulties, and their reading comprehension was predicted. Based on the discrepancy between their actual reading comprehension and the predicted reading comprehension, their reading difficulty was attributed to one of the following three factors: (a) poor decoding, (b) poor comprehension, or (c) a combination of poor decoding and poor comprehension. The validity of these diagnostic decisions was assessed by testing independently these children's word-decoding skill and reading speed. The results suggest that this diagnostic procedure has potential utility.  相似文献   

17.

The relationships between oral reading fluency, reading motivation and reading comprehension were examined at the beginning and the end of second grade among 121 Hebrew speaking students. The contribution of oral reading fluency and three sub-factors of motivation—self-concept as a reader, value attached to reading and literacy outloud (social interactions about literacy)—at the beginning of the school year to reading comprehension at the end of the year was also examined. Results indicate that all oral reading fluency measures and all motivational sub-factors were significantly correlated with reading comprehension at the end of second grade. In addition, positive change in self-concept as a reader along the school year was related to improvement in reading achievement. Finally, text rate and self-concept as a reader at the beginning of second grade together predicted 28% of the variance in reading comprehension at the end of second grade. The results support the notion that the cognitive approach to reading cannot explain all the variance in reading comprehension and emphasize the necessity of including motivational factors in the language arts curriculum in the early stages of reading acquisition.

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18.
This article reports the findings from a study that examined how high school biology teachers describe their instructional use of reading and textbooks. In the study, both quantitative and qualitative data were collected—by self-report mail questionnaire and personal interview, respectively. Eighty percent of 184 sampled teachers responded to the questionnaire, and, of these, a subsample of 16 teachers—selected to be broadly representative of the questionnaire sample—were interviewed subsequently with their instructional materials present to increase recall. We found that biology teachers modified their use of textbooks according to the academic level of the biology class that they taught. In lower academic level classes, teachers provided students with many reading activities but expected them to learn biology content in class. In higher academic level classes, teachers expected students to learn from both independent reading and classroom instruction. Biology teachers viewed both reading and inquiry activities as important to learning biology, but they appeared unsure of how to incorporate reading comprehension strategies into their science instruction.  相似文献   

19.
The ability to read relies upon not just decoding, but also comprehending text. Being a good comprehender requires strategic reading and implies the use of comprehension strategies. Research indicates that readers who are taught several reading comprehension strategies have better reading skills than those only taught a single strategy. One multiple strategy reading comprehension intervention was evaluated using a mixed-model quasi-experimental design. Intervention and control conditions groups were assessed at pre- and post-test points with standardised reading comprehension abilities, measured as the primary outcome measure. Implementation science principles were observed and evaluated. The schools all served areas of low socio-economic status. 74 pupils (aged 9–10) in five classes in four primary-level mainstream schools in a Scottish local authority were recruited as participants. Training was provided to participating schools by the first author and the programme was delivered in four sessions of 45 minutes per week for 8 weeks. An ANCOVA revealed a statistically significant effect of condition. Statistically significant scores were also evident in the secondary outcome measures of decoding of target word skills, children’s self-reports of their reading strategy use and recreational reading frequency. Implementation tools indicated that the intervention was acceptable and feasible to implement. Implications of introducing this multiple strategy reading comprehension programme and of the evaluation of implementation are discussed.  相似文献   

20.
With increasing use of the World Wide Web, rapid scanning or skimming of material on screen has become a frequent activity. However, the outcome of this method of reading has not been thoroughly investigated. Using a range of question types, comprehension was measured after reading from screen at both a normal and fast reading speed. In addition, by automatically recording how readers scrolled through each document, reading patterns were explored. A speed‐accuracy trade‐off was found and, in general, the recall of specific details was less accurate than responses to ‘higher order’ questions. However, questions that addressed the structure of the text were hardest. Analysis of the scrolling movements showed that the overall time spent pausing between movements was the best predictor of comprehension. At a normal reading speed, the most effective readers, in terms of higher comprehension scores, were those who spent more time between scrolling movements, which were fast and frequent.  相似文献   

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