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1.
Héctor García-Rodicio María-Ángeles Melero María-Belén Izquierdo 《Infancia y Aprendizaje》2018,41(1):138-164
When reading in the classroom, teachers may use different methods. We examined the impact of different reading conditions on comprehension. Reading aloud involved reading the text aloud for an audience. Silent reading required the students to read the text silently. Follower reading involved listening to another student read the text aloud while having the text available for individual reading. Thirty-six fifth- and sixth-grade students read texts under the three conditions and then took comprehension tests. The students performed equally well under reading aloud and silent reading. Follower reading resulted in worse comprehension. The data suggest that the follower readers focused on their individual reading, making an effort not to listen to the student reading out loud, which consumed cognitive resources. Since reading aloud in the classroom involves not only one loud reader but also a lot of follower readers, silent reading might be the smartest choice. 相似文献
2.
Andrea D. Hale Christopher H. Skinner Beth D. Winn Renee Oliver Jessica D. Allin Cherish C.M. Molloy 《Psychology in the schools》2005,42(1):39-51
Researchers used alternating treatment designs to investigate the effects of listening‐while‐reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage but merely instructed them to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Although neither intervention resulted in comprehension levels consistently superior to those of the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest that LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students who have heterogeneous reading skills. The discussion focuses on future applied research with students with disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 39–51, 2005. 相似文献
3.
An experiment with random assignment examined the effectiveness of a strategy to learn unfamiliar English vocabulary words during text reading. Lower socioeconomic status, language minority fifth graders (M?=?10?years, 7?months; n?=?62) silently read eight passages each focused on an unknown multi-syllabic word that was underlined, embedded in a meaningful context, defined, depicted, and repeated three times. Students were grouped by word reading ability, matched into pairs, and randomly assigned to one of two conditions. In the strategy condition, students orally pronounced the underlined words during silent reading. In the control condition, students penciled a check if they had seen the underlined words before but did not say the words aloud. Results of ANOVAs showed that the oral strategy enhanced vocabulary learning (ps?<?.01), with poorer readers showing bigger effect sizes than better readers in remembering pronunciation-meaning associations and spellings of the words. In a second experiment, 32 fifth graders from the same school described the strategies they use when encountering unfamiliar words in context. Better readers reported more word-level strategies whereas poorer readers reported more text-based strategies. Our explanation is that application of the word-level strategy of decoding new words aloud strengthened connections between spellings, pronunciations, and meanings in memory compared to silent reading of new words, particularly among poor readers who were less skilled and less likely to use this strategy unless instructed to do so. 相似文献
4.
Carolyn A. Denton Amy E. Barth Jack M. Fletcher Jade Wexler Sharon Vaughn Paul T. Cirino 《Scientific Studies of Reading》2013,17(2):109-135
The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between measures of fluency and comprehension. Oral reading fluency (ORF) on passages was more strongly related to reading comprehension than ORF on word lists. A group-administered silent reading sentence verification test approximated the classification accuracy of individually administered ORF passages. The correlation between a maze task and comprehension was weaker than has been reported for elementary students. The best predictor of a high-stakes reading comprehension test was the previous year's administration of the grade-appropriate test; fluency and verbal knowledge measures accounted for only small amounts of unique variance beyond that accounted for by the previous year's administration. 相似文献
5.
This study assessed the effects of curriculum on technical features within curriculum-based measurement in reading. Curriculum was defined as the difficulty of material and the basal series from which students read. Technical features were the criterion validity and developmental growth rates associated with the measurement. Ninety-one students took a commercial, widely used test of reading comprehension and read orally for 1 minute from each of 19 passages, one from each grade level within two reading series. Correlations between the oral reading samples and the test of reading comprehension were similar across difficulty levels and across series. Developmental growth rates also remained strong regardless of difficulty level and series. 相似文献
6.
To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents’ reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed. 相似文献
7.
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
8.
Yaacov Petscher Barbara R. Foorman Adrea J. Truckenmiller 《Journal of research on educational effectiveness》2017,10(2):408-423
The objective of the present study was to evaluate the extent to which students who took a computer adaptive test of reading comprehension accounting for testlet effects were administered fewer passages and had a more precise estimate of their reading comprehension ability compared to students in the control condition. A randomized controlled trial was used whereby 529 students in Grades 4–8 and 10 were randomly assigned to one of two conditions, both of whom took a computerized adaptive assessment of reading comprehension. Participants in the experimental condition had ability scores estimated as a function of an item response model, which accounted for item-dependence effects in the reading assessment, whereas control students took a version where item-dependence effects were not controlled. Results indicated that examinees in the experimental condition took fewer passages (average Hedges' g = 0.97) and had more reliable estimates of their reading comprehension ability (average Hedges' g = 0.60). Findings are discussed in the context of potential time savings in assessment practices without sacrificing reliability. 相似文献
9.
This exploratory study was designed to evaluate the interplay of students’ rate and comprehension in independent silent reading of accessible text, within the frameworks of the Simple View of Reading and the RAND Reading Study Group. In the first phase, 61 sixth graders were given a reading test (GRADE), a motivation questionnaire, and an on-screen measure of comprehension-based silent reading rate (SRF-O, adapted from aimswebPlus SRF) with on-grade and below-grade text. Two-thirds of students had perfect or near-perfect SRF-O comprehension, but the other one-third had moderate to poor comprehension. These weaker SRF-O comprehenders had relatively low GRADE scores, but others with comparable GRADE scores comprehended well on SRF-O. The poorest SRF-O comprehenders read with increasing rate and decreasing comprehension across the SRF-O texts. In the second phase, the 21 students with weaker SRF-O comprehension took an oral reading fluency (ORF) test and a paper form of the silent reading rate measure (SRF-P) in a one-on-one setting. All students comprehended well on SRF-P and their SRF-P rates correlated highly with GRADE and ORF. Results support the view that poor comprehension in independent silent reading of accessible text may be due to factors other than reading ability (such as assessment context) and that, when students read with comprehension, their rate is a good indicator of their reading ability.
相似文献10.
11.
AbstractThe current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the classroom to either an experimental (n = 54) or control (n = 54) condition. Students in the experimental group completed 12 sessions of rapid reading skills training designed to increase their ability to rapidly read Chinese text in silence. Students in the control group engaged in regular Chinese language curriculum for the same time period. After the three-week intervention period, students in the experimental group displayed significantly greater silent reading speed of Chinese characters (M?=?1331.26 characters per minute) compared to students in the control group (M?=?617.48 characters per minute; p?<?.001). Children in the intervention group also displayed a significantly greater effective reading rate (F = 87.11, p?<?.001, partial η2?=?0.46) at post-test compared to the control. Male students displayed greater increases in reading speed than female students. Neither intervention effect nor gender difference was evident for reading comprehension. Implications for educational interventions designed to increase silent reading speed among Chinese students are discussed. 相似文献
12.
Melissa Fogarty Nathan Clemens Deborah Simmons Leah Anderson John Davis Ashley Smith 《Journal of research on educational effectiveness》2017,10(2):326-353
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores. 相似文献
13.
Time Limitations Enhance Reading Comprehension 总被引：1，自引：0，他引：1
Few studies in the domain of reading have explored the relation between time limitations and reading comprehension. Time limitations may enhance reading comprehension by promoting mindfulness in students, a construct which involves exertion of more effort and motivation. This study explored the effects of time constraints on reading comprehension in adult readers. Mild time constraints should create greater mindfulness in readers, resulting in enhanced comprehension. College students read passages under no time pressure, under mild time pressure, or under severe time pressure. Reading comprehension was assessed in each condition. The best reading comprehension was observed under mild time pressure. Implications are discussed. Copyright 1999 Academic Press. 相似文献
14.
Tenaha O’Reilly Dr Gary Feng Dr John Sabatini Dr Zuowei Wang Dr Joanna Gorin 《Educational Assessment》2018,23(4):277-295
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
15.
Renee O. Hawkins Shobana Musti‐Rao Andrea D. Hale Shannon McGuire Jennifer Hailley 《Psychology in the schools》2010,47(9):903-916
Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty‐one, fourth‐grade general education students were exposed to three experimental conditions including a silent reading control condition, a listening previewing condition, and a listening previewing with vocabulary previewing condition. For all conditions, students read grade‐level passages, answered 10 comprehension questions, and completed a vocabulary‐matching task. Results showed that both listening previewing conditions led to improvements in comprehension as compared to silent reading. Adding a vocabulary previewing component to listening previewing procedures resulted in the highest levels of comprehension and vocabulary. Applied implications and directions for future research are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
16.
The purpose of this study is to translate principles of multimedia learning from college-age readers to middle grade students, when reading science texts with a supporting diagram. In this experimental study, sixth-grade students (n = 180) were randomly assigned to display conditions before reading. Each student read two explanatory sciences passages, a life-science and a physical science text. Passages were accompanied by either no illustrations (control), illustrations of the cycle with labels for each part (parts), illustrations of the cycle with labels for each major process (steps), or illustrations showing the labels for each part and each major process (parts and steps). Additionally, there were two text conditions in which half of the students read standard text (control) and half read texts with cues which indicated to students when to access the diagrams (cued). Through ANOVA analysis, in the life-science text students showed modest improvement (partial η2 = .18) from the addition of diagrams, with the parts diagram and the steps diagram outperforming the control. In the physical science text, students did not receive benefit from the diagrams. Findings did not replicate results from college-age readers to younger readers, nor between the two texts with younger readers. These results raise concern for the application of multimedia design theory to classroom practice. 相似文献
17.
Previous research has suggested potential advantages for a new type of item for measuring comprehension in reading and listening. The test items are called “chunked” and consist of groups of meaningfully related words in which certain groups have been changed in meaning from the original passage. A chunked type of test, designed to indicate information stored during reading, was developed and analyzed in two studies. The results of Study 1, indicated that the constructed test items were successful in differentiating between readers and nonreaders of the newly composed reading passages. “Using the results of Study I, test items were revised and two forms of a test were produced, complete with standardized instructions. The major purpose of Study 2 was to evaluate the extent to which the revised and standardization test could discriminate between a group of individuals who took the test in its standard form and another group which was given the same amount of time to work on the test items but was not given the benefit of reading the passages. The major result in Study 2 was that individuals who had not read the passages experienced a 75% decrement in their performance on Form A of the Chunked Reading Test as compared to individuals who had read the passages, and for Form B, nonreaders experienced a 78% decrement. From these re- sults, it was concluded that the Chunked Reading Test is a valid test of information storage during reading in terms of its utility in measuring the differences in information stored between readers and nonreaders of passages, and that it offers many advantages over the traditional standardized reading tests. 相似文献
18.
Che Kan Leong 《Reading and writing》1992,4(2):205-217
The study aimed at enhancing text comprehension, assessed through inferencing questions in expository prose passages, in adolescent readers. A total of 67 grades 6, 7, and 8 readers, dichotomized into above and below average subgroups in reading, first read unaided the 12 computerized passages of about 200 words each. They were then provided with explanations of difficult words and sentence structures given either on-line or on-line plus DECtalk speech. Using a pre- and post-test design, it was found that the students gained in their reading comprehension across both training modes, but the efficacy of DECtalk together with on-line explanations was found with only 2 prose passages and mainly with above average readers. The findings are discussed within the context of situated and interactive computer learning environments. 相似文献
19.
《Journal of Experimental Education》2012,80(4):199-206
This study examined the effects of selected reader and task variables on reading comprehension performance. Fifty deaf students and 61 hearing students of comparable reading skill level were blocked by cognitive style scores into field dependent or field independent groups. Subjects read 12 passages and completed selected-response and constructed-response question tasks under both lookback and no-lookback conditions. The passage questions tapped both text-explicit and text-implicit information. Several reader and task interaction effects were found to be significant, particularly for lookback conditions and constructed-response tasks. Moreover, cognitive style interacted with hearing state on tasks involving lookback options. Implications are drawn for further consideration of differential test administration and training in test-taking skills for certain types of readers. 相似文献
20.
《Australian Journal of Learning Difficulties》2013,18(1):43-50
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