共查询到20条相似文献，搜索用时 15 毫秒
1.
The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature. 相似文献
2.
The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique predictive value of text structure inference skill differs between monolingual and bilingual Dutch students or students who vary in reading proficiency, reading fluency or linguistic knowledge levels. One hundred fifty-one eighth graders took tests that tapped into their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge, and text structure inference skill. Multilevel regression analyses revealed that text structure inference skill has no unique predictive value for eighth graders’ expository text comprehension controlling for reading fluency, linguistic knowledge and metacognitive knowledge. However, text structure inference skill has unique predictive value for expository text comprehension in models that do not include both knowledge of connectives and metacognitive knowledge as control variables, stressing the importance of these two cognitions for text structure inference skill. Moreover, the predictive value of text structure inference skill does not depend on readers’ language backgrounds or on their reading proficiency, reading fluency or vocabulary knowledge levels. We conclude our paper with the limitations of our study as well as the research and practical implications. 相似文献
3.
D. Jake Follmer Shin-Yi Fang Roy B. Clariana Bonnie J. F. Meyer Ping Li 《Reading and writing》2018,31(1):185-214
The current study examined the relations among key variables that underlie reading comprehension of expository science texts in a diverse population of adult native English readers. Using Mechanical Turk to sample a range of adult readers, the study also examined the effect of text presentation on readers’ comprehension and knowledge structure established after reading. In Study 1, ratings of situational interest, select reading background variables, and select measures of readers’ knowledge structure accounted for significant variance in comprehension. In Study 2, the knowledge structure metrics of primacy, recency, and node degree as well as several text ratings were found to be comparable across text presentation formats. Participants who read the text sentence-by-sentence obtained higher scores on measures of comprehension and provided higher ratings of situational interest than those who received the whole paragraph text at once. Knowledge structure measures for the sentence-by-sentence and paragraph formats were similar (68% overlap). We discuss implications for future research examining factors that underlie the successful comprehension of science texts. 相似文献
4.
Kristen L. McMaster Christine A. Espin Paul van den Broek 《Learning disabilities research & practice》2014,29(1):17-24
Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention research contributes to knowledge regarding for whom and under what conditions reading comprehension interventions are most likely to be beneficial. First, we provide a brief overview of a cognitive perspective on reading comprehension. Next, we illustrate an application of this perspective by describing a collaborative project in which we examined interactions among reader characteristics, text properties, and instructional contexts. Last, we highlight directions for future research and implications for practice. 相似文献
5.
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
6.
John P. Sabatini Tenaha O'Reilly Laura K. Halderman Kelly Bruce 《Learning disabilities research & practice》2014,29(1):36-43
In recent years, researchers, educators, and policy makers have called for a new generation of reading comprehension assessments (e.g., Partnership for 21st Century Skills, 2008). Advocates of this movement argue for a deeper type of reading assessment, one that captures students’ ability to not only understand single texts in isolation but also to engage in purposeful, multisource integration of sources. While this shift in how we define and measure reading comprehension is laudable, assessments must also measure the fundamental reading skills that may impede higher‐level comprehension processes. This article presents data from two assessments that were designed to work in tandem to provide a more complete picture of reading comprehension. Middle school students were given a component skills battery which measured core reading skills such as word recognition, decoding, vocabulary, and morphology, as well a second assessment designed to measure reading comprehension. Reading comprehension was measured using a scenario‐based assessment approach, which required students to read a range of sources to fulfill a particular reading goal. The results indicate that students, including struggling readers, were able to read, understand, and problem solve in complex learning environments, but students’ ability to do so was often tempered by their basic reading skills. We argue that including a measure of component skills alongside a measure of higher‐level comprehension is beneficial in interpreting student performance. Accordingly, we present the results on the scenario‐based measure as a function of reading component skills and argue for the value of using this approach for struggling readers. 相似文献
7.
Nils Søvik Marit Samuelstuen Annlaug Flem 《European Journal of Psychology of Education - EJPE》2000,15(2):135-155
The problem was concerned with the extent to which cognitive/linguistic functions and domain-specific strategies could predict readers’ text comprehension when working with science texts. Six hypotheses were stated and tested in two prediction studies (N=101 eighth-graders), and one experiment (N=8 pupils of same age). Handal’s reading test was used for classifying pupils into good and poor readers. Two texts, one with a known subject and another with an unknown theme were imposed pupils as science reading tasks. Questionnaires and tests concerning cognitive and linguistic functions were used as independent variables in the prediction studies. Two different tests were used as independent variables (for text comprehension) in all of the three studies, and one additional criterion test (writing essays on main ideas in the texts) was applied in the experient. The experiment was organized as a 2x2 factorial design where text type and reading skill were the factors. According to the results, 5 of the 6 hypotheses could not be rejected, i.e., general concept information was the most significant predictor of science text comprehension. Furthermore, text based on a subject known to the reader always surpassed text with an unknown subject as to text comprehension. Similarily, across-domain strategies were more closely related to reading comprehension than domain-specific strategies. 相似文献
8.
There has been a considerable suggestion in the literature that syntactic adaptation of a text would simplify it. This empirical study determined that the complexity of the syntax does not significantly affect the level of reading comprehension. While a complete conceptual and lexical analysis may be necessary for reading comprehension, a thorough syntactic analysis is not. This should be true for both expert and novice readers in a particular professional field, herein computer science. Using American (L1 or E1, English as a native language) and Dutch (L2 or E2, English as a second, nonnative language) computer science and humanities majors reading in EST (English for Science and Technology), it was found that there were no significant differences between subgroups reading an authentic (in original, unadapted form) computer science text and those reading a syntactically adapted text either in comprehension or in time across the four groups of subjects. These results indicate that syntactic simplification of an EST text is not a real simplification. Hence, technical writers and EST teachers might give priority to other more conceptual ways of rewriting texts. 相似文献
9.
We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer (Remedial and Special Education,
7:6–10, 1986) for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that
the relative influence of decoding and linguistic comprehension on reading comprehension is different for readers of different
types of orthography during the course of early reading development. Furthermore, we identified key differences in the relations
among different measures of decoding and reading comprehension between readers of English and other more transparent orthographies.
We discuss the implications for reading instruction and the diagnosis of reading difficulties, as well as our theoretical
understanding of how component skills influence reading comprehension level. 相似文献
10.
We conducted two experiments to analyze how text availability and question format affect readers’ processes and performance on measures of expository text reading comprehension. Junior high school students read expository texts and answered both multiple choice and open-ended questions on a computer that recorded reading times and readers’ actions with Read&Answer software. The results showed that readers reread prior text segments during initial reading of the text more often when they knew that the text would be unavailable when answering questions than when they knew that the text would be available. In addition, readers made more search decisions in the text- available condition when answering open-ended questions than when answering multiple-choice questions. Regarding performance, we repeatedly found an interaction effect between availability and question format: text availability benefited the open-ended but not the multiple-choice format. We concluded that the two availability conditions are useful in assessing different discourse processes. We discuss theoretical and practical implications for the development of models of reading and new ways to assess reading literacy skills that emphasize purposeful reading. 相似文献
11.
Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners’ use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers’ multiple intelligences in their effective use of reading strategies. To this end, a TOEFL reading comprehension test was administered to a cohort of 135 English as a foreign language students at several universities in the southwest and centre of Iran, and 80 students were identified as successful L2 readers based on the ETS rating scale and their TOEFL scores. Then, they answered an MI questionnaire originally developed by Armstrong and a reading strategies inventory adapted by Singhal. The data were quantitatively analysed using correlations and multiple regressions. The results revealed that linguistic, logical–mathematical and intrapersonal intelligences were the good L2 readers’ most dominant intelligences, while bodily intelligence was the least common type. In addition, they mostly employed metacognitive and cognitive strategies but rarely drew upon affective and compensation strategies while reading. Further, there was a significant positive relationship between linguistic, logical–mathematical, spatial, interpersonal, and intrapersonal intelligences and the use of metacognitive and cognitive reading strategies. Similar relationships were also found between linguistic intelligence and the participants’ use of memory strategy, on one hand, and between interpersonal intelligence and compensation and social strategy use, on the other. Importantly, linguistic and intrapersonal intelligences as well as metacognitive and cognitive strategy use were shown to be the best predictors of reading comprehension. Finally, the theoretical or pedagogical implications of the findings are discussed. 相似文献
12.
Many struggling readers, students with English as a second language, and children with disabilities do not engage in the strategies that good readers use when reading for understanding. Reading comprehension depends upon the students’ ability to successfully use strategies to monitor and control their own comprehension. Teachers need to help students develop skills that will aid in reading comprehension. The think-aloud is one strategy that can help struggling readers improve fluency and comprehension. One of the most important components to determine the success of the think-aloud is the teacher’s ability to model and facilitate the think-aloud procedure. The teacher needs to have a basic understanding of what is meant to be accomplished using this method. This article profiles how three teachers model and facilitate a think-aloud with three struggling readers. 相似文献
13.
《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
14.
Becoming Part of the Story! Refueling the Interest in Visualization Strategies for Reading Comprehension 总被引：1，自引：0，他引：1
Visualizing the events described in a text is crucial for constructing a rich and coherent visuospatial mental representation (i.e., situation model) of the text. According to current reading comprehension theories, the construction of such a situation model likely involves all sensory modalities. However, at present these insights are hardly used to inform reading comprehension strategies for improving the understanding of text. To provide more insight into the different ways visualization can be used to encourage readers to build non-linguistic representations of text, this paper classifies the visualization strategies that have been studied and discussed in the literature along internal-external and unimodal-multimodal dimensions. Thereby, educators and other readers are presented with a contemporary collection of visualization strategies to improve reading comprehension that could inform practice and provide a basis for further research. 相似文献
15.
Paul T. Cirino Melissa A. Romain Amy E. Barth Tammy D. Tolar Jack M. Fletcher Sharon Vaughn 《Reading and writing》2013,26(7):1059-1086
This study investigated how measures of decoding, fluency, and comprehension in middle school students overlap with one another, whether the pattern of overlap differs between struggling and typical readers, and the relative frequency of different types of reading difficulties. The 1,748 sixth, seventh, and eighth grade students were oversampled for struggling readers (n = 1,025) on the basis of the state reading comprehension proficiency measure. Multigroup confirmatory factor analyses showed partial invariance among struggling and typical readers (with differential loadings for fluency and for comprehension), and strict invariance for decoding and a combined fluency/comprehension factor. Among these struggling readers, most (85 %) also had weaknesses on nationally standardized measures, particularly in comprehension; however, most of these also had difficulties in decoding or fluency. These results show that the number of students with a specific comprehension problem is lower than recent consensus reports estimate and that the relation of different reading components varies according to struggling versus proficient readers. 相似文献
16.
Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic factors that have an influence on reading comprehension in English-as-a-Second-Language (ESL) speakers. The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed. Within this sample, three groups were examined: (1) children with poor comprehension (PC) in the absence of word reading difficulties (2) children with poor word reading and poor comprehension (poor readers, PR) (3) and children with both good word reading and comprehension abilities (good comprehenders, GC). The results demonstrated that a variety of cognitive processes, such as working memory and phonological, syntactic, and morphological awareness are important for reading comprehension and compromised in poor comprehenders. The GC group performed better than the PC group on all of the cognitive measures, indicating that comprehension depends on a variety of phonological, memory and linguistic processes and that adequate word recognition skill are important for reading comprehension. The prevalence of the ESL and L1 students was similar across the three reading groups. The ESL and L1 students demonstrated similar performance, indicating that the skills underlying reading comprehension are similar in the ESL and L1 students. This study demonstrated that ESL students are capable of developing word reading and reading comprehension skills that are as strong as those of their L1 peers. 相似文献
17.
The effects of epistemic beliefs and text structure on cognitive processes during comprehension of scientific texts were investigated. On‐line processes were measured using think‐aloud (Experiment 1) and reading time (Experiment 2) methodologies. Measures of off‐line comprehension, prior knowledge and epistemic beliefs were obtained. Results indicated that readers adjust their processing as a function of the interaction between epistemic beliefs and text structure. Readers with misconceptions and more sophisticated epistemic beliefs engage in conceptual change processes, but only when reading refutation texts. Results also showed that memory for text is not affected by differences in epistemic beliefs or text structure. These findings contribute to our understanding of the relations among factors associated with text comprehension and have implications for theories of conceptual change. 相似文献
18.
The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading efficiency and vocabulary knowledge), cognitive load factors (prior knowledge and working memory), text type and graphical overview. Participants were 93 sixth graders in a within‐subject design. Word reading efficiency, vocabulary knowledge and prior knowledge predicted children's digital comprehension scores, while working memory did not. Reading comprehension was equal for linear text or hypertext. However, the presence of an overview facilitated reading comprehension for readers with lower prior knowledge. It can be concluded that hypertexts with basic digital text features and accompanying comprehension questions are not more difficult for children than linear digital texts, that similar individual factors predict reading comprehension of linear text and hypertext, and that a graphical overview helps when prior knowledge is low. 相似文献
19.
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade 总被引：1，自引：0，他引：1
Carol McDonald Connor Beth M. Phillips Michael Kaschak Kenn Apel Young-Suk Kim Stephanie Al Otaiba Elizabeth C. Crowe Shurita Thomas-Tate Lakeisha Cooper Johnson Christopher J. Lonigan 《Educational Psychology Review》2014,26(3):379-401
20.
Developing reading behaviours in early childhood is essential for later reading comprehension. This study explored how peer buddy reading could potentially support emergent readers’ engagement with reading behaviours. Across 40 buddy‐reading events, 14 preschoolers (ages 4.0–5.5 years) produced 1,359 conversation turns, which were coded for a variety of reading behaviours including comprehension, thematic vocabulary use and concepts about print. Using statistical discourse analysis, we examined how children's engagement with reading behaviours was related to their buddies’ engagement with reading behaviours in subsequent conversation turns during buddy‐reading events. Findings suggest that some of preschoolers’ reading behaviours, such as literal text representation, inferential text interpretation, character development and comprehension monitoring were related to their buddies’ engagement with reading behaviours; others, such as vocabulary and concepts about print, were not. Implications include that buddy reading can be used to support preschoolers’ engagement with some reading behaviours, such as certain aspects of comprehension. 相似文献