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1.
文章以＂为意义而阅读＂为基本的阅读理念,把测量阅读理解和教材难易度的阅读填空（Cloze）测量法应用在第二语课堂阅读教学中,设计成＂完形默读法＂（Cloze Silent Reading Method）,作为阅读过程中的自我监控工具,让学习者能集中注意、调动先备知识与经验,主动与语篇交际。研究结果初步发现,初中二年级的受试在经过第一阶段完形默读历程后,其字面性理解力提升,推论理解力也有所提升;从教学意义来看,完形默读法能发挥理解监控的正面作用,促进学习者的阅读力,意味着第二语阅读过程之教学的一种突破。 相似文献
2.
This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities
(RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh
graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and
38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness,
and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness
but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a
contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally,
results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension
beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence
of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition
process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality
hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD
students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as
well as comprehension abilities. 相似文献
3.
Randy Floyd Elizabeth Meisinger Noel Gregg Timothy Keith 《Psychology in the schools》2012,49(8):725-743
The purpose of this research was to investigate the cognitive abilities that explain reading comprehension across childhood and early adulthood. Drawing from the standardization sample of the Woodcock–Johnson III, analyses were conducted with large samples at age levels spanning early childhood to early adulthood: 5 to 6 (n = 639), 7 to 8 (n = 720), 9 to 13 (n = 1,995), 14 to 19 (n = 1,615), and 20 to 39 (n = 1,409). Using a model including factors representing general intelligence, Cattell–Horn–Carroll broad abilities, and reading decoding skills, results revealed significant direct effects for reading decoding skills and Crystallized Intelligence on reading comprehension across all age levels. Memory‐related abilities, processing speed, and auditory processing demonstrated indirect effects on reading comprehension through reading decoding skills. The magnitude of direct and indirect effects varied as a function of age. The results provide support for integrative models of reading that include both direct and indirect effects of cognitive abilities on reading comprehension and for consideration of developmental differences in the cognitive aptitudes predicting reading comprehension. © 2012 Wiley Periodicals, Inc. 相似文献
4.
This paper reports a study conducted with French first-grade and second-grade children (mean age: 6;8 and 7;8 respectively).
The first aim was to re-examine the Gough and Tunmer’s (1986) Simple View in assessing the specific contribution of decoding
ability and language comprehension to reading comprehension. The second one was to analyse the difficulties of children in
reading comprehension. Reading and listening comprehension were assessed using both visual and auditory version of the same
test. Decoding ability was assessed by means of a nonword reading test. On the basis of reading comprehension scores, skilled
and less skilled comprehenders were contrasted, and then two groups of less skilled comprehenders were differentiated on the
basis of the decoding scores.
Hierarchical regression analyses computed on the whole sample showed that listening comprehension was a more powerful predictor
than decoding ability in first- and second-grade children. In both grades, the pattern of performance in less skilled comprehenders
showed a relative independence between decoding and reading comprehension. The good decoders’ group and the poor decoders’
group showed similar poor performance in reading comprehension and poor performance in listening comprehension. However, their
difficulties could stem from different sources. Some instructional recommendations were formulated taking into account individual
differences in decoding and spoken language abilities, as soon as the first months of formal reading acquisition. 相似文献
5.
Reading comprehension is undoubtedly one of the most important abilities for English learners. This paper firstly makes a brief introduction to the reading theory and cultural background knowledge. Then using schema theory and typical examples,the paper demonstrates the role of cultural background knowledge in reading comprehension. The application of cultural background knowledge in reading practice is proposed as the keys to the improvement of reading comprehension ability. 相似文献
6.
Christine Montecillo Leider C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring 《Reading and writing》2013,26(9):1459-1485
Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish–English bilingual elementary students. We add to the existing knowledge base regarding reading comprehension in two significant ways: (1) augmenting the Simple View of Reading by testing the role of both vocabulary depth contribution and dual-linguistic ability in English reading comprehension; and (2) questioning the manner through which reading comprehension is understood through measurement and conceptualization. Specifically, we build a comprehensive model of reading comprehension that tests the effects for vocabulary depth, Spanish oral language, and biliteracy. In line with previous research that suggests different reading measures tap different abilities, we test our model for three different measures of reading comprehension: a cloze exercise, a passage and multiple choice based test, and a timed silent sentence reading judgment task. Our findings converge with previous research on the role of vocabulary depth in reading comprehension and also challenge prior work which has compared different reading measures. Implications for theoretical and empirical approaches to understanding reading comprehension, specifically among Spanish–English bilingual students, are discussed. 相似文献
7.
This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid
automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous
abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast
to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries—hiragana
and katakana (collectively termed “kana”)—and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects,
syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders.
Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension
for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy
and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion.
Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute
unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and
practice are discussed. 相似文献
8.
This research studied deaf students' performance on memory span and component reading tasks that incorporated processes involved in higher level comprehension. The instruments developed in the study provide the basis for the measurement of functional working memory capacity, vocabulary knowledge, domain-relevant knowledge, and inference abilities. Multiple regression analysis was used to construct models that show the contributions of the independent assessments to reading comprehension ability. Overall results suggest that working memory operates as a general executive system, as indicated by significant correlations between subjects' performance on reading and nonreading tasks. Limitations in vocabulary knowledge continue to pose problems in reading for deaf individuals. General or procedural knowledge also plays a part in reading comprehension processes. 相似文献
9.
胡珊 《楚雄师范学院学报》2003,18(4):75-78
本文从英语阅读课的目的出发，指出传统英语阅读教学中存在的缺陷，试图从英语教师在阅读课教学中的角色转变这一角度来探讨阅读教学的新思路。提倡教师在阅读课教学中应充当一个导向角色，培养学生良好的阅读习惯。让学生掌握好一套阅读的方法、技巧，有效地指导阅读，从而提高阅读速度、阅读理解能力，提高阅读能力。 相似文献
10.
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
11.
The purpose of this study was to compare a range of reading–related abilities in two groups of college freshmen with higher and lower reading comprehension abilities. Reading comprehension ability groups were formed using American College Test reading scores. The groups were compared on measures of oral language vocabulary and syntax, phonemic awareness and print decoding skills. Results indicated that abilities that appear to relate to reading comprehension include recognition of the order of phonemes in spoken syllables, recognition of words that are good semantic and syntactic fits for sentence frames, recall of meanings for spoken words and conversion of printed to spoken words. 相似文献
12.
王玲 《江西教育学院学报》2014,(2):189-192
2011年江西省普通高考英语考试卷首次新增"阅读表达题",该题型既考查学生的阅读理解能力,也考查书面表达能力。针对2011年和2012年江西省高考英语"阅读表达题"的命题特点分析,提出优化英语阅读教学策略,并加以阐述。 相似文献
13.
In the Simple View of Reading proposed by Hoover and Gough (1990), reading comprehension is conceived as the product of word decoding and listening comprehension. It is claimed that listening comprehension or the linguistic processes involved in the comprehension of oral language strongly constrain the process of reading comprehension. In several studies, evidence for this theoretical framework has been provided for first language learners. In the present study, an attempt was made to find empirical evidence for the same view underlying second language reading. Therefore, the word decoding and listening comprehension skills of samples of 1,293 first language (L1) learners and 394 second language (L2) learners of Dutch were related to their reading comprehension abilities throughout the primary grades. It was found that the levels of word decoding were more or less equal in the two groups of learners, whereas the L2 learners stayed behind their first L1 peers in both listening, and reading comprehension. The relationships between word decoding, listening comprehension and reading comprehension turned out to be highly comparable. A longitudinal analysis of data showed the Simple View of Reading to be equally valid for L1 and L2 learners. With progression of grade, the impact of word decoding on reading comprehension decreased, whereas the impact of listening comprehension showed an increase to the same extent in the two groups of learners. However, the reciprocity of the relationship between listening comprehension and reading comprehension tended to be less prominent in the group of L2 learners. 相似文献
14.
A. A. M. Houtveen W. J. C. M. van de Grift 《School Effectiveness & School Improvement》2013,24(2):173-190
Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the experimental group in metacognitive abilities for reading comprehension turned out to be significantly greater than those made by the students in the control group. In the next school, year the students in the former experimental group and the former control group were tested for reading comprehension. It turned out that the students in the former experimental group had significantly better results on reading comprehension than the students in the former control group. 相似文献
15.
A cross‐sectional study of fluency and reading comprehension in Spanish primary school children 
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下载免费PDF全文 Nuria Calet Nicolás Gutiérrez‐Palma Sylvia Defior 《Journal of Research in Reading》2015,38(3):272-285
The importance of prosodic elements is recognised in most definitions of fluency. Although speed and accuracy have been typically considered the constituents of reading fluency, prosody is emerging as an additional component. The relevance of prosody in comprehension is increasingly recognised in the latest studies. The purpose of this research is to examine the contribution of prosodic reading to comprehension beyond automaticity in word reading, taking into account children's grade level. One hundred and twenty‐two Spanish children (74 second and 48 fourth graders) were tested in prosodic reading, automaticity in word reading (nonword reading and reading rate) and comprehension abilities. Results show that the contribution of automaticity in word reading is relevant in both grades; however, it is more significant in Grade 2. The prosodic components of reading seem to be related differently to comprehension across grades, intonation being the highest predictor of comprehension in Grade 4. Implications for educational practice are discussed. 相似文献
16.
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem‐solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was strongly related to performance in reading comprehension. Fluent technical reading abilities increased the aforementioned skills. However, even after controlling for the level of technical reading involved, performance in maths word problems was still related to reading comprehension, suggesting that both of these skills require overall reasoning abilities. There were no gender differences in maths word problem‐solving performance, but the girls were better in technical reading and in reading comprehension. Parental levels of education positively predicted children’s maths word problem‐solving performance and reading comprehension skills. 相似文献
17.
How simple is reading in Arabic? A cross‐sectional investigation of reading comprehension from first to sixth grade 下载免费PDF全文
下载免费PDF全文 - The ‘simple view of reading’ model explains reading comprehension as the product of decoding and listening comprehension.
- This model explains between 70% and 83% of the variance in reading comprehension in English, in which the contribution of decoding and listening comprehension varies as a function of the level of the readers.
- Orthographic transparency and other unique characteristics of the languages studied might influence reading comprehension in these languages
- Arabic is a diglossic language that is characterised by relatively unique orthographic and morphological features for which the validity of the simple view of reading (SVR) has not been tested.
- The basic components of the SVR (decoding and listening comprehension) have explained between 56% and 38% of the variance in reading comprehension in children from the first to the sixth grade.
- Decoding, as one of the basic components of the SVR, failed to contribute to reading comprehension when orthography and morphology were considered.
- This large‐scale cross‐sectional study is the first of its type to assess reading comprehension in Arabic.
- The study justifies the necessity to assess the suitability of the SVR in languages with very specific linguistic characteristics such as Arabic.
- The results emphasise the necessity of considering the complex orthography and the rich morphology of Arabic for improving teaching, assessment and intervention.
18.
According to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of “oral comprehension”; (2) lower level language skills longitudinally predicted reading comprehension outcomes, above code-related skills; (3) decoding precursors (letter knowledge, naming speed and phonemic awareness) predicted reading comprehension directly, and indirectly, through decoding skills (pseudoword, word reading, text reading fluency); (4) Oral comprehension skills did not favour the development of decoding. Our results support the independency of the SVR components. However, we suggest that a more fine-grained conceptualisation of oral comprehension skills would help to better understand the individual and pedagogical factors influencing the early development of reading comprehension. 相似文献
19.
The simple view of reading hypothesises that reading comprehension is predicted by decoding and language abilities. In this study, 257 fifth‐grade English‐language learners (Ells) in south‐central India were assessed on reading and language measures. Using a model of the simple view, we fit the data using path analysis to determine the extent to which it predicts reading comprehension. Results show that the effect of listening vocabulary on reading comprehension is mediated by listening comprehension, while the effect of word reading fluency on reading comprehension is mediated by passage reading fluency. The final path model explains 33.8% of the variance in reading comprehension. Results are discussed in relation to previous studies. 相似文献
20.
Reading research has shown that variable relationships exist between measures of oral reading fluency and reading comprehension, depending on whether the language of the text is the reader's first language or an additional language. This paper explores this phenomenon, using reading assessment data for 2,000 Kenyan children in two or three languages: English, Kiswahili and one of two mother tongues, Dholuo or Gikuyu. The assessment data allowed us to compare reading and comprehension rates across languages. The data indicated that many children could read English words more easily than words in Kiswahili or their mother tongue; nevertheless, their reading comprehension was significantly lower in English than in Kiswahili, Dholuo or Gikuyu. The paper concludes that emphasising English reading fluency is an inefficient route to gaining reading comprehension skills because pupils are actually attaining minimal oral reading fluency in English and only modest comprehension skills in their own languages. The evidence also demonstrates that Kenya's national language policy of mother tongue as a medium of instruction in the early primary grades is consistently ignored in practice. 相似文献