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1.
In this study, we examine the effect of background knowledge and local cohesion on learning from texts. The study is based on construction–integration model. Participants were 176 undergraduate students who read a Computer Science text. Half of the participants read a text of maximum local cohesion and the other a text of minimum local cohesion. Afterwards, they answered open-ended and multiple-choice versions of text-based, bridging-inference and elaborative-inference questions. The results showed that students with high background knowledge, reading the low-cohesion text, performed better in bridging-inference and in elaborative-inference questions, than those who read the high-cohesion text. Students with low background knowledge, reading the high-cohesion text, performed better in all types of questions than students reading the low-cohesion text only in elaborative-inference questions. The performance with open-ended and multiple-choice questions was similar, indicating that this type of question is more difficult to answer, regardless of the question format. 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.
The contribution of knowledge about anaphors,organisational signals and refutations to reading comprehension 
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下载免费PDF全文 Expository texts contain rhetorical devices that help readers to connect text ideas (within a text and with prior knowledge) and to monitor reading. Rhetorical competence addresses readers' skill in detecting, understanding and using these devices. We examined the contribution of rhetorical competence to reading comprehension on two groups of 11‐ to 13‐year‐old students: low‐level (Study 1) and high‐level (Study 2) reading skills. The measures of rhetorical competence assessed students' knowledge about anaphors, organisational signals and refutations. In both studies, each measure of rhetorical competence contributed significantly to reading comprehension once prior knowledge, working memory and decoding skills were controlled for. This contribution was higher in Study 2. Furthermore, whereas in Study 1, each measure of rhetorical competence had a unique contribution to reading comprehension when controlling for the other measures of rhetorical competence, in Study 2, only the knowledge about organisational signals and refutations had this unique contribution. 相似文献
4.
Reading is a key competence for knowledge acquisition and learning processes. One important source of reading motivation is interest. Even though students' text-based interest often differs by gender, it remains unclear which text factors underlie these differences and whether text-based interest relates to reading comprehension among boys and girls. In a sample of 514 elementary students (47.2% girls), this study examined whether text topic, protagonists' gender, and text difficulty affect boys' and girls' text-based interest and whether interest and reading comprehension are intertwined. Based on a repeated within-subject design using fourteen narrative texts, the results indicated that boys' interest was higher in texts with male-attributed topics, male protagonists, and in more difficult texts. In contrast, girls’ interest was only affected by text difficulty. Text-based interest and reading comprehension were significantly related, albeit stronger for boys than for girls. The findings are discussed regarding future implications for research and educational practice. 相似文献
5.
Young-Suk Kim 《Learning and individual differences》2012,22(6):690-700
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency. 相似文献
6.
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
7.
This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts. 相似文献
8.
Effects of different ways of introducing a reading task on intrinsic motivation and comprehension 下载免费PDF全文
下载免费PDF全文 This study compared the effects of two brief prereading instructional practices – hands‐on activities and prior knowledge activation – on sixth‐graders' intrinsic motivation for reading a text and reading comprehension. Both hands‐on activities and prior knowledge activation substantially improved reading comprehension relative to a control condition where students just read to answer questions and take a test about the text content. These effects did not depend on preexisting individual differences in basic reading skill, reading motivation or topic knowledge. Hands‐on activities and prior knowledge activation did not differentially affect reading comprehension, however, nor did either of them have any effect on intrinsic motivation to read the text. If used regularly in classrooms, brief prereading practices in the form of hands‐on activities or prior knowledge activation may result in knowledge gains that accumulate to build a solid conceptual basis for further, self‐regulated learning from text. 相似文献
9.
The present study employed a think‐aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think‐aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text‐level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple‐choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low‐quality, less‐connected text representation during reading, and produce fewer, less‐elaborated retrieval cues for subsequent tasks after reading. 相似文献
10.
To explore the importance of text cohesion, we conducted two experiments. We measured online (reading times) and offline (comprehension accuracy) processes for texts that were high and low cohesion. In study one (n?=?60), we manipulated referential cohesion using noun repetition (high cohesion) and synonymy (low cohesion). Students showed enhanced comprehension accuracy and faster comprehension responses for text that were high in referential cohesion. In study two (n?=?52), we examined connective text designs (‘because’, ‘and’ and ‘no connective’). Students demonstrated enhanced reading times for text using a ‘because’ connective. Additionally, we examined the individual differences (reading ability, science self-concept and self-esteem) as predictors of achievement with science comprehension tasks. Across both experiments reading ability predicted comprehension with both high (noun-repetition text and ‘and’ text) and low cohesion text (synonym text and ‘no connective’ text). These findings highlight the importance of good reading abilities and text cohesion for promoting science comprehension and learning. 相似文献
11.
Alejandra Meneses José-Pablo Escobar Soledad Véliz 《International Journal of Science Education》2013,35(18):2226-2244
ABSTRACTReading comprehension is a crucial skill that elementary school students must develop in order to learn science. However, there is not yet enough research about the role that multimodal texts play in scaffolding student reading comprehension of complex scientific processes, such as energy transfer. This study explored how verbal and visual resources (scaffolding level) and individual differences (reading skills) contribute to science reading comprehension. One-hundred and sixty Chilean fifth-graders were assessed on reading skills, vocabulary, and prior science knowledge. A counterbalanced design was used to test two groups: Group 1 reads a text with low multimodal scaffolding and Group 2 reads a text with high multimodal scaffolding. Level of text scaffolding was determined by (1) image function, (2) visual-verbal relations, (3) presence of an explicit explanatory structure, and (4) lexico-grammatical resources. General monomodal and multimodal science reading comprehension were assessed with multiple-choice tests. An ANCOVA analysis revealed non-significant differences between groups after controlling for prior knowledge, fluency, and vocabulary. Likewise, a two-factor ANCOVA analysis showed that the high-multimodal scaffolding text significantly boosted science reading comprehension for low-skilled comprehenders. The paper discusses the implications of these findings for pedagogy and research, aiming to foster multimodal literacy for learning in content areas. 相似文献
12.
The present study employed a think-aloud method to explore the origin of a centrality deficit (i.e., poor recall of central ideas) found in poor comprehenders (PC). Moreover, utilizing the diverse think-aloud responses, we examined the overall quality of text processing employed by PC during reading, in order to shed more light on the cognitive underpinnings underlying their poor comprehension and memory after reading. To address these goals, adolescents with good and poor comprehension, matched on reading (decoding) skills, were asked to state aloud whatever comes to their mind during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple-choice questions on the texts. Results indicated that PC exhibited lower performance than good comprehenders (GC) on the recall and comprehension tasks. The think-aloud protocols indicated that PC generated fewer responses than GC that reflect high-level, deep text processing, and more responses that reflect low-level, surface text processing. Furthermore, compared to GC, PC reinstated fewer prior text ideas, with this reduction being significantly greater for central than for peripheral ideas. Finally, the proportions of deep processing responses in general were positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that PC exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low-quality, poorly-connected text representation during reading, and produce fewer, less-elaborated retrieval cues for subsequent text comprehension and memory. This explanation is further illuminated in the context of previous findings and theoretical accounts.
相似文献13.
Lijia Lin Chee Ha Lee Slava Kalyuga Ying Wang Shuchen Guan Hao Wu 《Journal of Experimental Education》2017,85(1):142-154
The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the independent variable being the instructional strategies with three levels (learner-generated drawing vs. imagination vs. repeated reading). The results revealed that, compared to repeated reading, learner-generated drawing fostered learners' comprehension when their prior knowledge was relatively low. Moreover, when asked to read the science text after the intervention, learners who were previously engaged with imagination spent significantly more time reading the text, and fixated longer and more frequently than those in the repeated reading condition. 相似文献
14.
The purpose of the study was to examine whether students’ linguistic skills and task-avoidant behavior (i.e., the child-related factors) and the mean level of academic skills (reading comprehension and math) of classmates (i.e., the class-related factor) are associated with teacher judgments of children’s reading comprehension and math skills. The participants were third-grade Estonian-speaking students (n?=?656; age 9?11 years) and their classroom teachers (n?=?51). The results of the structural equation modeling path analyses indicated that teachers tend to judge students showing higher academic and linguistic skills and lower avoidance behavior as higher on the reading comprehension and math skills. In contrast, the classmates’ higher academic skill level was related to lower judgments of individual children’s reading comprehension and math skills by teachers. 相似文献
15.
We investigated the online and offline effects of learner and instructional characteristics on conceptual change of a robust misconception in science. Fifty‐nine undergraduate university students with misconceptions about evolution were identified as espousing evaluativist or non‐evaluativist epistemic beliefs in science. Participants were randomly assigned to receive a traditional or refutational text that discussed a misconception in evolution and a general comprehension or elaborative interrogation reading goal. Participants' cognitive and metacognitive processes while reading were measured using a think‐aloud protocol. Postreading, participants' correct and incorrect conceptual knowledge were separately assessed with a transference essay. Results showed that text structure and reading goals affected cognitive conflict, coherence‐building and elaborative processing while reading and promoted correct conceptual knowledge included in essays but failed to affect the inclusion of misconceptions. Further, participants with evaluativist epistemic beliefs engaged in fewer comprehension monitoring processes and were more likely to adapt their coherence‐building processes according to reading goals than their non‐evaluativist counterparts, but epistemic belief groups did not differ in the content of the posttest essay. Theoretical and educational implications of these findings are discussed. 相似文献
16.
Individual and developmental differences in reading monitoring: When and how do children evaluate their comprehension? 总被引：1，自引：0，他引：1
Elsa Eme Minna Puustinen Béatrice Coutelet 《European Journal of Psychology of Education - EJPE》2006,21(1):91-115
This paper examines evaluation in reading. Evaluation refers to the processes by which readers monitor their ongoing text
comprehension to assess performance and task difficulties. Monitoring is assumed to explain a large proportion of individual
differences in text comprehension, in that individuals need to be aware of their objectives and difficulties in order to adjust
their strategies to match task requirements. The participants were French children in grades 3 and 5. Study 1 examined their
evaluation-related knowledge (i.e., knowledge about reading objectives, sources of difficulties, comprehension awareness).
Study 2 examined the children’s actual evaluation behavior during a comprehension task. The results showed that few children
provided elaborate verbalizable knowledge about reading tasks, goals and corresponding skills, and that in most cases the
children were highly confident in their responses to text comprehension questions, regardless of the correctness of their
answer. The contribution of metalinguistic awareness to literacy acquisition as well as the implications of this type of study
for educational practice are discussed. 相似文献
17.
Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 下载免费PDF全文
下载免费PDF全文 Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.
18.
Many studies have demonstrated the facilitating role of rhetorical devices in text comprehension, but there are also studies where rhetorical devices have not shown such effect. The present study sets out to explore whether readers’ knowledge of rhetorical devices (that is, rhetorical competence) moderates their effectiveness beyond general comprehension skills and, consequently, whether rhetorical competence may be considered a component skill of reading comprehension. 192 sixth- to seventh-grade students were assessed on rhetorical competence and were required to read a difficult marked text with specific rhetorical devices (a refutation, an objective, and four organizational signals) or the same text without them. After reading, students produced a summary in order to obtain three dependent variables: main ideas (as a measure of participants’ ability to select relevant information from the text), causal links between them (as an indicator of participants’ ability to grasp the logical structure of the text and to organize its ideas), and the combination of main ideas plus causal links (as an indicator of participants’ global comprehension of the text). Analyses controlling for general comprehension skills and other important variables (working memory, prior knowledge, decoding) demonstrated that: (a) readers of the marked text scored higher in terms of all dependent variables, and (b) rhetorical competence level moderated the effect of rhetorical devices on the composite measure (main ideas plus causal links) and on the organization of the summary by means of causal links. 相似文献
19.
This study examined how Flesch Reading Ease and text cohesion affect older adults' comprehension of common health texts. All older adults benefited when high Flesh Reading Ease was combined with high cohesion. Older adults with small working memories had more difficulty understanding texts high in Flesch Reading Ease. Additionally, older adults with low verbal ability or older than 77 years of age had difficulty understanding texts high in text cohesion but low in Flesch Reading Ease. These results imply that writers must increase Flesch Reading Ease without disrupting text cohesion to ensure comprehension of health-related texts. 相似文献
20.
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