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1.
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
2.
Scott C. Marley Joel R. Levin Arthur M. Glenberg 《Journal of Experimental Education》2013,81(3):395-417
The authors conducted 2 experiments with children from a reservation community. In Experiment 1, 45 third-grade children were randomly assigned to the following reading strategies: (a) “reread,” in which participants read each sentence of a story and then reread it; (b) “observe,” in which participants read sentences and then observed an experimenter move manipulatives as directed by the story; and (c) “activity,” in which participants read sentences and then moved manipulatives as directed by the story. In Experiment 2, 40 second-grade children were randomly assigned to either the reread or activity strategy. In both experiments, activity participants remembered more story content than did reread participants. In Experiment 1, the authors identified no memory differences between observe and activity strategies. When imagery instructions replaced the original strategies, Experiment 1 third-grade activity (and observe) participants recalled more story content than did reread participants, but Experiment 2 second-grade activity participants did not. The authors discuss the instructional benefits of activity-based reading strategies, along with developmental implications. 相似文献
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4.
The growing use of digital devices brings about interruptions during reading. The aim of the present study is to observe the consequences of an interruption on reading behavior and text comprehension when the information that is evaluated is the information that is being read at the time the interruption occurs. Eye movements (mean number of fixations, regressive fixations and mean fixation duration) were recorded while reading four long texts. Reading was interrupted by an arithmetic verification task either in the middle of a paragraph (intra-paragraph condition) or between two successive paragraphs (inter-paragraph condition). The analysis of the eye movements showed more rereading behaviors when an interruption occurred. The participants who understood the text best were also those who reread the most. The comprehension performances were not affected by the interruption, irrespective of its position (inter- or intra-paragraph). This preservation of performance is discussed in relation to LTWM theory. 相似文献
5.
The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research. 相似文献
6.
Arthur Glenberg Jonathan Willford Bryan Gibson Andrew Goldberg Xiaojin Zhu 《Scientific Studies of Reading》2013,17(4):316-340
Reading provides information across the curriculum. Thus, to the extent that fundamental (i.e., generalizable) reading comprehension strategies can be taught, the benefits should be found in multiple domains. To test this claim, children in the third and fourth grades read by simulating text content using the two-part, embodied Moved by Reading intervention. While reading six initial texts, children literally manipulated pictures on a computer screen to simulate sentence content; next, for additional texts the children imagined the manipulation of the pictures. These additional texts were in the form of mathematical story problems. Compared to a control condition, children using Moved by Reading solved more problems correctly, and this improvement is mainly attributed to a 35% reduction in the use of irrelevant numerical information in solution attempts. Thus, Moved by Reading teaches a fundamental strategy that encourages the sense-making that can aid mathematical story problem solution. 相似文献
7.
Robin Campbell 《Journal of Research in Reading》1994,17(2):147-154
The teacher response to the miscues of substitution, produced by two beginning readers (6 years old) during the course of a complete academic year within the naturalistic setting of an infant classroom, was explored. The teacher responses were categorised into five main types. The study demonstrated that the teacher response was determined, in part, by the nature of the miscue in terms of its graphophonic, syntactic and semantic link with the text word. The effectiveness of the teacher response was also explored. It was found that although ‘providing the word’ was the most effective strategy to employ for immediate results it was least effective for supporting the child during future readings. Non-response when used for meaningful substitutions did not impede the child's subsequent reading. Most effective was the restarting of the sentence for the child; this helped the child to repair the miscue immediately and had a continuing positive effect when the word was next met. 相似文献
8.
In the present study, we investigated how 116 fourth and fifth grade students’ monitoring skills were associated with restudy choices and explored whether drawing was a useful intervention to improve monitoring accuracy, restudy choice, and comprehension scores. During the first session, all students read a text, judged their learning of the information within that text, selected paragraphs to reread, reread those parts, and then made another judgment of learning (JOL) before doing a post-test. Several significant correlations were found between the various variables involved, such as higher JOLs before rereading related to fewer paragraphs being reread, and JOL-accuracy after rereading was positively correlated with the scores on the postreading questions. For the second session, students were split-up into three conditions: a control condition and two drawing conditions. In the long-drawing condition, students were allowed to draw throughout the whole second session, including post-test. In the brief-drawing condition participants only got to draw the first time they read the second text. We did not find significant differences on the postreading scores. The only differences we found were that the participants in the long drawing group were more accurate in their JOLs before rereading and selected more paragraphs to reread than the other two groups, and invested more mental effort in comparison to the other groups. Drawing more elements was positively correlated with the posttest scores and JOLs, whereas drawing more details was negatively correlated with posttest scores and did not correlate with JOLs. As students in the long drawing condition drew both more elements but also created more detail in those drawings compared to the short drawing condition, it is possible that the beneficial effects of creating drawings were cancelled out by the negative effects. 相似文献
9.
Anna H. Hall D. Matthew Boyer Elizabeth A. Beschorner 《Early Childhood Education Journal》2017,45(5):703-711
This article describes a dual-case study that was conducted to examine the effects of The Tools Approach on kindergarten students’ use of and interest in informational text. Children in one teacher’s kindergarten classroom during two subsequent years participated in a writing intervention which included learning about text features, conducting group research, and conducting individual research. During both cases, data were collected during child, parent, and teacher interviews. The results of this study showed that children participating in The Tools Approach strategy increased their abilities to identify and use text features to gather and disseminate information. Children also demonstrated increased interest in reading and writing informational text as a result of their participation in the study. 相似文献
10.
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
11.
Hannah Philp 《Changing English: An International Journal of English Teaching》2020,27(3):255-261
ABSTRACT I examine the ways in which reading in the classroom is a social practice and how that social practice can produce nuanced student texts that reflect a rich understanding of what has been read. In doing so, I also consider how the reading environment allows us to manipulate and embody texts in ways that allow for a more detailed understanding than the individual and solitary reading practices that seem to be prized in our society. 相似文献
12.
Mina C. Johnson-Glenberg 《Reading and writing》2005,18(7-9):755-786
Metacognitive reading strategies were trained and practiced using interactive Web-based tools. Twenty middle school poor reading comprehenders were trained in two metacognitive strategies using a Web-based application called 3D-Readers. The training texts were science-oriented and merged the narrative and expository genres. Results from a within-subjects design answered two main experimental questions: (1) Were greater comprehension gains demonstrated after reading experimental texts with embedded verbal (generate questions) and visual (create a model) strategies compared to control texts? (2) Did the embedded strategies affect elective rereading of the texts? The data answered both questions in the affirmative. Comprehension, as assessed with constructed answers, was significantly higher in the experimental condition, thus demonstrating the efficacy of training verbal and visual strategies in a Web-based environment. In addition, participants elected to reread more often in the experimental condition (as assessed with number of clicks to “ScrollBack” through the text), thus demonstrating the efficacy of strategy training on text reprocessing. Interestingly, the poorer comprehenders altered their rereading behavior the most. Implications for Web-based instructional applications are discussed. 相似文献
13.
Several recent studies have shown that retrieval is more efficient than restudy in enhancing the long-term retention of memories. However, studies investigating this effect in children are still rare. Here, we report an experiment in which third-grade children initially read a brief encyclopaedic text twice and then either performed a cued recall test on selected target contents of the text or reread the same text twice. A final four-choice memory test about the text’s contents was administered to all children after seven days as well as tests measuring their IQ and reading skills. In the final four-choice memory test, children who took the initial cued recall test showed significantly greater performance in comparison with children who restudied the text twice (their responses were 87 and 53% correct, respectively). The results suggest that cued recall tests can elicit very robust testing effects in young children, even when complex, educationally relevant materials are used as stimuli. 相似文献
14.
This study examined whether children’s reading rate, comprehension, and recall are affected by computer presentation of text.
Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other
from a computer monitor, which used a common scrolling text interface. After reading each text, participants were asked to
recall as much as they could from what they had read and then answered questions that measured text recall and comprehension.
Children took more time to read the passage and recalled more of the text material that they had read from the computer monitor.
The benefit of computer presentation disappeared when efficiency variables, which take time into account, were examined. Children
were, however, more efficient at comprehending text when reading from paper. The results suggest that children may take more
time to read text on computer screens and that they are more efficient when reading text on paper. 相似文献
15.
Bruce A. Murray Mary Jane McIlwain Chih‐hsuan Wang Geralyn Murray Stacie Finley 《Journal of Research in Reading》2019,42(1):123-136
Learning irregular words involves mental marking of irregular letters in the spelling, a process not fully understood. In a within‐subjects experiment, we manipulated the type of scaffolding given to beginning readers to evoke mental marking. We pretested to sort 103 kindergarten and first‐grade participants into sequential decoders, who decode letter by letter, and hierarchical decoders, who recognise vowel patterns. In the control phase, children read irregular words in sentence contexts with minimal scaffolding. In the experimental phase, participants read additional irregular words in sentence contexts by ‘operating on the word’ to mark irregular letters. Results indicated that the experimental condition induced better untimed word reading, but it did not improve spelling or reading in a flash presentation. Hierarchical decoders were significantly more successful than sequential decoders in untimed word reading, spelling and reading in the flash presentation. These results suggest that learning hierarchical decoding predisposes readers to learn irregular words. 相似文献
16.
Two studies from English-speaking samples investigated the methodologically difficult question of whether the later reading achievement of children learning to read earlier or later differs. Children (n = 287) from predominantly state-funded schools were selected and they differed in whether the reading instruction age (RIA) was either five or seven years. Study 1 covered the first six years of school following three cohorts across a two-year design. Analyses accounted for receptive vocabulary, reported parental income and education, school-community affluence, classroom instruction, home literacy environment, reading self-concept, and age. The earlier RIA group had initially superior letter naming, non-word, word, and passage reading but this difference in reading skill disappeared by age 11. In Study 2, the decoding, fluency, and reading comprehension performance of 83 additional middle school-age children was compared. The two groups exhibited similar reading fluency, but the later RIA had generally greater reading comprehension. Given that the design was non-experimental, we urge further research to better understand developmental patterns and influences arising from different RIAs. 相似文献
17.
Elaborative inferences during reading were assessed by means of a naming task and eye-fixation monitoring in low- and high-vocabulary undergraduates. A context sentence was followed by a target word to be named or read. Evidence for inferences involved facilitation in naming latencies or reading times for the target word when this was predictable by the context. The results indicated that high-vocabulary readers were faster and more likely to make inferences on-line than low-vocabulary readers. Those low in vocabulary, generated inferences only after 1050 ms of the end of the inducing context sentence, whereas those high in vocabulary made inferences 500 ms earlier. Furthermore, when the stimuli involved reading of continuous text, rather than discrete naming of target words, only the high-vocabulary readers drew inferences, which suggests that low-vocabulary readers are unlikely to make inferences in natural reading conditions. 相似文献
18.
We examined whether making cause and effect relationships explicit with an adjunct display improves different facets of text
comprehension compared to a text only condition. In two experiments, participants read a text and then either studied a causal
diagram, studied a list, or reread the text. In both experiments, readers who studied the adjunct displays better recalled
the steps in the causal sequences, answered more problem-solving transfer items correctly, and answered more questions about
transitive relationships between causes and effects correctly than those who reread the text. These findings supported the
causal explication hypothesis, which states that adjunct displays improve comprehension of causal relationships by explicitly
representing a text’s causal structure, which helps the reader better comprehend causal relationships. 相似文献
19.
The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities
of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation
of these activities to the written products they were asked to generate. To investigate the influence of the task, students
were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single
text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of
them. To gather information about how students construct meaning from informational texts, we asked students to think aloud
as they read and wrote in order to provide us with information about their comprehension and composition processes. We also
examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students
lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also
show that, although there are no major differences in the way secondary school students tackle these different tasks, those
who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious
conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of
this kind in the classroom. 相似文献
20.
The influence of background knowledge on reader's comprehension of text has become a fundamental assumption associated with text processing. Background knowledge has been represented in a variety of constructs including specific text knowledge, general world knowledge, discourse knowledge, and domain knowledge. Our interest in the present study was to examine background knowledge and strategy knowledge from a broad view to better understand how they contribute to elementary-age students' reading comprehension of both narrative and expository texts. Constructs of domain, content, and word knowledge were developed based on the extant literature. These knowledge constructs were measured with researcher-developed tests consisting of both narrative and expository passages ranging from 1000 to 2000 words (2–4 pages) in length. Comprehension of each passage was measured with a 25-item subtest. All students in Grades 3 through 6 were administered the knowledge and comprehension tests. A two-stage analysis procedure was used. Exploratory factor analysis was used to examine empirically the internal structures of the comprehension questions. Factor scores were constructed and then treated as a multivariate set, with a second set comprised of the background and strategy factors. A canonical analysis was then performed to relate the two sets and canonical functions and structure coefficients were interpreted substantively. Our findings indicated that background knowledge specific to the content of the text being read begins to diminish in importance at about Grade 4. Strategy knowledge and use in comprehension of text begin to play a more important role at Grade 4 and above. Grade 6 analyses support a conclusion that the reading development process in elementary grades has been completed, and that reading comprehension at this grade is primarily an indicator of students' proficiency in selecting efficient ways to gain meaning from text. 相似文献