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1.
Reading is seen as a communication process, a meaningful interaction between the reader and his reading text. A number of factors are known to affect this interaction. One prominent factor is the type of text being read. That is, reader strategies may vary in relation to text characteristics. This study used miscue analysis to find out patterns of reader strategies on two types of texts: a syntactically complex and high vocabulary loaded text and a syntactically simple and low vocabulary loaded text. To this end, cloze tests of passages derived from two versions of a newspaper editorial completed by twenty undergraduate education students from the University of Jos were analysed. The results indicated that the readers of the difficult text had less access to semantic and syntactic cues than the readers of the simplified text. Readers for whom the difficult text was on frustration level made less use of context than did readers for whom the same text was on instructional level. There was very little difference in quality of miscues by readers of the simplified text reading on independent level as compared with those reading the same text on instructional level. Readers who performed on instructional level on the difficult passage used similar reading strategies to those who performed on instructional level on the simplified passage. The implications of the findings for reading instruction were discussed. 相似文献
2.
诵读使人们在感知言语声音形态的同时,实现对文本的感悟理解。文本的文字结构和意义结构为读者提供了转化为有声言语的基础和空间。文本的声音形态是读者与文本相互对象化的产物。诵读是在读者与文本的对话中进行的,读者将文本转化为有声言语的过程其实是一种探究的过程。需要全面发挥诵读的理解、表意、益智的功能。优化诵读,可采取注重主体性、整体性、层次性和可操作性等策略。 相似文献
3.
Kristin A. Ritchey 《Contemporary educational psychology》2011,36(4):280-288
Three questions regarding adult readers’ processing of generalization inferences (conceptually broad statements that subsume several specific statements) are investigated. College students (N = 193) read expository texts containing target statements that were consistent, inconsistent, or off-topic in relation to a generalization implied by one paragraph. Reading times were faster for consistent than inconsistent statements and faster for inconsistent than off-topic statements, indicating adult readers construct generalization inferences online during initial reading of a text and that the inference they construct is relatively narrow in scope. This pattern of faster reading time for consistent sentences occurred under different reading goals, suggesting generalization inferences are a pervasive component of expository text comprehension. 相似文献
4.
Irene-Anna N. Diakidoy Melina C. Ioannou Stelios A. Christodoulou 《Reading and writing》2017,30(9):1869-1890
The study is situated at the interface between reading comprehension and critical thinking research. Its purpose was to examine the influence of reading goals and argument quality on the comprehension and critical evaluation of argumentative texts. Young adult readers read to comprehend or evaluate texts on two different controversial issues. Argument quality was varied across text versions on the basis of the hasty generalization fallacy. Text versions varied with respect to the quality of the arguments included, but not in terms of argument content. Measures of comprehension included main claim recall, overall recall and inferences in recall. Text evaluation was measured with a rating task. The sample’s familiarity with the text topics was low, and prior beliefs were relatively neutral. The results indicated that an evaluation goal had a consistent positive effect on main claim and text recall when compared to comprehension goal. Argument quality, however, had no main or interactive effects on text evaluation. The findings indicate that reading to evaluate argumentative text facilitates the representation of its content and critical argument elements, such as the claim it promotes. However, this representation is not sufficient for analyzing and critically evaluating the text’s argument line. The implications of these findings are discussed in relation to current efforts to promote critical-analytic thinking skills in the context of reading and writing. 相似文献
5.
The focus of the present study was on the mediation and moderation effects of reading processes as evidenced from eye movements on the relation between cognitive and linguistic student characteristics (word decoding, vocabulary, comprehension skill, short-term memory, working memory, and nonverbal intelligence) and text comprehension. Forty 4th graders read 4 explanatory texts and afterward answered text comprehension questions. During their reading, eye-movements of gaze, look back, and second pass duration were examined for the heading, first sentence, and final sentence. The result show differential effects of reader and text characteristics on skipping probability, driven by decoding and nonverbal intelligence. Regression probability and regression path duration are also influenced by decoding. Concluding, this study shows reading behaviour to be related to both students’ skills and text comprehension measures. 相似文献
6.
Anne-Marie Adams Fiona Simmons Catherine Willis Ralph Pawling 《Journal of Research in Reading》2010,33(1):54-76
In order to communicate understanding, students are often required to produce texts which present an explicit, coherent argument. This study examined the extent to which individual differences in undergraduates' topic knowledge and working memory skills were related to their ability to revise texts to better fulfil these goals. Forty-seven students revised texts containing three types of error: language, structure and argument. Topic knowledge was indexed by multiple choice test performance. Verbal short-term and working memory were measured using forward and backward digit recall and reading span. Rates of identification, diagnosis and correction of errors were generally poor. Contrary to expectations neither topic knowledge nor verbal working memory was associated with text revision although significant associations were identified with verbal short-term memory. When revising texts students may focus on the surface features of the text rather than addressing issues of structure and argument. Possible accounts of this tendency are considered. 相似文献
7.
According to recent psychological theories of situation model construction, readers routinely and quickly construct inferences that elaborate causal antecedents of explicit events in the text, but not inferences about causal consequences. The process of forecasting lengthy causal chains into the future is taxing on working memory, so these inferences are either not constructed or their construction consumes a comparatively large amount of reading time. This study collected self-paced sentence reading times from younger and older adults who read expository texts on scientific and technological mechanisms. Readers were also measured on working memory span, general world knowledge, reasoning ability, and reading frequency. Multiple regression analyses on the reading times revealed that (a) causal consequence inferences were more time consuming than causal antecedent inferences and (b) noncausal elaborative inferences were not constructed. The pattern of beta weights for inference variables was remarkably similar for younger and older adults and was unaffected by other measures of individual differences. The process of constructing causal inferences is therefore stable and predictable across different groups of readers. 相似文献
8.
The present study investigated how consequence value influences affect, attention, and learning while reading instructional texts, and if text difficulty moderates these effects. Participants studied four instructional texts on research methods in a 2 × 2 consequence value (high vs. low) × text difficulty (easy vs. difficult) within-subjects experiment. Consequence value was manipulated by assigning two of the four texts as having high value and the other two as having low value with respect to a performance goal on a subsequent test, while text difficulty was manipulated via experimenter-created easy and difficult versions of the texts. We hypothesized that consequence value would induce mild anxiety, which would focus attention and facilitate learning, and that text difficulty would moderate the influence of consequence value. Partially consistent with the predictions, high consequence value led to lower valence, higher arousal, longer reading times, and positively predicted knowledge transfer. Arousal mediated the relationship between consequence value and knowledge transfer, but only when the texts were difficult, thereby suggesting moderated mediation. 相似文献
9.
Emotional inferences are conclusions that a reader draws about the emotional state of a story’s protagonist. In this study, we examined whether children and adults draw emotional inferences while reading short stories or listening to an aural presentation of short stories. We used an online method that assesses inferences during reading with a reaction time paradigm. Children aged 8 and 10 years and adults took part. We varied whether the short stories emphasized a certain goal of the protagonist in order to proof our assumption that protagonist-goals in stories help readers to build emotional inferences. Additionally, we assessed the updating capacity of our participants’ working memories assuming a positive influence. Results reveal that participants of all age groups drew emotional inferences. Type of text presentation, goal-emphasis, and updating capacity influence whether emotional inferences are built and how precise these inferences are. The way in which these variables influenced emotional inferences was moderated by the age of the participants. 相似文献
10.
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
11.
Direct instruction of reading strategies, such as the ‘structure strategy’, is demonstrated to be effective for the development of more mature and skilled reading processes in struggling readers. This instructional intervention approach, aimed at directly improving reading ability, can be used in combination with text simplification. Text simplification is the modification of the text in order to make it more understandable or readable for target groups of readers. In this article, we discuss a theoretically-driven text simplification approach, inspired by cognitive models of reading comprehension. Differently from classical approaches to linguistic text simplification, the aim of cognitive text simplification is not simply to reduce the linguistic complexity of the text, but to improve text coherence and the structure of information in the text. This can be achieved by using rhetorical devices, like signaling or discourse markers, which specify relationships among ideas at a global level (macrostructural) and work as processing instructions for the reader, scaffolding reading comprehension. The goal of this paper is to discuss, in light of the literature, the effectiveness of these adaptations for improving struggling readers’ understanding and learning from informational texts. 相似文献
12.
Fang-Ying Yang Cheng-Chieh Chang Li-Ling Chen Yi-Chun Chen 《International Journal of Science Education》2016,38(10):1591-1606
The main purpose of this study was to explore learners' beliefs about science reading and scientific epistemic beliefs, and how these beliefs were associating with their understanding of science texts. About 400 10th graders were involved in the development and validation of the Beliefs about Science Reading Inventory (BSRI). To find the effects of reader beliefs and epistemic beliefs, a new group of 65 10th grade students whose reader and epistemic beliefs were assessed by the newly developed BSRI and an existing SEB questionnaire were invited to take part in a science reading task. Students' text understanding in terms of concept gain and text interpretations was collected and analyzed. By the correlation analysis, it was found that when students had stronger beliefs about meaning construction based on personal goals and experiences (i.e. transaction beliefs), they produced more thematic and critical interpretations of the content of the test article. The regression analysis suggested that students SEBs could predict concept gain as a result of reading. Moreover, among all beliefs examined in the study, transaction beliefs stood out as the best predictor of overall science-text understanding. 相似文献
13.
Students can be regarded as professional readers: they have to attend to, comprehend and remember the most important information in instructional texts, often about topics they are not readily interested in. Optimising such instructional texts has been the subject of much reading research. This research has shown robust effects for the influence of text structure: information highlighted by a strongly organising structure is retained better than seemingly less important information. Hidi and Baird (1986) suggest that such effects of structure are artefacts, because of the dullness of texts used in such experiments. They argue that readers mainly use interest instead of structure as their guide for attention and learning. In this article three related experiments using Dutch instructional texts are reported. Both interest and text structure were manipulated as within-item factors, and on-line as well as off-line methods were used to measure effects on the reading process and product. The outcomes show no support for the hypothesis of Hidi and Baird: students learn better from texts that are well structured, regardless of the interest of the text or its topic. 相似文献
14.
The purpose of this mixed methods study was to investigate how relevance instructions influence readers’ personal reading intentions, reading goals, text processing, and memory for text. Undergraduates (n = 52) were randomly assigned to one of three pre-reading relevance instruction conditions that asked them to read from a perspective or to read for understanding. Experimental results showed that information was read slower and remembered better when it was relevant. However, some readers spent more time reading irrelevant information, whereas others spent less time reading this information. Post-reading interviews were analyzed to explain these reading time differences. The interview data indicated that relevance instructions influenced readers’ goals and the strategies they used to meet those goals. The data sets were complementary: the quantitative data indicated differences in reading time and recall, and the qualitative data allowed us to explain why these differences occurred. These data revealed three distinct reader profiles within and across conditions, and demonstrate how relevance instructions affect reader goals, processing, and comprehension. 相似文献
15.
How Should I Use My E‐Reader? An Exploration of the Circumstances Under Which Electronic Presentation of Text Results in Good Comprehension 
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下载免费PDF全文 The present research aimed to determine the circumstances under which comprehension between paper and e‐readers is comparable and what role working memory plays in successful comprehension of text presented in these formats. Narrative and expository texts were presented in electronic and paper formats to determine whether readers glean different information for these text types via different presentation formats. Results indicated that comprehension for paper and electronic formats may not be equivalent. Although comprehension of thematic information presented via e‐reader was better than when reading for detail (as in expository passages), it did not lead to comprehension as successfully as printed text. In addition, removing working memory led to the disappearance of the effects of presentation method and the type of questions, suggesting that it was important for individual differences in use of the e‐reader device. Implications for the appropriate use of e‐readers are discussed. 相似文献
16.
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17.
Elizabeth L. Jaeger 《课程研究杂志》2019,51(1):121-140
In the early 1960s, researchers began to conduct content analyses of core reading programmes/basal readers. Although these researchers often adopted a critical perspective, and examined the ideological underpinnings of the texts, they failed to make an explicit connection between ideologies and reader access to the text. The study described here is a critical content analysis of texts contained within the core reading programme Reading Wonders. It addresses these research questions: What vision of success and failure is exemplified by selections in the fourth-grade Reading Wonders textbook?—and—To what extent are selections in this programme accessible to readers? Mobilizing MacLeod’s notion of achievement ideology, the study explores the contrast between the programme’s emphasis on individual success and the inaccessibility of the selections included in it. The analysis demonstrates that the achievement ideology is the foundation for most of the selections. It also shows that the complexity and unengaging quality of the basal reader interferes with the reader’s ability to access the included texts. I argue the Reading Wonders textbook serves to convince readers that personal and professional success is the norm in contemporary society, while failing to allow them to construct more than a surface-level meaning of the included selections. 相似文献
18.
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
19.
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
20.
Native skilled, non-native skilled, and non-native non-skilled English readers read English texts and their reading times of words were measured. The results showed that reading times of native skilled readers were independent from the word length, word location, and grammatical word classification compared to non-native readers. Reading times of nouns strongly correlated with reading skill of readers. Although non-native skilled readers comprehended text meanings well, however the pattern of reading time of words was still different from those of native reader. 相似文献