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The focus of this special issue is on the cognitive load underlying processes of interactive knowledge construction in a wide range of instructional multimedia platforms. Multimedia comprehension involves the parallel processing of auditory–verbal and visual–pictorial channels within working memory. By means of integrating multimodal information, students are able to acquire new knowledge. However, the processes of knowledge construction may be dependent on the load a task imposes on the learner's cognitive system. Such cognitive load is determined by prior knowledge, motivation, and processing strategies on the part of the learner as well as on task demands. Other critical factors that should be explored are goal adoption and perspective taking, effects of interactive animation, environmental support, and possibilities of collaboration. 相似文献
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The goal of this longitudinal study was to examine which skills in early literacy determine the development of word recognition, reading comprehension, and spelling in the 2nd grade of the elementary school. A cohort of pupils was followed and tested during the 2nd year of kindergarten and the beginning of the 1st and 2nd grade. It appeared that mainly 2 skills determined the development of word recognition: rapid naming of letters and knowledge of letters. Reading comprehension was predicted to a large extent by vocabulary, rapid naming of letters, letter knowledge, and phonemic awareness. The skills that determined the development of spelling were rapid naming of numbers and letter knowledge. 相似文献
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Marjolijn van Weerdenburg Ludo Verhoeven Hans van Balkom Anna Bosman 《Scientific Studies of Reading》2013,17(6):484-507
This study investigated the role of cognitive and language skills as predictors of early literacy skills in children with Specific Language Impairment. A range of cognitive and linguistic skills were assessed in a sample of 137 eight-year-old children with SLI at the beginning of the school year, and 6 months later on word decoding and reading comprehension. The cognitive and linguistic measures revealed four factors that were called language, speech, short-term memory, and phonological awareness. Structural equation modeling showed word decoding to be predicted by speech, short-term memory, and phonological awareness, whereas reading comprehension was predicted by word decoding skills and short-term memory. It can be concluded that in children with SLI variations in early word decoding are mostly determined by speech abilities and short-term memory, and to a lesser extent by phonological awareness. Moreover, reading comprehension turns out to be highly dependent on word decoding and short-term memory. 相似文献
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Judith Kleine Staarman Cor Aarnoutse Ludo Verhoeven 《International Journal of Educational Research》2003,39(8):807
This article investigates the multimodal discourses taking place in a primary school computer supported collaborative literacy environment, in which face-to-face talk in pairs is combined with computer-mediated communication. Following a socially mediated model of education, we have taken into account the collaborative process of the participants over time, the privileging processes, in relation to the discourse, afforded by the tasks and tools, and the classroom culture. We describe the contextualized nature of the interaction of children in a CSCL learning environment, by focusing on the intertextual connections that were made between different discourses. This paper highlights, in particular, the intertextual connections between written texts, face-to-face discourse and classroom culture. 相似文献
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Hermans D Knoors H Ormel E Verhoeven L 《Journal of deaf studies and deaf education》2008,13(2):155-174
The acquisition of reading vocabulary is one of the major challenges for deaf children in bilingual education programs. Deaf children have to acquire a written lexicon that can effectively be used in reading. In this paper, we present a developmental model that describes reading vocabulary acquisition of deaf children in bilingual education programs. The model is inspired by Jiang's model of vocabulary development in a second language (N. Jiang, 2000, 2004a) and the hierarchical model of lexical representation and processing in bilinguals (J. F. Kroll & E. Stewart, 1988). We argue that lexical development in the written language often fossilizes and that many words deaf readers acquire will not reach the final stage of lexical development. We argue that this feature is consistent with many findings reported in the literature. Finally, we discuss the pedagogical implications of the model. 相似文献
67.
Besides phonotactic principles, orthographies entail graphotactic rules for which the reader must convert a phonological representation on the basis of spelling adaptation rules. In the present study, the learnability of such rules will be investigated with reference to Dutch. Although Dutch orthography can be considered highly regular, there are graphotactic rules that change letter sequences in plural noun formation. In a lexical decision experiment, the acquisition and use of such rules were examined. Participants were groups of 31 children from Grade 3 and 34 children from Grade 6, and 25 adults. The results showed that both children and adults are significantly less accurate and slower in recognizing plural word forms which undergo vowel change as a consequence of pluralization. It is concluded that graphotactic rules in Dutch orthography complicate Dutch word identification from an early stage of development and continue to play a complicating role in the word identification process of adult readers. In the discussion it is shown that current models fail to fully explain the processing of graphotactic rules in visual word identification. 相似文献
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Paans Cindy Onan Erdem Molenaar Inge Verhoeven Ludo Segers Eliane 《Metacognition and Learning》2019,14(2):189-213
Metacognition and Learning - The present study investigated the extent to which 18 dyads in 5th and 6th grade, who experienced low levels of social challenge, differed from 12 dyads who experience... 相似文献
70.
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