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1.
In the theoretical context of compensatory processing, the research studied the syntactic, semantic and grapho-phonic miscues made by groups of first year Junior school pupils of high, average and low reading attainments. 60 children aged between 7.5 and 8.5 years of age were asked to read aloud passages from the Neale Analysis of Reading Ability. All miscues were recorded and scored. Analyses of variance were then performed on these scores at two levels of text complexity. Reading attainment and sex were used as independent variables to test specified hypotheses related to miscue quality. The high reading attainment group typically made better quality syntactic, semantic and grapho-phonic miscues at the lower level of text complexity. Passage complexity affected the ability of some children to make effective use of syntactic and semantic cues. As text complexity increased, the miscue quality of high and above average reading attainment groups deteriorated. Higher scores on a word recognition reading test were significantly related to effective use of grapho-phonic miscues, but not to the use of syntactic and semantic cues, in reading material from more demanding texts. Limitations in the methodology used and suggestions for future work are discussed. 相似文献
2.
For postsecondary students with disabilities influencing reading performance, printed class materials pose a substantial barrier and have a negative impact on academic achievement. Digital technologies offer alternative ways of accessing print materials for students with print‐related disabilities. Alternative media is a broad term that encompasses a variety of formats into which printed text is converted. Alternative media, together with assistive computer technologies designed to read aloud the text, provide a means to access textual information and bypass the difficult reading process. The purpose of this article is to provide an overview of model programs and pertinent research on the use of alternative media by postsecondary students with print disabilities; we will identify promising practices for students whose disabilities negatively influence reading performance. 相似文献
3.
Sigal Eden Yoram Eshet‐Alkalai 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):846-856
In light of the present‐day proliferation of digital texts and the increase in situations that require active digital text reading in learning, it is becoming increasingly important to shed light on the comparison between print and digital reading under active reading conditions. In this study, the active reading abilities of 93 university students (83% females) were examined. Participants were asked to read, edit, recognize errors and improve the quality of short papers (600 words each) on the topic of environmental awareness, in both print and in digital formats. Surprisingly, and in contrast to many recent reports about print versus digital reading, no significant differences were found between the performances of participants in the two formats. Similarly, no significant differences were found for all categories of text errors as well as for gender. It was found that the digital readers completed their tasks faster than the print readers but their performance was not lower. Results of this study have important implications for the current debate in higher education concerning the use of digital text for learning and for designing, reviewing and editing academic works. 相似文献
4.
Annie Roy-Charland Melanie Perron Krystle-Lee Turgeon Nichola Hoffman Justin A. Chamberland 《Reading and writing》2016,29(4):731-743
In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children’s attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed) pace while their eye movements were monitored. Results revealed an interaction between speed and difficulty. For the easy and difficult books, children spent more time and made more fixations on the printed text when it was presented at slow speed than at fast speed. However, at fast speed, children spend more time and made more fixations on the text of the easy rather than the difficult books, but at slow speed no difference was observed. In addition, at slow speed positive correlations were observed between attention to print and letter knowledge and word reading skills. Results provide important information for the practice of shared book reading suggesting that to increase attention to print, speed should be reduced. Future research should investigate the role of reading speed on reading related outcomes such as discourse comprehension and children’s interest in reading activities. 相似文献
5.
Richard L. Sparks Jon Patton Leonore Ganschow Nancy Humbach 《Reading and writing》2012,25(7):1599-1634
Authors examined the relationship between individual differences in L1 print exposure and differences in early L1 skills and later L2 aptitude, L2 proficiency, and L2 classroom achievement. Participants were administered measures of L1 word decoding, spelling, phonemic awareness, reading comprehension, receptive vocabulary, and listening comprehension in 1?C5th grades, and then followed into 9?C10th grades where measures of L2 aptitude, L2 proficiency, and L1 print exposure were administered. Students?? responses on the L1 print exposure measure were used to divide them into High, Average, and Low Print groups. Findings showed significant differences between the High versus Low Print groups on all L1 skill measures, L2 aptitude and L2 proficiency tests, and L2 classroom achievement after controlling for IQ. L1 skill differences between the groups emerged as early as 1st grade. L1 phonemic awareness, L1 word decoding, and L1 spelling measures were the best discriminators of L1 print exposure among the three groups. Results suggest that early success in L1 reading and reading volume prior to L2 study may be related to differences in L2 aptitude, L2 proficiency, and L2 achievement several years later. 相似文献
6.
This study explored differences that might exist in comprehension when students read digital and print texts. Ninety undergraduates read both digital and print versions of newspaper articles and book excerpts on topics of childhood ailments. Prior to reading texts in counterbalanced order, topic knowledge was assessed and students were asked to state medium preferences. After reading, students were asked to judge under which medium they comprehended best. Results demonstrated a clear preference for digital texts, and students typically predicted better comprehension when reading digitally. However, performance was not consistent with students' preferences and outcome predictions. While there were no differences across mediums when students identified the main idea of the text, students recalled key points linked to the main idea and other relevant information better when engaged with print. No differences in reading outcomes or calibration were found for newspaper or book excerpts. 相似文献
7.
The purpose of the study was to assess the relative effectiveness of print, sign, and pictures in the transfer of reading-related information to children who are deaf. By means of personal computers, deaf children were presented CD-ROM-generated stories in four different formats: print only, print plus pictures, print plus sign language, and print plus pictures plus sign. A repeated-measure design was used to analyze participants' reading comprehension performance. Significant differences were found among the four presentation options. One observed phenomenon was that participants would switch from American Sign Language to Signed English when analyzing text. The study findings suggest that presenting stories on CD-ROM with multiple modes of reading cues, such as print, pictures, and sign language, may be an enjoyable and interesting supplement to standard reading practices. 相似文献
8.
There is general agreement about the benefits of school-based social and emotional learning (SEL) interventions in relation to children and young people’s social-emotional competence, mental health, and academic achievement. However, we know little about the theorized mechanisms through which SEL leads to improved academic outcomes. The current study is the first to present an integrative model (derived from the SEL logic model) using a 3-wave (annual assessment, T1, T2, T3) longitudinal sample of 1626 (51% boys, n = 832) 9–12-year-old students (M = 9.17, SD = .31 at baseline) attending 45 elementary schools in England, drawn from a major randomized trial of a universal SEL intervention (the Promoting Alternative Thinking Strategies curriculum; PATHS). Using structural equation modeling that accounted for within-time covariance, data clustering, gender and prior academic attainment, we examined the temporal relations between social-emotional competence (T1), school connectedness (T2), mental health difficulties (T2), and academic attainment (T3). It was hypothesized that social-emotional competence would directly and indirectly influence academic attainment through school connectedness and mental health difficulties. Our analyses also examined whether these hypothesized relations varied as a function of intervention exposure (PATHS versus usual provision). The theorized model was partially supported. Social-emotional competence at T1 exerted a significant influence on school connectedness and mental health difficulties at T2. However, the latter was the only significant predictor and mediator of academic attainment at T3 after controlling for gender and prior academic performance. Students with greater social-emotional competence at T1 were reported to experience fewer mental health difficulties at T2, and this in turn predicted higher academic attainment at T3. Intervention exposure did not markedly influence the magnitude or statistical significance of these identified pathways. Collectively, these findings indicate some possible revisions to our current understanding regarding the role of social-emotional competence in promoting academic attainment, as its contribution appears to lay primarily in buffering the adverse effects of mental health difficulties. 相似文献
9.
A comparative analysis of systematic synthetic phonics (SSP) and the intensive teaching of high frequency words (HFW) revealed the latter had greater impact on pupils’ reading attainment and fluency. Data were collected using multiple methods, including miscue analysis, Salford Reading Test, a phoneme skills test and HFW audits. 相似文献
10.
Han-Chin Liu 《Interactive Learning Environments》2013,21(4):433-446
This study investigated how the format of verbal instructions in computer simulations and prior knowledge (PK) affected 8th graders' cognitive load (CL) level and achievement in a multimedia learning environment. Although PK was not found to significantly affect student performance and CL level, instruction format was found to impact both. Students who used narrative simulations were found to have a greater CL but also to perform better than those using simulations with on-screen text instructions. However, no significant differences were found between the cognitive efficiency of the two groups. The difficulty of the subject matter and limitations in students' prior content-related knowledge may have increased the intrinsic CL, such that students had difficulty in interpreting the content even if their PK was relatively high. The narrative instructions were more likely than the on-screen text information to reduce the extraneous CL and promote understanding of content. A new measure of cognitive processing is needed to identify the types of CL involved in e-learning and determine the properties of adequate e-learning materials. Finally, the findings of the study are discussed and suggestions for future studies and instructional design are provided. 相似文献
11.
小学语文朗读教学探讨 总被引：2，自引：0，他引：2
黎雯 《遵义师范学院学报》2011,13(6):94-96
小学语文课程标准特别强调要加强朗读,即要求"能用普通话正确、流利、有感情地朗读"。有感情地朗读一定要建立在对作品充分理解感悟的基础上。小学生的朗读要有感情,必须要有过渡,要有铺垫,教师要设法架设朗读与有感情朗读之间的桥梁。文章从问题、情感、情境、想象、激励五个方面进行探讨,以期达到提升小学生朗读能力的目的。 相似文献
12.
Jean Underwood Mark Billingham Geoffrey Underwood 《Technology, Pedagogy and Education》2013,22(1):115-126
ABSTRACT What is the effect of a technologically rich out‐of‐school environment upon the use of information technology in the classroom? This question was approached by observing the relationships between the exposure to home electronic technologies and classroom disposition and performance. Secondary school children (11–12 years old) were interviewed to determine their declarative knowledge of computers and computer use, the richness of their technological environment and their declared interest in working with computers. They then performed a computer‐based language task that required them to enter missing letters from a piece of text This task required linguistic problem‐solving skills as well as keyboard agility and yielded a number of performance scores. Successful performance correlated with declared out‐of‐school computer use. The richness of the technological environment also correlated positively with declared computer use. Out‐of‐school experience did not predict attitudes to classroom information technology and there were no gender effects in attitude or performance. 相似文献
13.
Kara Sage Michael Piazzini John Charles Downey IV Langa Masilela 《Journal of Research on Technology in Education》2020,52(4):441-460
AbstractDigital and print readings differ in their affordances. Past research supports a print advantage, but few studies have used within-subjects approaches or compared handheld devices and multiple reading genres. We compared college students’ reading of several excerpts on paper, a laptop, and an e-reader. Students read on all platforms, completed comprehension tasks, and answered questions on their perceptions and preferences. Results indicated that students’ learning experience with print was superior, with the laptop a close second. In contrast, students’ learning from and perceptions of the e-reader were lower. There was no interaction with reading genre. This research suggests that students’ preference for print remains strong. When digital materials are used, e-readers appear to be a less viable option for academics relative to laptops. 相似文献
14.
When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom 总被引：2，自引：0，他引：2
Deborah L. Lowther Steven M. Ross Gary M. Morrison 《Educational technology research and development : ETR & D》2003,51(3):23-44
In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access
to laptop computers. Specifically we examined the impact of laptops on classroom activities, and on student use of technology
and their writing and problem-solving skills. Participating teachers received computer integration training using the iNtegrating
Technology for inQuiry (NTeQ) model to develop problem-based lessons that engage students in critically examining authentic
issues, and strengthen research and writing skills. A matched treatment-control group design was employed, in which classes
taught at the same grade levels in five participating schools served as the laptop (1 computer per student) and control (5+
computers per class) contexts. Participants included students, teachers, and parents from the two groups. Although systematic
observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students
used computers more frequently, extensively, and independently. Writing assessment results showed substantial and significant
advantages for laptop over control students, with six of eight effect sizes exceeding +0.80. Results also showed significant
advantages for the laptop group on five of the seven components of the problem-solving task. 相似文献
15.
Gal Ben-Yehudah Yoram Eshet-Alkalai 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):426-440
The use of digital environments for both learning and assessment is becoming prevalent. This often leads to incongruent situations, in which the study medium (eg, printed textbook) is different from the testing medium (eg, online multiple-choice exams). Despite some evidence that incongruent study-test situations are associated with inferior achievements, the effect of study-test congruency has not been investigated systematically. Here, we examine this question in the context of digitally displayed versus printed text comprehension using a full-factorial experimental design. One hundred and twelve university students participated in the study. They studied an expository text in one medium (print or digital) and then, comprehension was assessed in either the same (congruent) or the different (incongruent) medium. No significant differences in performance were found between the congruent and incongruent study-test conditions. However, consistent with findings reported in the literature, comprehension of the digital text was inferior to that of the printed text. Results show that this screen inferiority occurred irrespective of the testing medium. These findings suggest that studying in one medium and taking the test in another does not affect comprehension, but the medium in which one studies does influence test outcomes. 相似文献
16.
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
17.
This paper reports on two studies which investigated the relationship between children's texting behaviour, their knowledge of text abbreviations and their school attainment in written language skills. In Study One, 11–12‐year‐old children provided information on their texting behaviour. They were also asked to translate a standard English sentence into a text message and vice versa. The children's standardised verbal and non‐verbal reasoning scores were also obtained. Children who used their mobiles to send three or more text messages a day had significantly lower scores than children who sent none. However, the children who, when asked to write a text message, showed greater use of text abbreviations (‘textisms’) tended to have better performance on a measure of verbal reasoning ability, which is highly associated with Key Stage 2 (KS2) and 3 English scores. In Study Two, children's performance on writing measures was examined more specifically. Ten to eleven‐year‐old children were asked to complete another English to text message translation exercise. Spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group‐based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of textisms, although the direction of this association is nor clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range. 相似文献
18.
This qualitative inquiry into using microcomputers to access an on-line electronic encyclopedia revealed the salient issues
for eighth-graders in using computer technology and what they valued in their videotex experience. Assigned to gather information
both electronically and from traditional library materials to write a science theme, students with no prior computer experience
exhibited very little technological apprehension. Nearly all the students preferred electronic search by computer to print
search in books and periodicals. Underlying student reports appeared to be the perception that using a computer relieved them
from the process of note-taking and some editing judgments that using print materials would require. Overall, middle-school
students in this situation readily accommodate computers and videotex within their ongoing school context but assigned the
new technology greater value than traditional learning media. 相似文献
19.
Susan B. Newman 《Early childhood research quarterly》1996,11(4):495-513
Economic and social class differences in literacy-specific experiences and access to print resources have been widely documented. This study examined an intervention strategy designed to provide access to literacy materials and opportunities for parent-child storybook reading in three Head Start Centers. There were three specific objectives: (1) to examine the influence of text type (highly predictable, episodic predictable, and narrative) on patterns of interaction between parents and children; (2) to examine whether there were differences in these patterns of interaction between low proficiency and proficient parent readers; and (3) to examine gains in receptive language and concepts of print scores for children of low proficiency and proficient parent readers. Forty-one parents and their children participated in the study; 18 low proficiency parent readers and 23 proficient parent readers were involved in a 12-week book club. Results indicated that text type affected patterns of interaction and that parents' reading proficiency influenced conversational interactions, with different text types serving as a scaffold for parent-child interaction. Regardless of parental reading proficiency, however, children's receptive language and concepts of print improved significantly, providing further evidence for the importance of parental storybook reading on children's emerging literacy. 相似文献
20.
This study explored the influence of reading media and reading time-frame on readers' on-task attention, metacognitive calibration, and reading comprehension. One hundred and forty undergraduates were allocated to one of four experimental conditions varying on the reading medium (in print vs. on screen) and on the reading time-frame (free vs. pressured time). Readers' mindwandering while reading, prediction of performance on a comprehension test, and their text comprehension were measured. In-print readers, but not on-screen readers, mindwandered less on the pressured than in the free time condition, indicating higher task adaptation in print. Accordingly, on-screen readers in the pressured condition comprehended less than the other three groups. Mindwandering and text comprehension were similar under free reading time regardless of medium. Lastly, there were no differences in readers’ metacognitive calibration. The results support the hypothesis of shallow information processing when reading on screen under time constraints. 相似文献