共查询到20条相似文献，搜索用时 31 毫秒
1.
This article disrupts dominant discourses around boys and reading that often homogenise young males as reluctant, disengaged and, at times, adversarial readers. Rather than essentialising boys, we argue there is a need for a more sophisticated knowledge base about the influences, constraints and diverse experiences of boys as readers in society today. Drawing on interviews (n = 30) with Year 4 (8 to 9-year-old) boys at six schools, we consider their personal recounts of their enjoyment in reading, their preferred reading choices and narratives related to their experiences as readers at school. Analysis highlights boys' emerging reading interests, sophisticated and specific reading preferences, and changes in reading identities over time. Boys' preferences for particular fiction authors, novel series and genres dispute the common assumption in educational contexts that boys prefer to engage with non-fiction books. This finding is significant, as negative gendered stereotypes can impact on boys' reading self-concepts. It is also critical given Jerrim and Moss's recent research highlighting the importance of fiction in the development of reading skills. We consider implications for pedagogical practices that broaden reading experiences for the diversity of emerging masculine reading identities in nations such as Australia, where there is an absence of reading for pleasure in education policies. 相似文献
2.
Yu-Cin Jian 《Reading and writing》2017,30(7):1447-1472
This study investigated the cognitive processes and reader characteristics of sixth graders who had good and poor performance when reading scientific text with diagrams. We first measured the reading ability and reading self-efficacy of sixth-grade participants, and then recorded their eye movements while they were reading an illustrated scientific text and scored their answers to content-related questions. Finally, the participants evaluated the difficulty of the article, the attractiveness of the content and diagram, and their learning performance. The participants were then classified into groups based on how many correct responses they gave to questions related to reading. The results showed that readers with good performance had better character recognition ability and reading self-efficacy, were more attracted to the diagrams, and had higher self-evaluated learning levels than the readers with poor performance did. Eye-movement data indicated that readers with good performance spent significantly more reading time on the whole article, the text section, and the diagram section than the readers with poor performance did. Interestingly, readers with good performance had significantly longer mean fixation duration on the diagrams than readers with poor performance did; further, readers with good performance made more saccades between the text and the diagrams. Additionally, sequential analysis of eye movements showed that readers with good performance preferred to observe the diagram rather than the text after reading the title, but this tendency was not present in readers with poor performance. In sum, using eye-tracking technology and several reading tests and questionnaires, we found that various cognitive aspects (reading strategy, diagram utilization) and affective aspects (reading self-efficacy, article likeness, diagram attraction, and self-evaluation of learning) affected sixth graders’ reading performance in this study. 相似文献
3.
Much recent reading research in Hungary has focused on the formation of readers’attitudes and value judgements. This paper reports the results of a number of such studies, based on research with various groups, including library users, ‘killed-worker’ students, and children. A‘more books’programme has been found to be successful in developing a more discriminating approach to literature, but there is concern over national trends in reading. International studies have shown Hungarian students to be comparatively good at science but poor at reading. More books are being bought, and the proportion of women readers is increasing, but adults are spending less time on reading, and have a growing interest in non-fiction. The results of reading research in Hungary are not regarded as of purely theoretical interest. Such results are regularly used by librarians and by educational administrators. 相似文献
4.
Peter Davies 《Education 3-13》2013,41(1):28-30
This paper reports on a small-scale study which examined children's knowledge of fiction and non-fiction genres on starting school and how this knowledge had changed after two terms in a reception class. It also considers how the teacher's reading of texts to the class may have influenced children's development. 相似文献
5.
It is well known that children who read more tend to achieve higher scores in academic reading tests. Much less is known, however, about the link between reading different types of text and young people's reading performance. We investigate this issue using the Programme for International Student Assessment (PISA) 2009 database, exploring the association between the frequency with which teenagers read five different types of text (magazines, non-fiction, fiction, newspapers and comics) and their PISA reading scores. Analysing data from more than 250,000 teenagers from across 35 industrialised countries, we find evidence of a sizeable ‘fiction effect’; young people who read this type of text frequently have significantly stronger reading skills than their peers who do not. In contrast, the same does not hold true for the four other text types. We therefore conclude that encouraging young people to read fiction may be particularly beneficial for their reading skills. Interventions encouraging fiction reading may be especially important for boys from disadvantaged socio-economic backgrounds, who are less likely to read this text type. 相似文献
6.
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were assessed again in a retention test. Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback. During the training, both good and poor readers improved in accuracy and speed. The increase in speed was stronger for poor readers than for good readers. The good readers demonstrated a stronger increase for pseudowords than for words. This increase in speed was most prominent in the first four sessions. Two weeks after training, the levels of accuracy and speed were retained. Furthermore, transfer effects on speed were found for pseudowords in both groups of readers. Good readers performed most accurately during the training when they received no feedback while poor readers performed most accurately during the training with the help of phonics feedback. However, feedback did not differentiate for reading speed or for effects after the training. The effects of repeated word reading were found to be stronger for poor readers than for good readers. Moreover, these effects were found to be stronger for pseudowords than for words. This indicates that repeated word reading can be seen as an important trigger for the improvement of decoding skills. 相似文献
7.
Sixty-four good and poor readers at first and third grades were administered a task measuring cognitive style in the auditory modality. They were also administered the Peabody Picture Vocabulary Test-Revised (PPVT-R) to obtain a measure of IQ. Poor readers committed significantly more errors and exhibited shorter response latencies on the Auditory Cognitive Style Task than did good readers. More importantly, poor readers demonstrated inefficient strategies for successful performance. It was suggested that good reading skills, as well as successful performance on the auditory task, require a certain degree of planfulness and self-monitoring activity on the part of the child which was apparently absent in the poor reader. Furthermore, it was proposed that the cognitive style variable, conceptual tempo, may be better viewed within the framework of the concept of metacognition. 相似文献
8.
Previous research has indicated a relationship between reading ability and the integrity of certain phonological processing skills--skills that operate on the sound structure of language. This study shows how the deficient phonological processing skills of poor beginning readers can impair their comprehension of spoken phrases and sentences that are disambiguated by prosodic cues (i.e., pitch, stress, and pause). Following a brief summary of the available research literature, two new experiments are reported to illustrate that poor readers do not interpret certain sentences as accurately as good readers do, because they are less able to hold phonological material temporarily in working memory. Further insight into the basis of these differences between good and poor readers is provided by two additional pieces of evidence: The differences between good and poor readers are analogous to those between older and younger children readers, and the performance of poor readers tends to resemble that of younger children reading at their same level (i.e., reading-ability-matched controls). Apparently, good and poor readers tend to differ in the rate at which they develop phonological processing skills. 相似文献
9.
10.
Gemma Moss 《Literacy》2001,35(3):106-110
This paper examines change and variation in the design of non‐fiction texts which have a junior‐age readership. Using a multimodal analysis, which draws from Kress and Van Leeuwen’s work, it argues that different forms of presentation of non‐fiction offer different ways of reading non‐fiction texts, which as yet are neither fully described nor recognised. Using the contrasts between linear and non‐linear design, the paper suggests that non‐fiction texts can be more or less firmly orientated towards reading as work or reading as play, contrasts which readers’ own choices in different contexts of use make apparent. From this point of view, the eclecticism of the National Literacy Strategy’s references to non‐fiction texts provides a starting point for renewed exploration of what non‐fiction is and how it really works for its readers. 相似文献
11.
Kit‐Ling Lau 《Journal of Research in Reading》2006,29(4):383-399
This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think‐aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think‐aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that Chinese good readers used more strategies and had better ability and knowledge of strategy use than did poor readers. In addition to the cognitive deficiencies, poor readers were also found to have poorer intrinsic motivation than did good readers. The combined problems of poor reading ability and motivation made them reluctant to process the text at a deeper level and they gave up easily when they encountered reading difficulties. Implications of these findings for studying the reading problems of Chinese students and implementing effective reading instruction in Hong Kong Chinese language teaching are discussed. 相似文献
12.
《The Journal of educational research》2012,105(6):400-404
AbstractThe purpose of this observational research was to investigate the task-attending behaviors of good and poor readers during reading instruction. Three aspects of reading instruction were identified for investigation 1) working with the teacher versus working independently ; 2) the nature of the reading task; and 3) the difficulty level of the reading material used for instruction. No difference was found in the task-attending behavior of good and poor readers when engaged in teacher-directed reading instruction and when reading independently. Good readers spent significantly more on-task time involved in contextual reading then poor readers. It is also suggested that good readers are placed in "easy" materials while many poor readers are placed in "difficult" materials for reading instruction, the result being that students in "easy" materials are on-task more often than those in "difficult" materials. Limitations and implications of the study are discussed and recommendations for instructional practice are presented. 相似文献
13.
Reading strategy use and motivation among Chinese good and poor readers in Hong Kong 总被引：1，自引：0，他引：1
Eighty‐three good readers and 76 poor readers were compared on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Poor readers scored lower than good readers in using all reading strategies, and especially in using sophisticated cognitive and metacognitive strategies. Poor readers also had lower intrinsic motivation in reading than had good readers. While the ability to use reading strategies had the strongest relation with reading comprehension, intrinsic motivation and strategy attribution might facilitate reading development through their positive relations with strategy use. Implications of these findings for implementing effective reading instruction in Hong Kong Chinese language teaching are discussed. 相似文献
14.
David L. Share 《教育心理学》1990,10(2):181-186
Significant differences in self‐correction rates between good and poor readers are a well‐established finding. However, previous research has failed to control text difficulty. Self‐correction rates among good and poor readers were compared in a reading level design which controlled text difficulty. No significant differences were found between the groups when reading identical passages at equivalent error rates. Furthermore, self‐correction rates correlated with reading accuracy but not with reading comprehension. It is argued that prior reports of significant differences in self‐correction rates between good and poor readers do not substantiate the claim that self‐correction behaviours tap factors that play a causal role in promoting reading acquisition. 相似文献
15.
Good and poor readers at the junior high school level and good and poor spellers at the university level were compared on their ability to produce words in response to a semantic cue (a category name), a visual cue (three letters), and an auditory cue (a syllable rime). Kindergarten children were tested on a word-identification task and their retrieval of words in response to the semantic and auditory cues. At all ages, poor readers or spellers produced fewer words on all word-retrieval tasks than did good readers or spellers. Performance on the auditory and visual word-retrieval tasks correlated very highly with pseudoword reading and spelling ability in the two older groups; in the kindergarten children, auditory retrieval correlated with word identification. The results suggest that poor readers have not organized words in long-term memory according to rhyming families but that good readers have. We speculate that failure to retrieve rhyming words during acquisition of reading and spelling skills underlies the failure of poor readers and spellers to abstract the higher-order relationships between orthography and phonology. 相似文献
16.
Dyslexia and the double deficit hypothesis 总被引：1，自引：4，他引：1
Nathlie A. Badian 《Annals of dyslexia》1997,47(1):69-87
The double deficit hypothesis (Bowers and Wolf 1993) maintains that children with both phonological and naming-speed deficits
will be poorer readers than children with just one or neither of these deficits. In the present study, we drew on this hypothesis
to help understand why some children have a serious reading impairment. In addition, by adding an orthographic factor, we
extended it to a triple deficit hypothesis. Participants were 90 children aged 6 to 10 years. Dyslexic children, whose reading
was low for age and for expected level, garden-variety poor readers, reading-level matched younger children, and low verbal
IQ good readers, were compared. The dyslexic group was significantly lower then the garden-variety poor readers and the low
verbal IQ good readers on most measures, and lower than the younger group on phonological measures. Findings support the double
deficit hypothesis of Bowers and Wolf, and also the triple deficit hypothesis. Most of the poorest readers, nearly all of
whom qualified as dyslexic, had a double or triple deficit in phonological, naming-speed, and orthographic skills. Conclusions
were that dyslexia results from an overload of deficits in skills related to reading, for which the child cannot easily compensate. 相似文献
17.
A follow-up of a representative sample of poor readers through secondary schooling confirmed persisting reading problems for most children. As a group, poor readers fell further behind a normal-reading comparison group during their early teens. Later reading progress was unrelated to gender, SES background, behavior problems or non-school attendance, though these factors did influence wider school attainments. Poor readers were more likely to leave school early, and had much depressed educational qualifications. There were no differences in the reading progress or academic attainments of specifically retarded (IQ-discrepant) and generally backward poor readers. 相似文献
18.
Susannah Smith 《Literacy》2004,38(1):10-16
The reading experiences of six young successful boy readers were studied over a two‐year period. In this article, their non‐fiction reading is analysed and ways in which the boys make positive connections between masculinity and reading are identified. The boys' non‐fiction reading centres on typical boy interest areas and hobbies (for example, football, space, dinosaurs) and, through their reading, they have become experts on these areas. This has earned them respect from their peers, particularly other boys, and a high status, hegemonic masculine identity in the classroom. Thus, for this group of boys, unlike many other boys, masculinity and reading are compatible; in this particular version of masculinity, reading is a desirable pursuit. 相似文献
19.
S J Muncer B S Gorman S Gorman D Bibel 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):5-10
Previous attempts to examine the effects of different types of text format on reading have focused on the improvement of reading. The present study investigated the effect of using a text format that might be predicted to disrupt reading. In this study 56 individuals were presented with reading material presented in right-justified format and in'ragged'uneven line format. Subjects performed significantly worse on right-justified material. Subjects who were classified as good readers on the basis of a pretest were more affected than poor readers. It is suggested that this may result from differences in the reading style of good and poor readers. 相似文献
20.
Sarah Eilers Simon P. Tiffin-Richards Sascha Schroeder 《Scientific Studies of Reading》2013,17(6):509-522
ABSTRACTChildren struggle with the resolution of pronouns during reading, but little is known about the sources of their difficulties. We conducted a longitudinal eye tracking experiment with 70 children in the final years of primary school. The children read sentences with a contextual resolution preference in which gender was either an informative resolution cue for the pronoun or not. We were interested in children’s processing of the pronoun and their resolution preferences, as well as the effects of individual differences of Grade level and reading skill. Children’s resolution ability improved with age, and good readers were more accurate than poor readers. In the eye-tracking measures, we found strong individual differences related to reading skill: Children with good reading skill took more time to read the pronoun region when pronoun gender was informative, suggesting that good readers make better use of the available information at the pronoun than poor readers. 相似文献