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1.
Though rereading is a study method commonly used by students, theoretical disagreement exists regarding whether rereading a text significantly enhances the representation and retention of the text’s contents. In four experiments, we evaluated the effectiveness of rereading relative to a single reading in a context paralleling that faced by students in the classroom. Participants read educational texts (textbook chapters or a Scientific American article) under intentional learning instructions. Learning and memory were tested with educationally relevant summative assessments (multiple choice, short-answer questions, and text summaries). With only several exceptions, rereading did not significantly increase performance on the assessments. We also found that reading comprehension ability did not alter this pattern. It appears that when using ecologically valid materials such as a textbook chapter, immediate rereading may have little or no benefit for improving performance on educationally relevant summative assessments. 相似文献
2.
Marsha Bensoussan 《Journal of Research in Reading》1998,21(3):213-227
Schemata are known to play an important a role in reading comprehension. Comprehension is seen as the interaction between top-down processing from activated schemata and bottom-up processing from concepts expressed by the text. If readers activate an inappropriate schema, they may miss the meaning of the text. The present study examines the effects of faulty schemata on reading comprehension. At the end of an advanced English reading course at Haifa University, a test of reading comprehension was administered to 125 students. One section of the test contained an advanced level text about love and marriage, a text close to the personal experience of the examinees. Using dictionaries, students translated expressions and sentences and answered short-answer comprehension questions in English. Results indicated that 23% of the wrong answers to the comprehension questions were driven by schemata which differed substantially from the actual content of the text. 相似文献
3.
Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background. 相似文献
4.
Previous research has documented the role of readers’ existing topic knowledge in supporting students’ comprehension of text; yet, we know less about how to build students’ knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in the interest of students’ literacy development through the use of conceptually coherent text sets. Fourth grade students (N = 59) were randomly assigned to read either a set of six informational texts that cohered around a set of concepts related to the topic birds (CC texts) or a set of texts that addressed a range of topics (NCC group texts). After reading, we assessed students’: (1) knowledge of the concepts in the conceptually coherent text set, (2) knowledge of target concept-related words that appeared in their respective text sets, (3) knowledge of general academic words that appeared in both texts sets, (4) comprehension of a novel text on a related topic, and (5) interest in the topic of the conceptually coherent texts. Results revealed that students who read the conceptually coherent texts demonstrated more knowledge of the concepts in their texts, more knowledge of the target words in their texts, and had better recall of the novel text compared to students who read unrelated texts. Findings suggest that there is potential for knowledge and vocabulary to be built during English language arts through a focus on conceptual coherence in the design of reading experiences for students. 相似文献
5.
Tenaha O’Reilly Dr Gary Feng Dr John Sabatini Dr Zuowei Wang Dr Joanna Gorin 《Educational Assessment》2018,23(4):277-295
In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content. 相似文献
6.
Astrid Kraal Arnout W. Koornneef Nadira Saab Paul W. van den Broek 《Reading and writing》2018,31(9):2017-2040
The present study investigated comprehension processes and strategy use of second-grade low- and high-comprehending readers when reading expository and narrative texts for comprehension. Results from think-aloud protocols indicated that text genre affected the way the readers processed the texts. When reading narrative texts they made more text-based and knowledge-based inferences, and when reading expository texts they made more comments and asked more questions, but also made a higher number of invalid knowledge-based inferences. Furthermore, low- and high-comprehending readers did not differ in the patterns of text-processing strategies used: all readers used a variety of comprehension strategies, ranging from literal repetitions to elaborate knowledge-based inferences. There was one exception: for expository texts, low-comprehending readers generated a higher number of inaccurate elaborative and predictive inferences. Finally, the results confirmed and extended prior research by showing that low-comprehending readers can be classified either as readers who construct a limited mental representation that mainly reflects the literal meaning of the text (struggling paraphrasers), or as readers who attempt to enrich their mental representation by generating elaborative and predictive inferences (struggling elaborators). A similar dichotomy was observed for high-comprehending readers. 相似文献
7.
Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 
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下载免费PDF全文 Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.
8.
This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts. 相似文献
9.
In the comprehension of multiple controversial scientific texts, readers with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information. In the present study, we examined whether an argument in contrast to a summary task instruction can increase the resource allocation to and strategic validation of belief-inconsistent information which should be positively related to comprehension. Undergraduate students read one belief-consistent and one belief-inconsistent text about a controversial scientific issue either with an argument or a summary task instruction. The use of strategic validation and memorization strategies was assessed with think-aloud protocols, and a verification task was used to investigate comprehension outcomes. As predicted, readers following a summary task read belief-consistent information longer and used more memorization strategies for such information. Readers following an argument task spent similar time reading both text types and used more validation strategies when reading the belief-inconsistent text. In addition, the use of strategic validation during reading the belief-inconsistent text improved comprehension for this text type but hindered the comprehension of the belief-consistent text. 相似文献
10.
Jean-François Rouet Ludovic Le Bigot Guillaume de Pereyra M. Anne Britt 《Reading and writing》2016,29(8):1549-1570
Three experiments investigated the role of source information (i.e., who said what) in readers’ comprehension of short informational texts. Based on the Discrepancy-Induced Source Comprehension assumption (Braasch, Rouet, Vibert, & Britt, 2012), we hypothesized that readers would be more likely to make use of source information when summarizing stories that included discrepant statements. Readers would also memorize source information more accurately. Experiments 1 and 2 found that American and French college students were more likely to refer to source information when they summarized news reports containing discrepant assertions. A detailed content analysis of the summaries also indicated that students use hedging and several other tactics to resolve contradictions. Experiment 3 replicated Braasch et al.’s finding that sources of discrepant stories were more likely to be recalled than sources of consistent stories. Experiment 3 also extended these findings using longer texts and a different reading task. Altogether the data support the Documents Model framework of multiple source comprehension. 相似文献
11.
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
12.
Summary versus argument tasks when working with multiple documents: Which is better for whom? 总被引：1，自引：0，他引：1
Laura Gil Ivar Bråten Eduardo Vidal-Abarca Helge I. Strømsø 《Contemporary educational psychology》2010
This article reports on two experiments where undergraduates read five documents on a scientific topic and afterwards answered comprehension questions and wrote either summaries or argument essays on the topic. In the first experiment, students who were instructed to work with the documents for the purpose of summarizing their contents displayed better comprehension and integration of document contents than did students instructed to construct arguments from the documents. In the second experiment, focusing on whether the effects of task instructions on multiple-documents comprehension and integration could be moderated by students’ prior knowledge, it was found that only students with high prior knowledge were able to take advantage of instructions to construct arguments while reading, whereas low-knowledge readers seemed to be more hindered than helped by such task instructions. Theoretical as well as educational implications of these findings are discussed. 相似文献
13.
Magnus Österholm 《Educational Studies in Mathematics》2006,63(3):325-346
This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two
mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only
uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical
text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each
text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical
text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical
texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension
process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics
courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding
reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit
teaching of reading comprehension for texts including symbols. 相似文献
14.
The goal of this study was to determine the effect of setting a delay between reading a text and answering comprehension questions on when-to-search and what-to-search decisions in a task-oriented reading environment. Fifty-five eighth-grade students were randomly divided into two groups. One group read one text, answered comprehension questions regarding the text with the text available, and subsequently repeated the procedure with a second text (immediate condition). The other group read both texts first and then answered, with the texts available, the questions for the first text and then for the second text (delayed condition). In both conditions, the readers’ actions during the task were recorded. The results demonstrated that the students in the delayed condition made more search decisions. In addition, moderated mediation analyses indicated that setting a delay had a positive indirect effect on performance via increased searching only for the students with average and high comprehension skills. Moreover, decisions regarding what information to search for depended exclusively on comprehension skill. Instructional implications are discussed. 相似文献
15.
Many adolescents, particularly adolescents with disabilities, have difficulty with literacy tasks such as reading and writing. Yet research has found that when students with disabilities receive appropriate instruction, they typically are able to improve their overall writing outcomes. This study explored the effectiveness of a summary writing strategy taught through a mnemonic device (WINDOW) with prompts for self-regulation on the summary writing and reading comprehension of high school students with disabilities. Results indicated that the students who received the intervention wrote longer and higher quality summaries and improved their reading comprehension scores after learning the strategy when compared to a control group. These outcomes indicate that the WINDOW strategy may have the potential to improve reading and writing outcomes for high school students with disabilities. Implications for practice and future research are discussed. 相似文献
16.
《Australian Journal of Learning Difficulties》2013,18(1):43-50
Abstract Many students in Australian schools today experience difficulty understanding read text beyond Year 3 despite early intervention and rich learning experiences. Often the first indications that such students may have reading comprehension difficulties is from poor performance on comprehension tests in fourth grade. After Year 3 the written text becomes more complex and there is an increasing emphasis on reading comprehension. Less skilled comprehenders experience difficulties because they often use inefficient memory strategies and do not normally visualise story content. Readers with comprehension difficulties can be taught to construct mental imagery that will enable them to link verbal and imaginal information more efficiently into their working memory by reducing the cognitive load. The indications are that engaging readers in elaborative questioning and discussion of the text improves reader's own language and mental imagery as well as enhancing comprehension of read text. For readers who have struggled for years and have developed a resistance to reading, a literacy tutoring intervention framework that focuses on a personalised responsive relationship‐based approach to reading, combined with interesting text and student choice of appropriate material, can facilitate improved reading. The Comprehension of the Narrative intervention program is an example of a multiple strategy training intervention program that utilises explicit strategy instruction in a framework of measured stages while also increasing the level and complexity of the reading texts used. It has been shown that participating students are enabled to build on previously mastered skills and develop more effective higher order comprehension outcomes through focused dialogue with trained tutors. 相似文献
17.
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
18.
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
19.
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students’ reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving students in grades 1–12. Nineteen studies were located that met inclusion criteria, resulting in 4 writing activities comparisons with 4 or more studies per comparison: summary writing versus answering questions (k = 5), summary writing versus note taking (k = 7), answering questions versus note taking (k = 4), and answering questions versus extended writing activities (k = 6). Effect sizes calculated for each writing activities comparison indicated there were no statistically significant differences for any of these comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures. Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity, whereas summary writing enhanced reading comprehension better than question answering on a free recall measure. The results provide limited support for the theoretical viewpoint that writing activities are differentially effective in improving reading comprehension based on how closely the writing activities are aligned with a particular measure. 相似文献
20.
D. Jake Follmer Shin-Yi Fang Roy B. Clariana Bonnie J. F. Meyer Ping Li 《Reading and writing》2018,31(1):185-214
The current study examined the relations among key variables that underlie reading comprehension of expository science texts in a diverse population of adult native English readers. Using Mechanical Turk to sample a range of adult readers, the study also examined the effect of text presentation on readers’ comprehension and knowledge structure established after reading. In Study 1, ratings of situational interest, select reading background variables, and select measures of readers’ knowledge structure accounted for significant variance in comprehension. In Study 2, the knowledge structure metrics of primacy, recency, and node degree as well as several text ratings were found to be comparable across text presentation formats. Participants who read the text sentence-by-sentence obtained higher scores on measures of comprehension and provided higher ratings of situational interest than those who received the whole paragraph text at once. Knowledge structure measures for the sentence-by-sentence and paragraph formats were similar (68% overlap). We discuss implications for future research examining factors that underlie the successful comprehension of science texts. 相似文献