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1.
The purpose of this study was to examine the effects of grade level and recall task type on children's memory for explicit, implicit and metaphorical information following reading. Forty second and 40 fifth grade subjects balanced as to gender read four prose passages and were randomly assigned to cued and free recall conditions. A MANOVA produced significant main effects for grade level and task type on each of three dependent variables; EXPLICIT, IMPLICIT and METAPHOR recall measures. As predicted, fifth graders fared better than second graders and the cued condition exceeded free recall. Of greater significance was the finding that second graders were able to engage in metaphorical reasoning when the task was appropriately structured. The results suggest that providing externally generated, structured probes can greatly enhance children's reading recall at both grade levels and can enable children to demonstrate metaphorical comprehension prior to the age at which it spontaneously appears. In addition, significantly different patterns of recalled information were found within the two task conditions, patterns that remained stable across age groups.  相似文献   

2.
Abstract

In this study, we investigated the effects of previewing on children's comprehension of a televised story. Using a variation of Ausubel’s advance organizers, a 1½-min edited video was constructed to provide children with a brief overview of the basic plot structure before seeing the televised story Soup and Me. Study 1 examined the effects of previewing with 48 second graders using a multiple-choke test of 20 items, which assessed their recall of central, incidental, and inferential story information. Our results indicated that viewing a preview before a televised story significantly increased students' comprehension of plot-essential information, but did not influence their learning of incidental information or their ability to draw inferences from the story. Study 2 examined previewing’s effects on free recall with 39 first graders. Those students in the preview group recalled the episodic structure of the story significantly better than the control group did. Previews appeared to act primarily as a cuing device, drawing children's attention to certain central aspects of the story. These results indicate that previewing may be an effective mediational technique for enhancing children's comprehension and retention of plot-essential information from a televised story.  相似文献   

3.
Contemporary embodiment theory's indexical hypothesis predicts that engaging in text-relevant activity while listening to a story will: (1) enhance memory for enacted story content; and, (2) result in relatively greater memory enhancement for enacted atypical events than for typical ones (16 and 17). To date, indexical hypothesis predictions and applications have been examined only with adults and elementary school-aged children. The present study extended previous research by comparing an activity-based listening strategy to a listening-only strategy with 56 preschool children. The first hypothesis was supported in that children in the activity-based condition recalled more story actions than children in the listening-only condition. At the same time, this effect was relatively greater for children who were initially better at remembering story content than for initially poorer story rememberers. Consistent with previous research findings, no statistical differences between conditions were observed on memory for nonaction story content. The second hypothesis – that children in the activity-based strategy would exhibit comparatively greater memory enhancement for atypical story events relative to typical ones – was not supported. Theoretical and practical implications of the findings are discussed.  相似文献   

4.
The authors examined an activity-based listening strategy with first- and third-grade children in mixed-grade dyads. On the basis of theories of cognitive development and previous research, the authors predicted the following: (a) children in an activity-based strategy would recall more story events compared with those in a repetition strategy and (b) children who performed activity would recall more events compared with those who observed activity. In addition, previous visual imagery research suggested that (c) recall in favor of the activity-based strategy would be observed when the toys were removed and imagery instructions were provided. The results confirmed the first prediction that the activity-based strategy would improve children's memory for story content. The second prediction was not supported: Physical manipulation did not improve memory beyond observing the actions performed by a peer. Last, third-grade students benefited from imagery instructions after training, whereas first-grade students did not. The authors discuss the theoretical and education implications of the results.  相似文献   

5.
In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ, reading, language, and working memory, and a story comprehension task that consisted of two conditions: listen through and think aloud. The major findings in this study were that (a) average readers generated significantly more explanatory inferences than below-average readers, and (b) comprehension performance as measured by story recall was significantly better for both groups in the think-aloud condition than in the listen-through condition. The discussion addresses the implications of these findings.  相似文献   

6.
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   

7.
Oral language provides a foundation for reading comprehension. Story comprehension is a fundamental oral language skill; it covers making inferences, identifying main ideas, monitoring, perspective-taking, and applying working memory capacity. Complex reasoning and perspective-taking are key factors in deep reading comprehension. Preliterate children’s deeper story comprehension skills can be initial indicators of their later reading comprehension. Thus, the purpose of this research is to investigate preliterate preschool children’s story comprehension skills in detail. This study focuses on the additional multimedia features of digital storybooks and whether they hinder or promote young children’s explicit and implicit comprehension in a small group reading activity. The findings revealed that (a) children in the multimedia-enhanced storybook group outperformed the print storybook group in terms of both explicit and implicit story comprehension, (b) explicit story comprehension was higher than implicit story comprehension for both groups, and (c) the children recalled significantly more story elements and the length of the story retellings was greater with the aid of animated illustrations. The findings indicate that a digital storybook provides close temporal contiguity of text and visuals and may enhance story understanding by concretizing the narration. The study provides evidence that multimedia stories can foster children’s implicit story comprehension and inferential thinking about the content of the story.  相似文献   

8.
The present study assessed the effect of small, medium, and large group size on kindergarten children's listening comprehension. Approximately 120 children were divided by sex and randomly assigned to one of four groups which varied from one another only in size. To determine the children's entry listening comprehension skill level, subtests of four reading tests were administered to all children. Those children participating in one adult to one child instruction, one adult to seven or eight children instruction, and one adult to fifteen children instruction interacted daily for ten sessions with an instructor who posed specific comprehension questions, read a carefully selected piece of children's literature, then restated the comprehension questions to assess the children's understanding of the story. All responses were recorded on a pictorial answer sheet. Those children in the control group received no instruction. The children's exit level listening comprehension skills were reassessed by administering the same preinstruction subtests to all children immediately following the ten sessions. Group size was found to affect significantly the children's performance, with one to one instruction resulting in the greatest gains.  相似文献   

9.
It has been shown that pictures greatly facilitate children’s recall of story information, But will they have the same positive effect when the passages to be recalled are more directly educational? In these experiments, both single pictures illustrating the passage’s main idea and a group of pictures, one illustrating each sentence, helped fourth graders recall the illustrated content of newspaper articles.  相似文献   

10.
A story's space or setting often determines and constrains the actions of its characters. We report on an experiment with 106 children of 7–8 years old in which, using a novel enactment task, we measured children's representation of a story character's movement during story listening. We found that children were more likely to enact movements that were explicitly stated in the passage than those they had to infer based on their situation model representation of the house and the character's location within it. We found that this ability to infer movements was significantly predictive of children's narrative comprehension after controlling for oral comprehension, vocabulary, working memory, and enactment of explicitly stated movements. We discuss the role of spatial situation models in comprehension and potential future uses for this enactment task in research and classrooms.  相似文献   

11.
The authors conducted 2 experiments with children from a reservation community. In Experiment 1, 45 third-grade children were randomly assigned to the following reading strategies: (a) “reread,” in which participants read each sentence of a story and then reread it; (b) “observe,” in which participants read sentences and then observed an experimenter move manipulatives as directed by the story; and (c) “activity,” in which participants read sentences and then moved manipulatives as directed by the story. In Experiment 2, 40 second-grade children were randomly assigned to either the reread or activity strategy. In both experiments, activity participants remembered more story content than did reread participants. In Experiment 1, the authors identified no memory differences between observe and activity strategies. When imagery instructions replaced the original strategies, Experiment 1 third-grade activity (and observe) participants recalled more story content than did reread participants, but Experiment 2 second-grade activity participants did not. The authors discuss the instructional benefits of activity-based reading strategies, along with developmental implications.  相似文献   

12.
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13.
Dialogic reading, when children are read a storybook and engaged in relevant conversation, is a powerful strategy for fostering language development. With the development of artificial intelligence, conversational agents can engage children in elements of dialogic reading. This study examined whether a conversational agent can improve children's story comprehension and engagement, as compared to an adult reading partner. Using a 2 (dialogic reading or non-dialogic reading) × 2 (agent or human) factorial design, a total of 117 three- to six-year-olds (50% Female, 37% White, 31% Asian, 21% multi-ethnic) were randomly assigned into one of the four conditions. Results revealed that a conversational agent can replicate the benefits of dialogic reading with a human partner by enhancing children's narrative-relevant vocalizations, reducing irrelevant vocalizations, and improving story comprehension.  相似文献   

14.
The study explored differences in story comprehension and vocabulary learning in children in native and multicultural kindergarten classrooms when listening to a story read to them by the computer or the teacher. The results showed that children (41 native and 30 immigrant) learned new words, both from listening to their teacher and from listening to the computer. However, immigrant children learned more words and had better story comprehension when the teacher read the story. The study does however show that the computer can provide learning gains for kindergartners working individually and without teacher support with a software program.  相似文献   

15.
Studies have shown that under certain conditions pictures can facilitate young children’s oral prose comprehension. Can pictures also aid comprehension when the information is presented in written form rather than orally? If so, what kinds of pictures, under what conditions? These experimenters analyzed a prose passage into 350 idea units, then interspersed throughout the text pictures depicting either the 179 main ideas or both the main ideas and the 171 nonessential details, or included no pictures. The subjects, fourth and sixth graders, wrote down all they could remember of the story immediately and again 5 days later. Pictures did facilitate both immediate and delayed recall, but only of the main ideas.  相似文献   

16.
The study reported investigated whether using both of a bilingual's languages to process expository text enhanced or impaired comprehension. Eighty French-English bilinguals read a passage written in either French or English, took notes on the passage in either French or English, and completed tests of free recall and inference in French and English. Bilinguals who used both of their languages to read and take notes neither recognized nor recalled more information overall than their counterparts who read and took notes in the same language. Bilinguals who read and took notes in alternate languages, however, recalled more of those notes than subjects who read and took notes in the same language. Implications for future research pertaining to the interaction of bilinguals' languages during processing of text are discussed.  相似文献   

17.
The purpose of the present research was to investigate whether inefficient suppression mechanisms cause overload and interference in working memory and, consequently, influence reading comprehension. Two groups of children, matched for intelligence but differing in inferential comprehension ability, were compared on measures of short-term (passive storage) and working memory (maintenance and processing) and memory for relevant and irrelevant information after reading a passage. Poor comprehenders produced more intrusion errors in a working memory task and recalled more irrelevant information from the passage. The presence of irrelevant information in recall suggests that poor comprehenders are less efficient in reducing the activation (suppression) of information, which is no longer relevant. A year-long longitudinal study was conducted to investigate the influence of suppression efficiency in reading comprehension. Intrusion errors were shown to be a good predictor of comprehension performance 1 year later. Suppression mechanisms seem to play an important role in working memory by reducing interference and improving the processing and maintenance of relevant information in order to build a coherent representation during reading comprehension.  相似文献   

18.
A multiple baseline design was implemented to address the questions, “Do qualitative changes in reported strategies occur during treatment and does strategy instruction concurrently influence a conceptually related task?” The dependent measure for the prose recall task was the number of idea units recalled, while the number of facts comprehended during silent reading sessions assessed transfer effects. “Thinking aloud protocols” were used to identify cognitive processes during prose recall. The results suggested that a qualitative shift in verbal strategy reports occurred across training sessions. The introduction of cognitive training (visual and verbal mapping of idea units) increased the recall of prose compared to the baseline conditions, although concurrent effects on reading comprehension tasks were minimal. It was assumed that unstable cognitive processes during prose recall, as well as nonequivalent mental processes between the two tasks, accounted for the poor transfer of training effects.  相似文献   

19.
Having young readers manipulate objects to correspond to the characters and actions in a text greatly enhances comprehension as measured by both recall and inference tests. As a step toward classroom implementation, we applied this manipulation strategy in small (three-child) reading groups. For successive critical sentences, one child would read the sentence aloud and then manipulate the objects, then the next child would read and manipulate, and so on. Children in a reread control condition also alternated reading the text. For the reread condition, one child would read the critical sentence and then reread it, followed by the next child, and so on. Children who manipulated were substantially more accurate in answering questions about the texts. Thus, the manipulation strategy meets at least some of the criteria for being applicable in a classroom setting, namely it is effective when applied in small groups.  相似文献   

20.
There are few research studies on the effects of teaching comprehension strategies to young children in the primary grades. Using a Dominant–Less Dominant Mixed Model design employing both qualitative and quantitative data collection, we evaluated two approaches for teaching comprehension strategies to 7- and 8-year-old children in four second-grade classrooms using science information texts. The first approach focused upon explicitly teaching a series of single comprehension strategies, one-at-a-time (SSI). The second approach focused on teaching a “set” or “family” of transacted comprehension strategies within a collaborative, interactive and engaging routine (TSI). Results showed no difference between teaching young children a “set” of comprehension strategies and teaching comprehension strategies explicitly, one-at-a-time on their reading comprehension performance as measured by a standardized test of reading comprehension, recall of main ideas from reading two 200 word passages from information texts, a reading motivation survey and a strategy use survey. Results showed significant differences between students taught a set of comprehension strategies on measures of elaborated knowledge acquisition from reading science books (detail idea units recalled), retention of science content knowledge, and significantly improved criterion or curriculum-based reading comprehension test scores. These benefits favoring TSI over SSI are important because the learning curve is relatively steep for teachers to develop the ability to teach and for young children to develop the ability to coordinate a “set” of transacted comprehension strategies.  相似文献   

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