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1.
The present research explored the awareness that readers have of the difficulty of negative text and aimed to determine whether rereading could impact comprehension and metacomprehension. Participants read passages that sometimes contained negative words such as ‘no’ and ‘not’, rated their comprehension, and answered a comprehension question about the passage. Half of the passages were read twice and rated again before the participant was prompted to answer a comprehension question. Results showed that passages that were read twice were rated as easier to understand, and questions that corresponded with those passages were answered with higher accuracy as well. However, these improvements were not exclusive to negated passages. And, while participants were aware that the negative passages were harder to comprehend, this understanding did not aid in heightened comprehension of the negative text. Rereading was demonstrated to be a helpful strategy overall but was not sufficient to specifically help with negation.  相似文献   

2.
Seventy‐four students read passages from an individually administered test of reading comprehension (a subtest from the Test of Dyslexia, a test of reading and related abilities currently in development; McCallum & Bell, 2001), and then answered literal and inferential questions. Students were randomly assigned to one of two conditions; 39 students read the passages silently and 35 read orally, with time recorded for each passage read. Comprehension and time were dependent measures for a Multivariate Analysis of Covariance (MANCOVA) and two follow‐up Analyses of Covariance (ANCOVA). After controlling for reading ability, results from the MANCOVA showed a significant combined effect ( p < .05); however, a comparison of mean reading comprehension scores showed no significant difference between silent readers and oral readers ( p > .05). On the other hand, with reading ability controlled, silent readers took significantly less time to complete passages compared to those who read orally ( p < .02). In fact, students took 30% longer to read orally than silently, on average. When test directions do not specify either oral or silent reading and error analysis is not a goal, testing will be more efficient via silent responding with no loss of comprehension. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 241–246, 2004.  相似文献   

3.
Researchers used alternating treatment designs to investigate the effects of listening‐while‐reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage but merely instructed them to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Although neither intervention resulted in comprehension levels consistently superior to those of the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest that LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students who have heterogeneous reading skills. The discussion focuses on future applied research with students with disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 39–51, 2005.  相似文献   

4.
The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade‐appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension questions. The correlation coefficient between ORF and the number of comprehension questions correctly answered was r = .54. Receiver operating characteristics were then used to empirically derive a minimum ORF score necessary for comprehension, indicating that when these students read 63 words correct per minute they successfully comprehended what they read. Finally, the diagnostic accuracy of the derived criterion of 63 words read correctly per minute was tested and resulted in overall correct classification of .80. © 2010 Wiley Periodicals, Inc.  相似文献   

5.
Twenty-six college student read a 5000-word prose passage and answered either verbatim or paraphrased inserted questions while reading about international communication. Students either were or were not permitted to review the text while answering the inserted questions. On a subsequent post-test containing new paraphrases of the adjunct questions, students who received paraphrased adjunct questions outperformed students who received verbatim adjunct questions. This result supported the contention that paraphrased adjunct questions could facilitate meaningful learning from prose.  相似文献   

6.
Abstract

This study investigated the effects of retelling (free recall) upon the comprehension and recall of text information for 93 fourth-grade students. Subjects were assigned randomly to one of two generative learning strategy treatment conditions: retelling or illustrating. Subjects participated in four training sessions and one test session. For each of the four training sessions subjects silently read a passage and then, according to treatment condition, either retold the important parts of the passage or illustrated the important parts of the passage. For the test passage all subjects silently read the passage, and then rendered a free recall. Two days later all subjects rendered a delayed free recall and answered 10 literal and 10 inferential questions about the test passage. Statistically significant differences were found on all measures of reading comprehension and recall (immediate free recall, two-day delayed free recall, and responses to literal and inferential questions) in favor of the subjects who received practice in retelling. The results suggest that retelling is a highly potent generative learning strategy and that retelling has direct, beneficial consequences for children's processing of subsequent text.  相似文献   

7.
Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty‐one, fourth‐grade general education students were exposed to three experimental conditions including a silent reading control condition, a listening previewing condition, and a listening previewing with vocabulary previewing condition. For all conditions, students read grade‐level passages, answered 10 comprehension questions, and completed a vocabulary‐matching task. Results showed that both listening previewing conditions led to improvements in comprehension as compared to silent reading. Adding a vocabulary previewing component to listening previewing procedures resulted in the highest levels of comprehension and vocabulary. Applied implications and directions for future research are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

8.
We examined whether making cause and effect relationships explicit with an adjunct display improves different facets of text comprehension compared to a text only condition. In two experiments, participants read a text and then either studied a causal diagram, studied a list, or reread the text. In both experiments, readers who studied the adjunct displays better recalled the steps in the causal sequences, answered more problem-solving transfer items correctly, and answered more questions about transitive relationships between causes and effects correctly than those who reread the text. These findings supported the causal explication hypothesis, which states that adjunct displays improve comprehension of causal relationships by explicitly representing a text’s causal structure, which helps the reader better comprehend causal relationships.  相似文献   

9.
Abstract

The effects of different types of review questions and the use of review passages on transfer skills were examined. Sixty seventh grade students were randomly assigned to each experimental group. Each student studied instructional materials on modulo seven addition and subtraction. Each student was then given a test that included lateral and vertical transfer problems. The results showed significant effects of word-type questions on vertical transfer skills and significant interaction effects between question types and the use of review passages on transfer skills. The cognitive strategy established by working relatively difficult review questions seemed to enable students to retain higher-level transfer skills.  相似文献   

10.
Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension.  相似文献   

11.
Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random‐effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students’ (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader's passage fluency. Further, an exploratory analysis of two‐way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs.  相似文献   

12.
The study aimed at enhancing text comprehension, assessed through inferencing questions in expository prose passages, in adolescent readers. A total of 67 grades 6, 7, and 8 readers, dichotomized into above and below average subgroups in reading, first read unaided the 12 computerized passages of about 200 words each. They were then provided with explanations of difficult words and sentence structures given either on-line or on-line plus DECtalk speech. Using a pre- and post-test design, it was found that the students gained in their reading comprehension across both training modes, but the efficacy of DECtalk together with on-line explanations was found with only 2 prose passages and mainly with above average readers. The findings are discussed within the context of situated and interactive computer learning environments.  相似文献   

13.
To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents’ reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.  相似文献   

14.
This study investigated the strategies a group of college students used to complete a portion of a standardized reading comprehension test. Twenty-six students were randomly assigned to either an introspective interview, in which the subjects explained to a researcher what they were doing and thinking as they read the test passages and answered the multiple-choice questions, or a retrospective interview, in which the students completed the test without interruption and then recounted for the researcher how they had gone about the task. Data analysis resulted in the identification of three broad categories of processing behavior: an overall approach to the test task, reading strategies, and test-taking strategies. In addition, difficulties encountered by the subjects were identified. Results indicate that the common element in each subject's approach to the test was a focus on getting to the questions as quickly as possible and then using the questions to direct a search of the passage to locate the best possible information to answer the questions. The implications of these results for better understanding the relationship between test-taking behavior and reading are discussed.  相似文献   

15.
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   

16.
Eighty-five undergraduates read a 1,399-word story using computer programs that differed in the types of learning aids provided: either prequestions only (PO) viewed prior to the reading, a related map that was first reviewed feature by feature (MR), prequestions plus an unreviewed map (PM), or prequestions with a reviewed map (PMR). During reading, subjects accessed the map as desired by depressing the mouse button, at which time the computer recorded how often they viewed the display and for how long. Analyses of scores on a 20-item constructed-response test on the story showed significantly higher recall by PO and PM groups compared to subjects receiving only a map. The MR group accessed the map significantly more often than did the PM group, while subjects given a reviewed map (MR and PMR groups) rated it significantly more useful for learning the story than did those who received both prequestions and a map that was not reviewed. All three groups receiving prequestions rated the text itself more useful than did the map-only group. These findings provide partial evidence that graphic and verbally based instructional tactics can, in certain circumstances, “collide” with one another when used concurrently. Because both adjunct displays and adjunct questions rely on mental rehearsal during initial processing, they potentially compete for the limited resources of working memory leading to, in some cases, attenuation of their benefits during learning.  相似文献   

17.
A paired-associate memory task with pictures and words as items was used to categorize fourth graders into four learner types: HH, high picture-high word; HL, high picture-low word; LH, low picture-high word; LL, low picture-low word. Some children in each classification read prose passages with picture adjunct aids; other children read the passages without adjunct aids. Although free recall for the prose passage yielded inconclusive data, a constructed response test for facts in the prose passages revealed significant Aptitude × Treatment interactions, such that poor paired-associate learners (i.e., LLs) profited more than did good paired-associate learners (i.e., HHs) from picture aids on the prose task. The children's standardized reading scores were positively related to memory performance, but good and poor readers did not differ in their ability to profit from picture aids. It was suggested that less-strategic learners, such as those who perform poorly on paired-associate tasks, are more likely to be helped by externally provided mediational aids, while more-strategic learners are more likely to be helped by instructions to generate their own mediational aids.  相似文献   

18.
It has been concluded in all major reviews of adjunct question research that a group given questions after related text segments (postquestions) yields greater recall than a group given questions before related text segments (prequestions) or one not given any questions at all. However, closer examination of the earlier research and an analysis of recent research reveals that for certain types of verbatim questions and for certain high level questions, postquestions produce recall equivalent to or less than prequestions. Moreover, in many studies wherein postquestions exceed prequestions, the postquestion group equals the reading-only control group in recall of nonquestioned (incidental) material. Hence, despite frequent pronouncements to the contrary, no firm recommendation can be made regarding the optimal placement of adjunct questions in text material.  相似文献   

19.
This study assessed the effects of text topicalization conditions (initial position, final position, or no topic sentence) on the comprehension of main ideas and specific passage information for middle school readers. Also of interest were interactions of topic familiarity and readers’ cognitive styles (degree of field independence) with text topicalization. One hundred and seven subjects were randomly assigned to one of the three topicalization conditions and read three familiar and three less‐familiar multipleparagraph expository texts. Main idea comprehension was assessed with both a sentencesummary (generation) and best‐title (recognition) task. Comprehension of specific passage information was evaluated with multiple‐choice items. Text topicalization effects were observed for main idea comprehension (with initial position best, followed by final position), while topic familiarity resulted in higher comprehension scores for specific passage information. Moreover, a cognitive style‐text topicalization interaction was found on the best‐title task; in this case, relatively field dependent readers were assisted by a final topic sentence placement. Implications are drawn for future research concerning the complex interplay of texts, tasks and readers in prose‐processing.  相似文献   

20.
In this study, 180 Norwegian fifth‐grade students with a mean age of 10.5 years were administered measures of word recognition skills, strategic text processing, reading motivation and working memory. Six months later, the same students were given three different multiple‐choice reading comprehension measures. Based on three forced‐order hierarchical multiple regression analyses, results indicated that the unique contribution of measured skills and processes to performance varied across comprehension tests. In particular, when the test consisted of a longer passage, contained a larger proportion of inferential questions and was answered without access to relevant text passages, the relative importance of word recognition skills seemed to be reduced while working memory emerged as a relatively strong, unique positive predictor of comprehension performance. These findings have important practical implications for the assessment of reading comprehension.  相似文献   

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