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1.
Abstract

The 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   

2.
ABSTRACT

Children 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   

3.
Abstract

Oral reading errors of poor readers are frequently substitutions in which a word with the same initial consonant is substituted for the word in the text. A drill was constructed which required each of three fourth and fifth grade students to read pairs of words which differed only in the final consonant sound (e. g, "mash" and "man"). The experiment demonstrated that the drill produced reductions in graphically similar substitution errors in all subjects. Generalized effects to all categories of errors were also found. The drill procedure is a simple method for producing large reductions in oral reading errors.  相似文献   

4.
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   

5.
Abstract

Dyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may influence student attitudes toward reading. Using mixed effects linear modeling, this quasi-experimental study of third graders investigated the academic and attitudinal outcomes for students who read in dyads for 15?minutes daily for 90 school days. Results indicated that dyad readers experienced mixed outcomes in improving reading proficiency and a pattern of decline in reading attitudes compared to students in the control group. While lower level dyad readers demonstrated significant gains on a measure of comprehension, there were no differences between groups on several other measures of reading. Recommendations target how to maximize the use of dyad reading to support students’ reading development without eroding their perceptions of themselves as readers.  相似文献   

6.
They Can Succeed     
Abstract

The purpose of this study was to determine the effect on sixth-grade pupils' rending abilities when sixth-grade science materials were rewritten to a lower level of readability.

One unit of a sixth-grade science textbook was analysed and rewritten to a “third-grade” level of readability. Four hundred sixth-grade pupils were randomly assigned to the control and experimental groups. The control Ss rend the grade level material while experimental Ss read the rewritten text. Subjects completed a comprehension test after reading each of three assignments.

Using analysis of variance procedures, the mean comprehension scores and reading rates of the experimental group were found to be significantly higher (.05 level) than those of the control group.  相似文献   

7.
A grade level of reading material is commonly estimated using one or more readability formulas, which purport to measure text difficulty based on specified text characteristics. However, there is limited direction for teachers and publishers regarding which readability formulas (if any) are appropriate indicators of actual text difficulty. Because oral reading fluency (ORF) is considered one primary indicator of an elementary aged student's overall reading ability, the purpose of this study was to assess the link between leveled reading passages and students’ actual ORF rates. ORF rates of 360 elementary‐aged students were used to determine whether reading passages at varying grade levels are, as would be predicted by readability levels, more or less difficult for students to read. Results showed that a small number of readability formulas were fairly good indicators of text, but this was only true at particular grade levels. Additionally, most of the readability formulas were more accurate for higher ability readers. One implication of the findings suggests that teachers should be cautious when making instructional decisions based on purported “grade‐leveled” text, and educational researchers and practitioners should strive to assess difficulty of text materials beyond simply using a readability formula.  相似文献   

8.
Abstract

Previous studies about reading achievement and habits of young people in Spain have systematically ignored the reading profile of Spanish teachers as an explanatory variable. However, teachers’ reading habits might help us to better understand their attitude towards reading and, therefore, their approach to the education of new readers in their classrooms. In this work, the reading habits of future teachers in three public universities have been explored by means of a survey. The results show that these subjects are not closely involved with reading, do not read regularly, do not read a wide variety of reading texts and do not place great value on books, although they do tend to overrate their reading practices. Furthermore, they scarcely visit libraries and mainly read for instrumental reasons, not to enjoy reading for its own sake. The way in which the reading profile of the teachers could affect their students’ education regarding reading is considered and promoting better attitudes and habits towards reading is proposed as a pre-service teacher education goal.  相似文献   

9.
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   

10.

This exploratory study was designed to evaluate the interplay of students’ rate and comprehension in independent silent reading of accessible text, within the frameworks of the Simple View of Reading and the RAND Reading Study Group. In the first phase, 61 sixth graders were given a reading test (GRADE), a motivation questionnaire, and an on-screen measure of comprehension-based silent reading rate (SRF-O, adapted from aimswebPlus SRF) with on-grade and below-grade text. Two-thirds of students had perfect or near-perfect SRF-O comprehension, but the other one-third had moderate to poor comprehension. These weaker SRF-O comprehenders had relatively low GRADE scores, but others with comparable GRADE scores comprehended well on SRF-O. The poorest SRF-O comprehenders read with increasing rate and decreasing comprehension across the SRF-O texts. In the second phase, the 21 students with weaker SRF-O comprehension took an oral reading fluency (ORF) test and a paper form of the silent reading rate measure (SRF-P) in a one-on-one setting. All students comprehended well on SRF-P and their SRF-P rates correlated highly with GRADE and ORF. Results support the view that poor comprehension in independent silent reading of accessible text may be due to factors other than reading ability (such as assessment context) and that, when students read with comprehension, their rate is a good indicator of their reading ability.

  相似文献   

11.
ABSTRACT

Construct-irrelevant cognitive complexity of some items in the statewide grade-level assessments may impose performance barriers for students with disabilities who are ineligible for alternate assessments based on alternate achievement standards. This has spurred research into whether items can be modified to reduce complexity without affecting item construct. This study uses a generalized linear mixed modeling analysis to investigate the effects of item modifications on improving test accessibility by reducing construct-irrelevant cognitive barriers for persistently low-performing fifth-grade students with cognitive disabilities. The results showed item scaffolding was an effective modification for both mathematics and reading. Other modifications, such as bolding/underlining of key words, hindered test performance for low-performing students. We discuss the findings’ potential impact on test development with universal design.  相似文献   

12.
Abstract

The purpose of this study was to investigate objectively observable categories of behavior for good and poor readers in classroom settings. Seven specific observable behaviors of 3 good and 3 poor readers from each of three regular classrooms at each of six grade levels were viewed under natural classroom conditions. Trained observers recorded student behavior for 30 min a day for 10 days. A two-way analysis of variance procedure was used in data analysis. Results indicated that poor readers did not differ from good readers in starting to work on assignments, having necessary materials available, making unacceptable noise, being out of place, or making unacceptable contact with other persons or their property. Poor readers, however, were off task more and volunteered less than good readers did. The results were interpreted to suggest that poor readers could be viewed as uninvolved students. Instructional suggestions are given.  相似文献   

13.
This study investigated differences between two types of reading probe material to monitor students' oral reading fluency over time. Thirty‐six second‐grade students participated in this study. Twice each week for 5 weeks, participants read two passages from each of two sources. One source was the curriculum in which the child was being instructed at school, and the second source was the “Tests of Reading Fluency,” a set of generic (curriculum‐independent) passages. Standardized curriculum‐based measurement administration and scoring procedures were used. Level and rate of improvement (slope) of oral reading fluency were the dependent measures. Level and slope data were analyzed using two, two‐tailed t‐tests. Also, readability of passages was calculated using two readability formulas. Correlational analyses were used to examine the relation between the readability and reading fluency. Correlations among readability and words read correct were not significant. Results of the analyses examining level and slope indicated that students read significantly more words correct in the generic reading passages than in the curriculum‐based passages. However, rate of progress was not significantly different. These results suggest that practitioners could use either set of passages to gauge students' reading progress over time. Implications for future research and practice are discussed. © 2001 John Wiley & Sons, Inc.  相似文献   

14.
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15.
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   

16.
ABSTRACT

The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related well to a free-recall measure of science reading comprehension and differentiated poor and proficient readers. In Study 2, 176 third-grade students were given the proximity data measure on science text along with measures of prior knowledge, questioning, and text searching. In Study 3, 160 ninth-grade students were given the proximity data measure after reading a social studies text that varied on the presence of text signals and familiarity. The findings of this study extend the literature on the cognitive processing that contributes to higher order comprehension of information text among elementary and secondary students.  相似文献   

17.
Linguistic complexity of test items is one test format element that has been studied in the context of struggling readers and their participation in paper-and-pencil tests. The present article presents findings from an exploratory study on the potential relationship between linguistic complexity and test performance for deaf readers. A total of 64 students completed 52 multiple-choice items, 32 in mathematics and 20 in reading. These items were coded for linguistic complexity components of vocabulary, syntax, and discourse. Mathematics items had higher linguistic complexity ratings than reading items, but there were no significant relationships between item linguistic complexity scores and student performance on the test items. The discussion addresses issues related to the subject area, student proficiency levels in the test content, factors to look for in determining a "linguistic complexity effect," and areas for further research in test item development and deaf students.  相似文献   

18.
Abstract

This study was an attempt to measure the effect of black dialect on the reading test performance of black and white high school students. Forty-six low achieving ninth grade students were administered a standard English form and a black dialect form of the read ing subtest of the Stanford Diagnostic Reading Test, Level II. The dialect form was written so that the written language of the test approximated the exact oral sentence pattern of the black students taking the test. Results showed that black students administered the dialect form did significantly better (.05) than black students administered the standard English form. White students did significantly better (.01) than black students on the standard English form of the test. All other differences were not significant.  相似文献   

19.
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   

20.
Abstract

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short-term memory). Also, student attention demonstrated a significant indirect effect on third-grade reading comprehension via word reading but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed.  相似文献   

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