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1.
The study examined the relationships between teachers’ metacognitive knowledge of reading strategies and their students’ metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N?=?34) and their students (N?=?534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was used to test the hypotheses of relationships between students’ metacognitive knowledge and reading comprehension, while controlling for students’ previous reading comprehension (in eighth grade) as well as the relations between teachers’ metacognitive knowledge of reading strategies and students’ metacognitive knowledge and comprehension. The results showed that students’ metacognitive knowledge of reading strategies related to their reading comprehension, concurring with previous findings. The main finding was that teachers’ metacognitive knowledge of reading strategies significantly related to their students’ metacognitive knowledge, but not to reading comprehension. These results indicate that students’ reading comprehension may be supported by improving their metacognitive knowledge of reading strategies. In addition, the findings highlight the importance of teachers’ metacognitive knowledge in students’ metacognitive knowledge.  相似文献   

2.
Abstract

During the last decade, the importance of the relationship between phonological processing skills to reading performance has been highlighted. The aim of this study was to examine differences between above average and below average readers (determined by a reading comprehension test) on phonological processing skills at grade one and at grade three. There were 35 grade one, and 34 grade three students from two primary schools. Data from phonemic awareness and phonological awareness tests were subjected to t‐tests. The below average readers in both grade one and three had fewer phonological processing skills than the above average readers. The importance of students’ cognitive functioning to reading comprehension appeared more important at the grade one level than at the grade three level. The study indicated that below average readers, particularly at grade one, would benefit from explicit teaching in both phonemic and phonological awareness skills.  相似文献   

3.
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   

4.
The purpose of this study was to examine the simple view of reading (SVR) and contributions of verbal proficiency and reading fluency to reading comprehension for fourth‐, seventh‐ and ninth‐grade readers (N=271). The SVR explained a significant proportion of variance in reading comprehension for all grades with decreasing explained variance in higher grades. The variance explained by decoding decreased from fourth grade to higher grades. The variance explained by listening comprehension increased from fourth‐ to seventh‐grade, but did not change from seventh‐ to ninth‐grade. In all grades, verbal proficiency and reading fluency contributed substantial additional variance to reading comprehension beyond the SVR. Changes in the predictive relation between listening and reading comprehension and factors influencing reading comprehension in each grade are discussed.  相似文献   

5.
Abstract

This study examined the causal relationships between three measures of reading achievement: phonics, reading comprehension, and vocabulary. Measures were obtained from 504 second-grade students at the beginning and end of the school year. A causal relationship was indicated if change in one of the three variables measured at the beginning of the year tended to precede change in the other variables measured at the end of the year. A cross-lagged panel analysis was used to test for such a pattern between the three variables. The findings indicate that phonics knowledge has a causal impact on both reading comprehension and vocabulary gains; reading comprehension has a causal effect on vocabulary gains. Further analysis of the data, using a path analysis model, verified these causal relationships. A second set of data obtained from 1,585 second-grade students at the beginning and end of another school year were used to examine these causal relationships once more. Path analysis findings again verified the relationships found in the first set of data. We concluded that phonics instruction designed to help students recognize the consistent graphophonic patterns in the English language should be emphasized in early elementary-grade reading instruction. We also determined that children’s early reading experiences should be “comprehension focused”; that is, children should be encouraged to make sense out of what they read. Additional research is suggested on the causal relationship between these variables using other assessment instruments, on the causal relationship between other reading variables, and on the relationship of these variables at higher grade levels.  相似文献   

6.
Abstract

The causal relationship between drama-based reading instruction and reading comprehension among 4th-grade students was examined. Cognitive theories related to the role of imagery in memory were used to develop a drama-based reading comprehension program. A randomized pretest-posttest control-group design was then employed to assess the impact of the drama-based instruction on students' test scores on the reading comprehension portion of the Iowa Tests of Basic Skills. Results suggest a direct causal link between drama-based instruction and improved reading comprehension.  相似文献   

7.
The study examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth‐grade students at varying educational levels: academic, semi‐academic, vocational and learning disabilities. Two hundred and five students received a battery of tests evaluating their general knowledge, skills in applying four reading strategies (summary, self‐questioning, clarification and prediction), and two reading comprehension tests. The findings revealed differential contributions of general knowledge and strategy application to reading comprehension. Compared with the academic students, semi‐academics have deficient strategic skills. Vocational students, in addition to deficient strategic skills, have poor general knowledge, which further impedes their reading comprehension. The deficiency of students with learning disabilities goes beyond these two components. These results led us to recommend different foci of comprehension intervention for each group.  相似文献   

8.
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9.
Abstract

The literature concerning passage dependence in tests of reading comprehension abounds with statements about the importance of the topic. Yet no study was located that investigated the extent to which conventional reading comprehension scores correlate with scores of another form of the test administered with its passages removed. It was argued that until this relationship is shown to be less than perfect, there would be an inadequate data base from which to profess the importance of passage dependence. The present study provided such data for seventh and eighth grade students. It was found that independent scores obtained under the two administration conditions were more highly correlated than seems previously to have been assumed. However, this correlation was judged to be not sufficiently high to render the topic of passage dependence moot.  相似文献   

10.
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   

11.
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   

12.
ABSTRACT

The goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the relationship between intrinsic motivation in Grade 5 and reading comprehension in Grade 7 while taking into account the reciprocal relationship between intrinsic motivation and reading comprehension in Grades 5 and 7. Within the framework of the German National Educational Panel Study, 3,829 secondary school students were included in the analyses. Based on the analyses of structural equation models, we found significant indirect effects of intrinsic motivation on reading comprehension through reading amount and metacognitive knowledge of strategy use. The results of exploratory analyses on moderating effects of sex and the levels of reading skills are also discussed.  相似文献   

13.
The present study followed a sample of first‐grade (N = 316, Mage = 7.05 at first test) through fourth‐grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.  相似文献   

14.

Difficulties in reading comprehension of physics texts by college students were investigated. A strategy was developed to improve students’ reading comprehension. Students were taught the skill of formulating clear questions on textual material. The strategy stimulated students’ awareness of their difficulties in reading comprehension and could be used by students as a self‐monitoring technique to improve their reading comprehension.  相似文献   

15.
Abstract

The purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first-grade screeners as at risk or not at risk and then based on their RTI (no risk [NR], relative easy to remediate [ER], and requiring sustained remediation [SR]). Students in the dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the dynamic RTI condition had higher reading scores at the end of second grade than those in the typical RTI condition. Limitations and directions for future research are discussed.  相似文献   

16.
Three standardized measures of short-term memory (STM) were compared to determine their relative efficacy in predicting reading achievement for primary grade students (n = 36) over a two-year time period. Regression analyses revealed that not all of the STM tests were significant (p < .05) predictors of reading. Moreover, predictive power varied as a function of the reading skill assessed (e.g., decoding or comprehension) and the grade placement of the student. A letter sequences test was found to be the task most frequently associated with reading performance. A memory-for-sentences task also showed a significant relationship to certain aspects of reading. However, a word sequences test was found not to be predictive of reading achievement. Implications for test selection and remedial planning are discussed. © 1998 John Wiley & Sons, Inc.  相似文献   

17.
This brief experimental study investigated the initial promise of an intervention designed to promote inference generation in adolescents with reading comprehension difficulties. The intervention, provided for nine sessions, included multisyllable word study, teacher explanation and modeling of inference generation and other comprehension processes, and having students practice by thinking aloud about text. Research questions addressed proximal effects on measures of the intermediate goals of the intervention and effects on reading comprehension. Participants were 48 ninth grade students with reading comprehension difficulties, randomly assigned to experimental or time‐on‐task control conditions. No significant group differences were detected; however, effect sizes in the moderate range indicated meaningful effects on some proximal measures, suggesting that further study of the approach is warranted.  相似文献   

18.
ABSTRACT

In this article, we explore oral and reading development in Spanish and English for a sample of 70 first grade Hispanic English-learning boys and girls receiving a longitudinal English intervention and a comparison group of 70 boys and girls. Students were assessed at the outset of kindergarten and first grade, and the exit of first grade. Results showed that, on average, treatment students scored significantly better in dual oracy and Spanish literacy than control students. Girls demonstrated a faster rate in dual reading comprehension than did their boy counterparts. When the effects of treatment and gender were jointly examined, it is apparent that the treatment effect contributed to a larger proportion of variance compared to gender.  相似文献   

19.
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20.
This study investigated the relationship between foreign language (FL) anxiety and achievement in that language. The role of the FL teacher as perceived by the learners was also tested. Participants were 67 seventh‐grade students. They were administered an anxiety questionnaire, a Hebrew reading comprehension test, an English reading comprehension test, an English creative writing task, and an English spelling test. The results indicated that anxiety was negatively and significantly correlated to FL achievement on all FL tests. Gender and teachers' attitudes were the only significant predictors of FL anxiety among these seventh‐grade students. The results are discussed in light of findings in the literature. Some recommendations are suggested to ease anxiety in FL students.  相似文献   

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