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1.
This paper reports a study conducted with French first-grade and second-grade children (mean age: 6;8 and 7;8 respectively). The first aim was to re-examine the Gough and Tunmer’s (1986) Simple View in assessing the specific contribution of decoding ability and language comprehension to reading comprehension. The second one was to analyse the difficulties of children in reading comprehension. Reading and listening comprehension were assessed using both visual and auditory version of the same test. Decoding ability was assessed by means of a nonword reading test. On the basis of reading comprehension scores, skilled and less skilled comprehenders were contrasted, and then two groups of less skilled comprehenders were differentiated on the basis of the decoding scores. Hierarchical regression analyses computed on the whole sample showed that listening comprehension was a more powerful predictor than decoding ability in first- and second-grade children. In both grades, the pattern of performance in less skilled comprehenders showed a relative independence between decoding and reading comprehension. The good decoders’ group and the poor decoders’ group showed similar poor performance in reading comprehension and poor performance in listening comprehension. However, their difficulties could stem from different sources. Some instructional recommendations were formulated taking into account individual differences in decoding and spoken language abilities, as soon as the first months of formal reading acquisition.  相似文献   

2.
This paper assess the impact of introducing inference training to skilled and less skilled comprehenders. Children aged between 6 years 6 months and 9 years 11 months, classified as skilled or less skilled comprehenders, were instructed on how to make inferences from and generate questions about a text over a period of six sessions. Comparison groups of skilled and less skilled comprehenders were trained in standard comprehension strategies. The less skilled group showed a significantly greater improvement than the skilled group, regardless of the training given, but inference training was significantly more effective than standard comprehension strategies in the less skilled group. Seven out of ten less skilled readers who were inference trained increased their performance sufficiently to become classified as skilled comprehenders, whilst four out of ten less skilled comprehenders taught standard comprehension strategies improved to the same level. It is concluded that the value of explicitly teaching children inferential skills is that the enjoyment of the task of reading is enhanced and is therefore more likely to be undertaken readily, even by pupils who may have initially found reading difficult.  相似文献   

3.
In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct from word reading fluency for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency.  相似文献   

4.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading.  相似文献   

5.
Schema theory is an influential approach to text comprehension, which can account for inferring process in L2 text reading. According to the schema theory, comprehending a text is an interactive process between the reader's prior knowledge(top-down processing) and the text(bottom-up processing). Both top-down and bottom-up processing are necessary for the inferring in reading comprehension. This paper explores how good and poor Chinese learners adopts top-down processing and bottom-up processing to make inferences in L2 reading, and finds some differences and similarities in using textual materials and background knowledge to make inferences in L2 reading by good and poor Chinese EFL learners respectively.  相似文献   

6.
This study investigated how two readers of Mandarin with differing reading‐proficiency skills interacted with a narrative passage, as well as what knowledge they brought to and made use of while reading the text. The perspectives of reading comprehension, transactional theory and social‐cognitive models of reading served as this study's theoretical framework. Two Sixth‐Grade participants were selected for inclusion through snowball sampling. The data in this study were obtained from interviews and think‐alouds. Qualitative analysis indicated that the skilled Mandarin reader's stance moved along the efferent/aesthetic continuum, while the less‐skilled Mandarin reader's was mainly efferent. The skilled reader employed strategies of inferencing, summarisation and synthesis during and after reading, while the less‐skilled reader applied bridging inferences, paraphrasing and repetition. The findings of this study corroborate previous findings that proficient readers employ more sophisticated approaches to reading than less‐proficient readers.  相似文献   

7.
In this article we consider the difficulties of children who have a specific reading comprehension problem. Our earlier work has shown that good and poor comprehenders differ, in particular, in their ability to make inferences, integrate information in text, understand story structure, and monitor their understanding. We outline some studies that illustrate the poor comprehenders' problems and present two studies that use a comprehension-age match design to explore the direction of causality between comprehension skill and other abilities. We also present data from the first and second stages of a longitudinal study, when the children were 7 to 8 and 8 to 9 years old. Multiple regression analyses show that a number of factors predict significant variance in comprehension skill even after "general ability" factors such as IQ and vocabulary have been taken into account. These findings suggest that, not only can children have comprehension problems in the absence of word recognition problems, but that distinctly different skills predict variance in word recognition and variance in comprehension. The data support the view that single-word reading skills and the ability to build integrated text representations make independent contributions to overall reading ability. We discuss the implications of these findings for our understanding of children's problems in text comprehension, for deaf readers, and for remediation.  相似文献   

8.
Several researchers have shown that children’s ability to make inferences is related to their reading comprehension. The majority of research on this topic has been conducted on older children. However, given the recent focus on the importance of narrative comprehension in prereaders, the current study examined the relationship between inference making and story comprehension in 4- to 5-year-olds. We examined children’s online inferences while narrating a wordless book as well as children’s story comprehension of a different storybook. We found that children’s total number of inferences was significantly related to their story comprehension. Three types of inferences were significantly related to story comprehension—characters goals, actions that achieved those goals, and character states. In a hierarchical regression controlling for children’s age and expressive vocabulary, a composite of these three inference types significantly predicted children’s story comprehension.  相似文献   

9.
ABSTRACT

Difficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These “extreme” group designs are associated with several methodological issues. When sample size permits, regression approaches permit a more accurate estimation of effects. Using data for students in Grades 6 through 12 (n = 766), regression techniques assessed the significance and size of the relation of suppression to reading comprehension across the distribution of comprehension skill. After accounting for decoding efficiency and nonverbal IQ, suppression, measured by performance on a verbal proactive interference task, accounted for a small amount of significant unique variance in comprehension (less than 1%). A comparison of suppression in less skilled comprehenders matched to more skilled comprehenders (48 per group) on age, word reading efficiency, and nonverbal IQ did not show significant group differences in suppression. The implications of the findings for theories of reading comprehension and for informing comprehension assessment and intervention are discussed.  相似文献   

10.
The prevalence of low comprehension among deaf readers has been documented for decades, yet the problem persists. Progress has been hampered by uncertainty regarding which aspects of reading competence ought to be the primary focus of concerted instructional efforts. This article examines whether temporary storage capacity and/or processing automaticity may explain the difference in comprehension between skilled and less skilled adult deaf readers. Temporary storage capacity is the ability to maintain separate bits of information in current memory while they are being processed. Processing automaticity is the ability to complete certain basic operations of reading, such as recognizing individual words and chunking sets of words into meaningful phrases, with a minimum of intentional mental effort. In this study one group of deaf adults reading at the college level and another reading at the 5th-grade level completed a battery of experimental tasks that generated multiple indicators of storage capacity and automaticity. These included the reading span task of Daneman and Carpenter (1980), an analogous addition span task, two measures of phonological processing, and a sentence-reading task that varied the demands on temporary storage and processing automaticity. Results suggest that skilled readers do not command an exceptionally large temporary storage capacity, nor do less skilled readers suffer from deficient storage capacity. The indicators of processing automaticity suggest, however, that less skilled readers must invest significantly more conscious mental effort than skilled readers to complete basic operations of reading. These findings are applied to theory related to (a) the nature of the breakdowns in comprehension faced by readers with low automaticity, (b) the interaction of low automaticity with other obstacles to comprehension, and (c) the design of practice experiences to increase the automaticity and ultimately the comprehension of deaf readers.  相似文献   

11.
Using a large adult reading database, we examined the relationships between high-level and low-level reading skills and between multiple reading skills, general cognitive ability, and reading comprehension ability. A principal components analysis found partial dissociability between higher-level skills including reading comprehension, vocabulary and print exposure, and lower-level skills including decoding and spelling in adult readers. Furthermore, follow-up regression analyses showed that the high-level sub-skills (e.g., vocabulary and print exposure) were significantly better predictors of reading comprehension ability than the low-level skills (e.g., decoding and spelling) in adult skilled readers. These findings suggest that higher-level and lower-level skills are dissociable in adult skilled readers and that higher-level skills are more strongly related to comprehension ability in adults.  相似文献   

12.
This study examined how text features (i.e., cohesion) and individual differences (i.e., reading skill and prior knowledge) contribute to biology text comprehension. College students with low and high levels of biology knowledge read two biology texts, one of which was high in cohesion and the other low in cohesion. The two groups were similar in reading skill. Participants' text comprehension was assessed with open-ended comprehension questions that measure different levels of comprehension (i.e., text-based, local-bridging, global-bridging). Results indicated: (a) reading a high-cohesion text improved text-based comprehension; (b) overall comprehension was positively correlated with participants' prior knowledge, and (c) the degree to which participants benefited from reading a high-cohesion text depended on participants' reading skill, such that skilled participants gained more from high-cohesion text.  相似文献   

13.
This study examined three basal reading programs published by Heath (1989), Silver Burdett Ginn (1993) and Houghton Mifflin (1993), to determine how frequently logically necessary relationships are expressed in text used by basal readers, and whether direct instruction in making logically necessary inferences accompanies such expressions in basal reader series. The complete contents of the basal readers, from grades one through eight, and all teachers' instructions pertaining to content read by students, were examined for each series. Frequency counts made by independent raters indicated that readers of these three series have a steady and frequent rate of opportunities to make logically necessary inferences, and to observe such inferences being modeled by the text; no significant differences were found between any of the series in the number of such opportunities. We found that while children's reading materials clearly offer a natural context in which logical understanding may be constructed, instructions for teachers in the basal series we examined did not include directly teaching students to use this kind of reasoning in reading comprehension. Suggestions are offered for how such instruction might be integrated with current teaching strategies in inference-making.  相似文献   

14.
The present study replicated Long, Oppy, and Seely's (1994) finding that skilled readers make knowledge-based inferences spontaneously during reading whereas less-skilled readers do not. However, the study also showed that less-skilled readers can make knowledge-based inferences with appropriate textual support. Evidence for knowledge-based inferences was obtained by examining whether readers were faster to make lexical decision responses to theme-appropriate targets (e.g.,burglar) than to theme-inappropriate targets (e.g.,blueprint), when reading short passages (e.g.,The old woman awoke to a sound from downstairs. She reached into her purse and found only a file.). Whereas skilled readers generated knowledge-based inferences under all text conditions, less-skilled readers only showed evidence of having generated knowledge-based inferences when the text incorporated a question inviting the inference (e.g.,The old woman awoke and said, ‘Why is there a sound downstairs?’ She reached into her purse and found only a file.) and text-presentation speed was slower.  相似文献   

15.
ABSTRACT

Using classical and quantile regression analyses, we investigated whether predictor variables for early reading comprehension differed depending on language background and ability level in a mixed group of 161 monolingual (L1) and bilingual (L2) children in second grade (6–8 years). Although L2 readers scored lower on oral language skills and reading comprehension, the prediction of reading comprehension was similar for L1 and L2 readers. Classical regression identified decoding, vocabulary, and morphosyntactic knowledge as unique predictors with no interaction with language background. Quantile regression demonstrated that the prediction of reading comprehension differed across ability levels; decoding and morphosyntactic knowledge were consistently unique predictors, but vocabulary was uniquely related only for poor comprehenders and working memory only for good comprehenders. In both types of analysis, language background did not explain unique variance, indicating that individual differences in the predictor variables explained the L1–L2 performance gap in early reading comprehension across the ability range.  相似文献   

16.
Failure to activate relevant, existing background knowledge may be a cause of poor reading comprehension. This failure may cause particular problems with inferences that depend heavily on prior knowledge. Conversely, teaching how to use background knowledge in the context of gap-filling inferences could improve reading comprehension in general. This idea was supported in an experimental study comprising 16 sixth-grade classes (N?=?236) randomly assigned to experimental or control conditions. In the experimental condition, students' contribution to “gap-filling” inferences with expository texts were made explicit by means of graphic models and inference-demanding questions. After eight 30-min sessions, a large training effect was found on students' inference making skills with a substantial and sustained transfer effect to a standard measure of reading comprehension. The effects were not mediated by students' motivation, decoding ability, vocabulary, or nonverbal IQ.  相似文献   

17.
This study facilitates the use of Curriculum-Based Measurement (CBM) to investigate the effect of short vowels on oral reading fluency (ORF) and silent reading comprehension in Arabic orthography. A total sample of 131 fifth-grade students (89 skilled readers and 42 poor readers) participated in the study. Two kinds of CBM probes were administered: CBM ORF and CBM Maze. Nine texts of each kind were presented in three reading conditions: fully vowelized, partially vowelized and unvowelized. Results indicated that CBM ORF and CBM Maze tests distinguished between skilled and poor readers in all vowelization conditions. In addition, vowels were a good facilitator of oral reading fluency and silent reading comprehension for both types of readers. Implications and suggestions for future research are discussed in this study as well.  相似文献   

18.
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   

19.
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency.  相似文献   

20.
The purpose of this study was to examine (1) the performance levels and the magnitude of performance difference between students with reading disabilities (RD) and skilled readers when reading a typical classroom text; (2) the hypothesis that students with RD have specific difficulty using context in such a way that reading fluency is affected; and (3) whether RD subtypes may be differentiated according to performance on contextual and context‐free reading tasks. Two groups of fourth graders (85 skilled readers and 24 students with RD) completed a standardized test of reading comprehension, read aloud a folktale, and read aloud the folktale's words in a randomly sequenced list. Performance was scored as correct rate and percentage correct. Based on the number of words per idea unit in the passage, we also estimated the rate at which reader groups encountered and processed text ideas. Compared to the RD group, skilled readers read three times more correct words per minute in context, and showed higher accuracy and rates on all measures. Both context and isolated word‐reading rates were highly sensitive to impairment. We found no evidence for RD subtypes based on these measures. Results illustrate differences in reading levels between the two groups, the temporal advantage skilled readers have in linking text ideas, how word reading differs as a function of task format and performance dimension, and how limited word‐identification skills (not comprehension) produce contextual reading difficulties for students with RD.  相似文献   

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