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1.
To explore the importance of text cohesion, we conducted two experiments. We measured online (reading times) and offline (comprehension accuracy) processes for texts that were high and low cohesion. In study one (n?=?60), we manipulated referential cohesion using noun repetition (high cohesion) and synonymy (low cohesion). Students showed enhanced comprehension accuracy and faster comprehension responses for text that were high in referential cohesion. In study two (n?=?52), we examined connective text designs (‘because’, ‘and’ and ‘no connective’). Students demonstrated enhanced reading times for text using a ‘because’ connective. Additionally, we examined the individual differences (reading ability, science self-concept and self-esteem) as predictors of achievement with science comprehension tasks. Across both experiments reading ability predicted comprehension with both high (noun-repetition text and ‘and’ text) and low cohesion text (synonym text and ‘no connective’ text). These findings highlight the importance of good reading abilities and text cohesion for promoting science comprehension and learning. 相似文献
2.
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
3.
This study examined how Flesch Reading Ease and text cohesion affect older adults' comprehension of common health texts. All older adults benefited when high Flesh Reading Ease was combined with high cohesion. Older adults with small working memories had more difficulty understanding texts high in Flesch Reading Ease. Additionally, older adults with low verbal ability or older than 77 years of age had difficulty understanding texts high in text cohesion but low in Flesch Reading Ease. These results imply that writers must increase Flesch Reading Ease without disrupting text cohesion to ensure comprehension of health-related texts. 相似文献
4.
Marsha Bensoussan 《Journal of Research in Reading》1990,13(1):18-37
Reading involves simultaneous top-down processing, where the reader applies prior knowledge to the text, and bottom-up processing, where the reader derives meaning from macro-level structures in the text. Text redundancy is central to both. This study investigated the usefulness of using grammatical cohesion to evaluate comprehension on the macro- or discourse-level, as well as on the micro-level. The Cohesion Cloze was used to determine the extent to which 65 native speakers of Hebrew made use of text redundancy or cohesion when reading an English text. According to the categorization of grammatical and lexical cohesion by Halliday and Hasan (1976), blanks were chosen to test students’ recognition of the repetition of a word or its pronoun, a synonym, superordinate, or generalization. Students were directed to fill in the blanks with words already found in the text. Items were analyzed in terms of discourse analysis as relations of cohesion and coherence in the text. Results indicated that there was a relation between anaphora and coherence that contributed to reading difficulty. Cohesive markers were helpful where blanks were multi-determined and there was redundancy of coherence. Passages which focused on a single idea were found easier to fill in than passages containing ideas that were compared and contrasted. Thus shifts in argument. were found to be more difficult to comprehend than a continuous chain of thought. 相似文献
5.
This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts. 相似文献
6.
Yaacov Petscher Barbara R. Foorman Adrea J. Truckenmiller 《Journal of research on educational effectiveness》2017,10(2):408-423
The objective of the present study was to evaluate the extent to which students who took a computer adaptive test of reading comprehension accounting for testlet effects were administered fewer passages and had a more precise estimate of their reading comprehension ability compared to students in the control condition. A randomized controlled trial was used whereby 529 students in Grades 4–8 and 10 were randomly assigned to one of two conditions, both of whom took a computerized adaptive assessment of reading comprehension. Participants in the experimental condition had ability scores estimated as a function of an item response model, which accounted for item-dependence effects in the reading assessment, whereas control students took a version where item-dependence effects were not controlled. Results indicated that examinees in the experimental condition took fewer passages (average Hedges' g = 0.97) and had more reliable estimates of their reading comprehension ability (average Hedges' g = 0.60). Findings are discussed in the context of potential time savings in assessment practices without sacrificing reliability. 相似文献
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8.
《The Journal of educational research》2012,105(5):204-206
AbstractThe 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
9.
Learning from texts is an important part of STEM education, but linguistic text features can affect comprehension and learning. We synthesized 45 experimental studies that investigated the effect of linguistic modifications on STEM text comprehension and learning, with a total of N = 6477 learners. In a meta-regression, we distinguished between eight categories of linguistic modifications and several other moderators, including prior knowledge. We found a small positive mean effect of linguistic modifications (g = 0.15). In line with previous research, the results showed that learners with low content prior knowledge benefited more from linguistic modifications. Personalization and increasing clarity and elaboration had positive effects, while reducing complexity and increasing cohesion did not have significant effects. This study highlights the potential and limits of linguistic modifications in STEM texts and provides implications for educational practice. 相似文献
10.
《Journal of Experimental Education》2012,80(4):207-213
This study examined the effects of familiarity of passage concepts and passage cohesion on retrieval of text information. In order to distinguish between comprehension and retrieval processes, subjects were equated on comprehension; therefore, any differences found could be attributed to differences in retrieval processes. The passages used varied on familiarity and cohesion, but syntax was held constant. Middle school students learned information in passages to an 85% correct criterion using a study-test procedure. The subjects were not told that they would be tested on the material. Two weeks later, they took a free recall test and reported their rehearsal of the passage information during the intervening time period. The results showed that although the original amount learned was equated, recall of propositions from passages with more familiar concepts was about 35% greater than the recall from passages with less familiar concepts. There were no significant differences due to cohesion or the interaction of cohesion and familiarity. The explanation presented is that familiarity stimulates elaboration of passage material and elaborations provide alternate retrieval pathways at recall. Educational implications are discussed. 相似文献
11.
Abstract This paper reports an experimental evaluation of a direct instruction procedure in which children are taught and practise activities to both foster and monitor their comprehension while reading. Three different class groups of low comprehenders, Standard 4, Form 1 and Form 2, were serially exposed to 21 days of 20‐25 minutes instruction in four study activities: summarising, questioning, clarifying and predicting. Instruction was by reciprocal teaching whereby the adult tutor and children took turns leading a dialogue centred around the important topics of the instructional text. The design of this study incorporated both with‐subjects multiple baseline and between‐subjects comparisons, the no treatment comparison groups being average and above average comprehending class peers. Daily comprehension assessment on a different text at the same difficulty level as that used for reciprocal teaching and pre and post intervention scores on a reading comprehension test served as the dependent measures for the study. Results show significant increases in accuracy on comprehension tests for all experimental groups upon introduction of the reciprocal teaching procedure. On completion of the intervention two of these groups scores matched those of the above average controls. Follow‐up probes eight weeks later showed that all groups had maintained their comprehension gains. 相似文献
12.
Judging readability 总被引：2，自引：0，他引：2
George R. Klare 《Instructional Science》1976,5(1):55-61
Individuals are frequently called upon to judge the readability of written text. The accuracy of such judgments, studies show, ranges from high to low. This paper provides another look at the problem, based upon the judgments of 56 professional writers on five passages of text taken from a reading test. The judges were asked to rank the five passages from most readable to least readable. The results showed wide variability in the judgments. Only a few of the judges were able individually to put the passages in the tested order of readability, but the consensus of the entire group put them in exactly that order. Further examination of the results suggested that a relatively small number of gross errors in judgment were made. Accuracy of judgments, it appeared, might greatly increase with selection and/or training of judges, a procedure followed in certain studies where highly accurate judgments had been found. A readability formula was suggested as an accurate and convenient way of getting readability scores under most circumstances. Use of a formula might also, it was suggested, help a judge to increase his accuracy, but human interpretation of the scores was still felt to be needed. 相似文献
13.
The purpose of this study was to investigate the effect of impaired reading skills and visual discomfort on the reading rate and comprehension of university students when reading texts presented at a high school (Grade 9) or university (Grade 12) level of difficulty. Groups included impaired readers (n=18) and normal readers with (n=13) or without visual discomfort (n=19). Regardless of text difficulty the impaired reader group had a significantly slower reading rate and poorer comprehension than the normal reader control group. However, when reading rate and comprehension were compared at the assessed reading level of each group, no group differences were found. The normal reading visual discomfort group had poorer reading comprehension than other normal readers with presentation of university‐level text only. It was concluded that poor word decoding skills may exacerbate comprehension difficulties in impaired readers. In contrast, the comprehension difficulties found for normal readers with visual discomfort occurred because of the somatic and perceptual difficulties induced with exposure to the repetitive striped patterns found on text pages. The types of strategy needed to increase the reading efficiency and produce greater academic success in university students with impaired reader skills or visual discomfort are discussed. 相似文献
14.
It may not be that difficult the second time around: the effects of rereading on the comprehension and metacomprehension of negated text 
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下载免费PDF全文 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
15.
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
16.
Alejandra Meneses José-Pablo Escobar Soledad Véliz 《International Journal of Science Education》2013,35(18):2226-2244
ABSTRACTReading comprehension is a crucial skill that elementary school students must develop in order to learn science. However, there is not yet enough research about the role that multimodal texts play in scaffolding student reading comprehension of complex scientific processes, such as energy transfer. This study explored how verbal and visual resources (scaffolding level) and individual differences (reading skills) contribute to science reading comprehension. One-hundred and sixty Chilean fifth-graders were assessed on reading skills, vocabulary, and prior science knowledge. A counterbalanced design was used to test two groups: Group 1 reads a text with low multimodal scaffolding and Group 2 reads a text with high multimodal scaffolding. Level of text scaffolding was determined by (1) image function, (2) visual-verbal relations, (3) presence of an explicit explanatory structure, and (4) lexico-grammatical resources. General monomodal and multimodal science reading comprehension were assessed with multiple-choice tests. An ANCOVA analysis revealed non-significant differences between groups after controlling for prior knowledge, fluency, and vocabulary. Likewise, a two-factor ANCOVA analysis showed that the high-multimodal scaffolding text significantly boosted science reading comprehension for low-skilled comprehenders. The paper discusses the implications of these findings for pedagogy and research, aiming to foster multimodal literacy for learning in content areas. 相似文献
17.
J. Charles Alderson 《Journal of Research in Reading》1979,2(2):108-119
Although the pseudo-random cloze procedure has been in use for some twenty-five years as a measure of readability and reading comprehension, little research has been carried out into the effect of deleting words from text more or less frequently. This paper reports on an experiment in which the deletion frequency variable was systematically studied. Every 6th, 8th, 10th and 12th word was removed from three texts of differing difficulty, and the effect studied. Significant differences among cloze tests resulted, but the differences were unpredictable. Deleting every 12th word did not necessarily result in an easier test than deleting every 6th 8th or 10th word. However, when only items identical to both cloze tests under consideration were compared, no significant differences were found. It appears that cloze items are, on the whole, unaffected by context greater than five words. Testers are warned that changing deletion frequency may result in a different measure of readability or comprehension. 相似文献
18.
In recent years, readability formulas have gained new prominence as a basis for selecting texts for learning and assessment. Variables that quantitative tools count (e.g., word frequency, sentence length) provide valid measures of text complexity insofar as they accurately predict representative and high-quality criteria. The longstanding consensus of text researchers has been that such criteria will measure readers’ comprehension of sample texts. This study used Bormuth’s (1969) rigorously developed criterion measure to investigate two of today’s most widely used quantitative text tools—the Lexile Framework and the Flesch–Kincaid Grade-Level formula. Correlations between the two tools’ complexity scores and Bormuth’s measured difficulties of criterion passages were only moderately high in light of the literature and new high stakes uses for such tools. These correlations declined a small amount when passages from the University grade band of use were removed. The ability of these tools to predict measured text difficulties within any single grade band below University was low. Analyses showed that word complexity made a larger contribution relative to sentence complexity when each tool’s predictors were regressed on the Bormuth criterion rather than their original criteria. When the criterion was texts’ grade band of use instead of mean cloze scores, neither tool classified texts well and errors disproportionally placed texts from higher grade bands into lower ones. Results suggest these two text tools may lack adequate validity for their current uses in educational settings. 相似文献
19.
This study contrasts minimum reading comprehension of prospective teachers and average readability of required undergraduate textbooks. The Degrees of Reading Power (DRP) test represents student test scores and textbook readability measurements on the same scale. Over 2,274 teacher education program applicants at 21 institutions in one state participated. A representative sample of 237 books used in these schools was selected. Since the mean DRP test score for students (79.6) was much higher than the mean DRP readability for books (69.9), any difficulties in understanding the average text by the average student cannot be due to basic deficiencies in reading comprehension. However, 20% of the applicants scored below the average DRP value for all books and 33% below the average for the more difficult books. Minimum reading ability varied with plans for teaching at different grade levels and academic areas and with level of commitment to the teaching profession. 相似文献
20.
Ilma Louise Hadley 《Literacy》1987,21(2):106-114
An experiment was conducted with 151 primary school children from three year levels, in a suburban primary school, set in a moderately high socio-economic area. The object of the investigation was to test the understanding of twelve anaphoric pronouns, which were embedded in passages of continuous text. The relationship between the perception of the cohesive items, and general reading comprehension was studied, as was the difference between the performance of girls and boys. A further question related to the understanding of anaphoric items set within direct speech. Results showed a significant relationship between the comprehension of the selected anaphoric personal items and ability in reading, as measured by a standardised test. In the early school years, girls were superior to boys in their perception of the items, but no difference was found at the upper level of the school. Children of all levels found the items set within quoted speech more difficult to comprehend than the items in the rest of the text. Some practical teaching strategies are discussed, and attention is drawn to areas where teachers' awareness of cohesion could prove useful. 相似文献