共查询到20条相似文献，搜索用时 797 毫秒
1.
John W. Jordan 《Quarterly Journal of Speech》2013,99(3):327-358
This essay analyzes the “plastic body” as it is produced in the discourse of plastic surgery. The contemporary industry has constructed a popular image of plastic surgery as a readily available and personally empowering means to resolve body image issues, on the presumption that any body can become a “better” body. The ideology underlying the industry emerges out of analysis of the rhetoric of surgeons and patients. The rhetorical efforts of amputee “wannabes,” who seek elective amputation and who use arguments similar to those of mainstream plastic surgery applicants, reveal the paradoxes and contradictions in decision‐making about who has access to these procedures. The essay concludes that the concept of the plastic body is based less on medical technology and skill than on rhetorical power and suggests that this body of discourse has important implications for medical and technological advances that have enlarged the possibilities for body alteration practices. 相似文献
2.
Jeremy R. Grossman 《Quarterly Journal of Speech》2017,103(3):251-276
This essay reads former New Orleans mayor Ray Nagin’s infamous radio interview given during the aftermath of Hurricane to rethink both the popular narrative about the federal response to Katrina and, more broadly, the displacement of rhetorical objects both popularly and within rhetorical scholarship. Drawing upon Julia Kristeva’s early work, I advocate for a turn to a particular understanding of chōra, which positions critics in provisional relation objects of rhetorical study. Finally, I tender a reading of Nagin’s post-Katrina radio interview. The essay ultimately argues that: (1) the chōric function of Nagin’s interview simultaneously spurred political change and displaced the appearance of having done so; and (2) if rhetorical studies is to avoid remaining complicit with the politics of such displacement, scholars should attend carefully not only to what counts as rhetorical, but also to those objects that do not count but nevertheless function rhetorically. Reconsidering the object domain of rhetorical studies in this way not only opens up new objects for study but also accounts for how they might function outside of already established narratives. 相似文献
3.
The present study examined WISC-R scale, factor, and subtest scores in relationship to PPVT-R standard scores in order to test hypotheses regarding abilities measured by the PPVT-R. For a naturally occurring sample of rural children referred for assessment (N = 51), the results of direct and stepwise regression analyses indicated that, while verbal comprehension abilities may contribute most to successful performance on the PPVT-R, perceptual organization abilities also play a significant though less substantial role in the child's performance on the PPVT-R. While Vocabulary scaled scores accounted for 63% of the variance, addition of Object Assembly and Picture Arrangement scaled scores accounted for an additional 11% of the observed variance in PPVT-R performance. Students for whom the PPVT-R overestimated WISC-R Full Scale performance differed significantly from students for whom the PPVT-R underestimated their WISC-R performance only on the WISC-R Arithmetic subtest. Implications for interpretation of the PPVT-R are discussed. 相似文献
4.
Emerging evidence suggests that executive function plays an important role in adult readers’ understanding of text. This study examined the contribution of executive function to comprehension of expository science text among adult readers, as well as the role of vocabulary ability in the relation between executive function and text comprehension. The roles of additional reader characteristics, including age, reading time, prior knowledge, and vocabulary ability, in comprehension were also examined. Using structural equation modeling, a latent executive function factor significantly predicted comprehension after accounting for age, reading time, prior knowledge, and vocabulary ability. Vocabulary ability mediated the relation between executive function and both lower-level and higher-level reading comprehension. Executive function contributed more strongly to lower-level compared with higher-level comprehension of the text. Implications for future research are discussed.
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Michele Blick Tom Nicholson James Chapman Jeanette Berman 《Australian Journal of Learning Difficulties》2017,22(2):75-94
AbstractThis study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic, and graphophonic similarity. Children were first grouped in terms of higher and lower linguistic comprehension levels. Analysis of miscues showed no differences between the groups in miscue similarity. They were then grouped according to pseudoword reading skill. There were significant differences between the groups for all miscue types except semantic similarity. An analysis of miscues using multiple regression showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues. In addition, linguistic comprehension contributed to syntactic similarity of miscues over and above decoding. 相似文献
7.
Although the recent identification of the five critical components of early literacy has been a catalyst for modifications to the content of materials used to provide reading instruction and the tools used to examine student’s acquisition of early literacy skills, these skills have not received equal attention from test developers and publishers. In particular, a review of early literacy available measures for screening and monitoring students reveals a dearth of tools for examining different facets of reading comprehension. The purposes of this study were twofold: (a) to examine the relative difficulty of items written to assess literal, inferential, and evaluative comprehension, and (b) to compare single factor and bifactor models of reading comprehension to determine if items written to assess students’ literal, inferential, and evaluative comprehension abilities comprise unique measurement factors. Data from approximately 2,400 fifth grade students collected in the fall, winter, and spring of fifth grader were used to examine these questions. Findings indicated that (a) the relative difficulty of item types may be curvilinear, with literal items being significantly less challenging than inferential and evaluative items, and (b) literal, inferential, and evaluative comprehension measurement factors explained unique portions of variance in addition to a general reading comprehension factor. Instructional implications of the findings are discussed. 相似文献
8.
Becky Francis 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):437-451
Academisation of the English secondary school system has been extremely rapid and represents significant changes to the governance of the English school system. However, there has been a relative scarcity of attention to the rationales, rhetorics and discourses underpinning the academies programme. Seeking to address this gap, a poststructuralist discourse analytic lens is applied to 63 written submissions to the Academies Commission from a range of stakeholder groups, in order to map the different discourses and narratives drawn on in relation to academies and academisation. In setting out the various discourses identified, a cluster of discourses and rhetorical devices that produce the British education system as ‘in crisis’ are given especial attention. It is argued that these discourses provide the rationale and legitimisation for radical policy intervention as exemplified by the academies programme. The findings also provoke discussion concerning potential subjective agency in the promotion or otherwise of particular narratives and ‘conceptual emblems’ that inform the field of educational policy. 相似文献
9.
Sören Frappart Mylène Moine Saïd Jmel Olga Megalakaki 《Environmental Education Research》2018,24(3):378-405
The aim of the present study was to gain an insight into French young people’s conceptual development regarding the greenhouse effect. Because this effect cannot be directly manipulated, we can assume that its conceptualization is mainly shaped through the sharing of information. Eighty French students from Grade Seven through to adulthood responded to statements in a questionnaire on the greenhouse effect’s causes, consequences and solutions. Unlike in previous studies, participants were asked to justify their choices, as some of the statements were quite complex. Results showed that performances improved with grade, mainly between Grade Nine and adulthood, although participants continued to have a weaker grasp of the causes of the greenhouse effect than of its consequences and solutions. Participants’ justifications also showed that they misunderstood some of the statements. 相似文献
10.
The present article reports on a study that examined how individual differences in habitual reading motivation affect a reader's tendency to engage in text-related and text-unrelated thinking during reading. Two-hundred participants read each three texts about finance and meteorology topics and answered comprehension questions afterward. Participants' thoughts during reading were assessed with retrospective ratings and thought samples. Habitual reading motivation was assessed with questionnaires in a separate session prior to reading. Structural equation models fit to this data revealed that more motivated readers reported less mind wandering, more engagement in elaborative thinking and comprehension monitoring, as well as higher topic interest. Furthermore, the beneficial effect of reading motivation on comprehension was partially mediated by mind wandering, elaboration, comprehension monitoring, and interest. Our findings offer a novel explanation for the well-known beneficial effects of reading motivation on comprehension: habitually motivated readers are more likely to engage in text-related thinking and avoid text-unrelated thoughts. 相似文献
11.
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
12.
The purpose of this study was to investigate the influence of digital and non-digital storybooks on low-income preschoolers’ oral language comprehension. Employing a within-subject design on 38 four-year-olds from a Head Start program, we compared the effect of medium on preschoolers’ target words and comprehension of stories. Four digital storybooks were adapted and printed for read-alouds. Children were randomly read two stories on the digital platform, and two by the assessors. Following the story, children completed vocabulary and comprehension tasks, and a brief motivation checklist. We found no significant differences across medium; children comprehended equally well regardless of whether the story was read digitally or in person. However, using repeated ANOVA measures, we found a significant main effect of the story read. This research indicates that the content of the book rather than its form predicts story comprehension. Implications for using digital media in the preschool years are discussed. 相似文献
13.
Joshua A. Cuevas Roxanne L. Russell Miles A. Irving 《Educational technology research and development : ETR & D》2012,60(3):445-467
This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, the effects of technological tools on reading comprehension and reading motivation in diverse secondary students from lower socioeconomic backgrounds. The study implemented an independent silent reading (ISR) program across a 5-month semester in an urban public high school and included 145 participants from nine 10th grade literature classes. The control group took part in no ISR, one treatment group participated in weekly ISR read from a textbook, and another treatment group participated in weekly ISR read from a computer module designed to address essential components of reading. Students were measured on global reading comprehension, text-specific reading assessments, and reading motivation. After controlling for initial skill and disposition levels, the results indicated that students from both ISR groups made greater gains than the control group in global reading comprehension, while the computer reading module group outperformed the textbook group and the control on text-specific assignments and increased their reading motivation to a greater degree than those in the other conditions. This research offers much-needed data on secondary students?? reading achievement and disposition and provides evidence that ISR implemented through the use of instructional technology and cognitive tools has broad potential to address development in these areas. 相似文献
14.
Reading and Writing - Teachers’ knowledge of reading comprehension processes is underresearched relative to teachers’ knowledge of word identification and phonological awareness. In... 相似文献
15.
Small-group, text-based discussions are a prominent and effective instructional practice, but the literature on the effects of different group composition methods (i.e., homogeneous vs. heterogeneous ability grouping) has been inconclusive with few direct comparisons of the two grouping methods. A yearlong classroom-based intervention was conducted to examine the ways in which group composition influenced students’ discourse and comprehension. Fourth- and fifth-grade students (N = 62) were randomly assigned to either a homogeneous or heterogeneous ability small-group discussion. All students engaged in Quality Talk, a theoretically- and empirically-supported intervention using small-group discussion to promote high-level comprehension. Multilevel modeling revealed that, on average, students displayed positive, statistically and practically significant gains in both basic and high-level comprehension performance over the course of Quality Talk. Further, our findings indicated heterogeneous ability grouping was more beneficial than homogeneous ability grouping for high-level comprehension, on average, with low-ability students struggling more in homogeneous grouping. With respect to student discourse, additional quantitative and qualitative analyses revealed group composition differences in terms of the frequency, duration, and quality of student questions and responses, as well as the types of discourse low-ability students enacted in homogeneous groups. This study expands upon the extant literature and informs future research and practice on group composition methods. 相似文献
16.
Eva Ärlemalm‐Hagsér 《Environmental Education Research》2011,17(2):187-200
The purpose of this article is to explore day care attendants' comprehension of the concept of sustainable development (SD) and to analyse the associated pedagogical practices at their place of work in pre‐schools. The empirical data comprise written exam reports from 32 practising day care attendants attending an in‐service education course. The participants study early childhood education (ECE) part time at Mälardalen University, Sweden, and the rest of their time they work in their pre‐schools. The analysis was based on a qualitative content analysis approach, and the results show a multi‐faceted understanding of the concept. SD was seen as a holistic approach, an environmental issue or a democratic issue. The article explores how these different ways of approaching the concept relate to different attitudes and day‐to‐day practices in the pedagogical programme in the pre‐schools. 相似文献
17.
Allison M. Prasch 《Quarterly Journal of Speech》2019,105(1):42-67
I argue that Barack Obama’s immediate, imaginary, and discursive deictic references to the actions and character of ordinary citizens, specific geographical markers within the “landscape of American history,” and sacred moments in U.S. history extended and enlarged the relational, spatial, and temporal contours of the national narrative in his 2015 speech on the fiftieth anniversary of Bloody Sunday. In so doing, the president offered a compelling (re)definition of patriotism, civic responsibility, and “the true meaning of America.” More broadly, I argue for an expanded notion of deixis within rhetorical scholarship. Beyond a linguistic “pointing” to bodies, places, and objects within the audience’s immediate vicinity, I detail how indexicals bring various images before the eyes of the audience, link individual texts to their political, historical, social, and cultural contexts, and direct our attention to the most important parts of the national narrative even as they deflect our attention from other parts of the story. Ultimately, I suggest that deixis illuminates theories of rhetorical vision in ways that have gone unnoticed, and it is only when we recognize the psychological and cognitive effects of deictic speech that we can fully appreciate the central role phantasia plays in persuasion, deliberation, and moral judgment. 相似文献
18.
Retell is used widely as a measure of reading comprehension. In this meta-analysis, we evaluated the relation between retell and other measures of reading comprehension among students in Grades 1–12. Data from 23 studies (82 effect sizes; N = 4705 participants) showed a moderate relation between retell and other measures of reading comprehension, r = 0.46. Moderation analyses revealed that the relation was stronger when reading comprehension was measured by cloze or maze tasks than when measured using a multiple-choice format. In addition, the relation was weaker in higher grades, but this was largely explained by text genre or the number of prompts in retell. The relation between ‘oral’ retell and reading comprehension was stronger with a greater number of prompts provided during retell tests. In contrast, results did not differ by other features of retell such as reading mode (oral or silent), text genres of retell (narrative or informational), or use of different oral retell evaluation methods (e.g., number of words or ideas, overall quality). Overall, the moderate magnitude of the relation between retell and other measures of reading comprehension indicates caution for using retell as the sole measure of reading comprehension. The results also indicate a need for a better understanding about more systematic approaches to retell assessment (e.g., number and kind of prompts in the case of oral retell) as a measure of reading comprehension. 相似文献
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Despite the growing body of research investigating the nature of text-reading fluency and its relationship to comprehension
among monolingual children, very little is known about text-reading fluency for language minority (LM) learners reading in
English. The present study investigated the nature of text-reading fluency—its relationship to reading comprehension and its
predictors—for 76 Spanish-speaking LM fifth graders. Text-reading fluency explained unique variance in reading comprehension
above and beyond word-reading fluency and oral language competencies, but its effect was not robust. The impact of text-reading
fluency on comprehension was moderated by an interaction such that only students with proficient text-reading fluency and well-developed oral language demonstrated skilled comprehension. Word-reading fluency and decoding skill were significant
predictors of text-reading fluency. The results suggest that existing assumptions about the relationship between text-reading
fluency and comprehension may not readily apply to LM learners. 相似文献