共查询到20条相似文献，搜索用时 437 毫秒
1.
Wolfgang Lenhard Herbert Baier Darius Endlich Wolfgang Schneider Joachim Hoffmann 《Journal of Research in Reading》2013,36(2):223-240
There are many established reading strategy training programmes, which explicitly teach strategic and meta‐cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta‐cognitive skills, the effects do not always transfer to reading comprehension. Therefore, to investigate preconditions for knowledge transfer, two different strategy training programmes were implemented in nine classes of Grade 6 students (N = 148) over the course of one school year. One programme involved teacher‐directed instruction of declarative meta‐cognitive knowledge (Reading Detectives; Rühl & Souvignier, 2006). The other aimed at improving executive meta‐cognition by guided practice: students worked with a computer program based on latent semantic analysis (LSA) (conText) and received immediate feedback on written summaries. Although both groups improved their strategy knowledge to the same extent, the conText group showed a greater improvement in reading comprehension. These fndings suggest that guided practice, which is characterised by intensive practice and individualised corrective feedback, is superior to explicitly teaching strategy knowledge. 相似文献
2.
Students' use of writing strategies and their English writing achievements in Taiwan 总被引：1，自引：0，他引：1
Shih-Chieh Chien 《Asia Pacific Journal of Education》2012,32(1):93-112
The purpose of this study was to explore the role of students' use of writing strategies in light of their English writing achievements in Taiwan. This research used a cognitive approach to examine the process of writing. Forty student writers (including 20 low and 20 high achievers) in Taiwan participated in this study. Strategies used for writing by high and low achievers as revealed by a concurrent think-aloud protocol and immediate retrospective interviews with students were investigated, analysed, and compared. Results indicated that compared to low-achieving student writers, high-achieving student writers were more aware of and focused more on formulating their position statement in planning, generating text, and revising and editing their text, such as changing the meaning and fixing grammatical and spelling errors during their review. The findings are discussed in light of writing strategies and implications for writing pedagogy and teacher education. 相似文献
3.
Raquel Fidalgo Mark Torrance Jesús-Nicasio García 《Contemporary educational psychology》2008,33(4):672-693
We compared 56 eighth-grade students who 28 months previously had received instruction in strategies for planning and revising their writing, with 21 students of similar academic ability from the same school who had not experienced the intervention. Both groups wrote an expository essay whilst logging their writing activities and completed writing metaknowledge and self-efficacy questionnaires. Students who had received the intervention showed a greater tendency to pre-plan (but not to revise) their texts, produced better quality and more reader-focused writing, and were more likely to show an awareness of the importance of text structure. These findings suggest persistent benefits for strategy-focused writing instruction. 相似文献
4.
The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities
of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation
of these activities to the written products they were asked to generate. To investigate the influence of the task, students
were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single
text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of
them. To gather information about how students construct meaning from informational texts, we asked students to think aloud
as they read and wrote in order to provide us with information about their comprehension and composition processes. We also
examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students
lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also
show that, although there are no major differences in the way secondary school students tackle these different tasks, those
who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious
conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of
this kind in the classroom. 相似文献
5.
Dyanne Escorcia Jean-Michel Passerault Christine Ros Jean Pylouster 《Metacognition and Learning》2017,12(2):233-273
We studied the processes involved in synthesis writing, focusing on planning, editing and self-regulation strategies. The aims of the study were a) to analyse the temporal distribution of cognitive strategies and self-regulation across the different phases of writing, b) to identify different writing approaches (i.e., profiles), and c) to establish the relationship between writing behavior and writing performance. Twenty-seven humanities students, who were 23 years of age on average, were asked to produce a synthesis. The methodology combined videotaped observations, a think aloud protocol, and an assessment of writing performance, and specific instruments were constructed to collect the data. Algorithms were also calculated to determine the transitions between different types of writing behavior. Results showed that the nature, frequency, and duration of planning, editing, and self-regulation strategies varied according to the phase (prewriting or writing), and the most remarkable changes occurred in the final period of writing. Moreover, although the college students’ functioning generally reflected a novice approach, there were significant differences between the three writer profiles we found, namely precise transcriber, active reviser, and spontaneous writer. Finally, writing performance was positively and significantly correlated with writing strategies such as taking notes and reading drafts. 相似文献
6.
《Scientific Studies of Reading》2013,17(2):145-160
Grade 5 teachers, who were nominated by their supervisors as effective in educating their students to be readers and writers, responded to questionnaires about their practice. The teachers claimed commitments to (a) extensive reading at the heart of their reading instruction; (b) diverse instructional activities (e.g., whole-group instruction, small-group instruction, cooperative grouping, individual reading); (c) teaching of both word-level and higher order (e.g., comprehension, critical thinking) skills and processes; (d) development of student background knowledge; (e) student writing, including teaching of mechanics and higher order composition skills (e.g., planning, drafting, revising as a process); (f) extensive evaluation of literacy competencies using diverse assessments; (g) integration of literacy and content-area instruction; and (h) commitment to practices that promote student motivation for reading and writing. Excellent literacy instruction is a balanced articulation of many components, including whole language experiences and skills instruction. 相似文献
7.
The authors examined the temporal stability of elementary school students' (N = 432) motivation goals (task-mastery, performance, and work-avoidant) for literacy activities in the classroom. Task-specific assessments of students' goals were collected in the fall and spring of Grades 3, 4, and 5. Stability coefficients indicated a reasonable degree of consistency in students' goal responses over time, even though goals were initially assessed in relation to a specific learning assignment. However, there were also significant mean-level changes in students' goals within the school year and significant linear declines in task-mastery and performance goals over time. Changes were consistent across gender groups and across ability levels. Additionally, changes in task-mastery goal ratings explained variations in students' reported use of active learning strategies in reading and writing activities. The important implications of this study for future research are discussed. 相似文献
8.
The extent to which children's reading experiences influence their writing production is not well understood. It is imperative that the connections between these literacy practices are elucidated in order to inform the development of stimulating curricula and to support children's development. This paper presents new data and key findings from a project investigating relationships between children's free choice reading and volitional writing in Key Stage 2 (9–10 years). The data were collected in two primary schools in northern England, using mixed methods. Quantitative data were collected using an online reading survey taken by 170 children, and qualitative data were provided through independent writing journals maintained by 38 participants. Through analysis of the data using a multiliteracies approach, we demonstrate that the writing that children choose to do is influenced by the texts they encounter as readers in terms of content, text type and linguistic style. The child readers in this project encountered texts in different media and created texts in a range of genres. By examining a sample of children's written texts from the data set, we show that children's interactions and transactions with texts as readers and writers are complex and multiple. Children creatively work across media, and in doing so the boundaries of traditional text genres and styles are redeveloped and redesigned. These findings highlight the importance of providing children with opportunities to freely choose and create texts and recognising the wide variety of text experiences that children bring to their classroom learning. 相似文献
9.
Cognitive activities in complex science text and diagrams 总被引：1，自引：0，他引：1
Jennifer G. Cromley Lindsey E. Snyder-Hogan Ulana A. Luciw-Dubas 《Contemporary educational psychology》2010
Ainsworth’s (2006) DeFT framework posits that different representations may lead learners to use different strategies. We wanted to investigate whether students use different strategies, and more broadly, different cognitive activities in diagrams vs. in running text. In order to do so, we collected think-aloud protocol and other measures from 91 beginning biology majors reading an 8-page passage from their own textbook which included seven complex diagrams. We coded the protocols for a wide range of cognitive activities, including strategy use, inference, background knowledge, vocabulary, and word reading. Comparisons of verbalizations while reading running text vs. reading diagrams showed that high-level cognitive activities—inferences and high-level strategy use—were used a higher proportion of the time when comprehending diagrams compared to when reading text. However, in running text vs. diagrams participants used a wider range of different individual cognitive activities (e.g., more different types of inferences). Our results suggest that instructors might consider teaching students how to draw inferences in both text and diagrams. They also show an interesting paradox that warrants further research—students often skipped over or superficially skimmed diagrams, but when they did read the diagrams they engaged in more high-level cognitive activity. 相似文献
10.
Roger Johansson ?sa Wengelin Victoria Johansson Kenneth Holmqvist 《Reading and writing》2010,23(7):835-851
In this paper we explored text production differences in an expository text production task between writers who looked mainly
at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined
to systematically describe and define these two groups in respect of the complex interplay between text production and the
reading of one’s own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive
writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations
suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard
gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in
a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences
between the groups. 相似文献
11.
This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students’ writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received feedback without improvement strategies. Within each feedback condition, half of the students received a reflection assignment on feedback use and the revision (experimental reflection condition), while the other half received a reflection assignment on feedback perception (control reflection condition). Results indicated that in the experimental feedback condition writing performance gained from the control reflection assignment, while in the control feedback condition it gained from the experimental reflection assignment. Improvement strategies negatively predicted self-efficacy beliefs, especially when initial self-efficacy beliefs were low, and positively predicted planning/revising. Reflections on feedback use and the revision positively predicted mastery goal when mastery goal initially was low or moderate. 相似文献
12.
Pietro Boscolo Nicola AriasiLaura Del Favero Chiara Ballarin 《Learning and Instruction》2011,21(3):467-480
This study investigated the flow of interest in a reading-to-write activity. It was hypothesized that (a) different contents in a text would stimulate different types of interest and (b) different writing tasks would impact differently students’ use of interesting text segments. Participants were 247 11th- and 12th-grade students, who were divided into 6 groups according to a 2 (interesting vs. uninteresting topic) × 3 (type of writing task) design. While reading, students rated novelty, curiosity, impressiveness, importance, and willingness to reflect on each text segment. Participants were then assigned to one of three writing tasks, namely argumentation, text designing, and composition. Results showed that concepts were regarded as important, events/activities as impressive, and evaluations as most worthy of reflection. Topic interest was explicitly expressed mainly in the argumentation condition, where increased topic interest scores after reading and writing were also found. 相似文献
13.
场独立／场依存作为认知风格的核心,是影响二语习得的重要因素之一。对非英语专业学习者的认知风格测试发现：在非英语专业学生中,确实存在认知风格差异,并且此差异会对学生的阅读理解成绩产生一定的影响,但对写作成绩的影响不大。因此在英语教学中,教师应充分了解学生的认知风格,并采取相应的匹配教学策略,以达到事半功倍的教学效果。 相似文献
14.
Che Kan Leong Man Koon Ho 《International Journal of Disability, Development & Education》2012,59(4):359-378
We trained 36 12-year-old Chinese students with reading disorders in the analysis, synthesis and integration of orthographic constituents of semantic and phonetic bujians (radicals); and also their writing (spelling and composing) skills. These target students were compared with 37 age-controls in a pre-test and post-test design on a number of reading literacy indicators predicated on the “Blueprint of the Reader”. The tasks were: essay writing; morphological compounding; correction of errors; segmentation; text comprehension; fluency; copying of words, and of texts; writing to dictation; and reading aloud words and text. A promax oblique structure analysis of the performance of the 73 students found the tasks clustered into four components. A two (group) × 11 (tasks) multivariate analysis of covariance with the pre-training tasks as covariates followed by analyses of variance showed that the experimental students outperformed their age-peers in essay writing, morphological compounding, correction of errors, text comprehension and reading text aloud. They were also highly satisfied with their training as shown in a questionnaire survey. 相似文献
15.
Marleen Kieft Gert Rijlaarsdam Huub van den Bergh 《European Journal of Psychology of Education - EJPE》2006,21(1):17-34
The claim that writing facilitates students’ learning, although widely accepted, has little support from empirical research.
A possible explanation for the lack of empirical evidence is that writing-to-learn research has disregarded that students
use different writing strategies. The purpose of the present experimental study is to test whether it is effective to adapt
writing-to-learn tasks to different writing strategies when teaching literature. A course “Learning to write argumentative
texts about literature” was developed in two different versions: one adapted to a planning writing strategy, the other to
a revising writing strategy. Participants were 113 tenth-grade high school students in the Netherlands. Our hypothesis is
an adaptation hypothesis: we expect that the more a student will use a planning writing strategy, the more the student will
profit from the lessons in the planning condition, and that the more a student uses a revising writing strategy, the more
beneficial the revising condition will be. However, results show that for improving literary interpretation skill, a course
adapted to the planning writing strategy is more effective for almost all students. 相似文献
16.
Cóstas D. Pórpodas 《教育心理学》1986,6(2):115-122
Abstract The objective of this study was to investigate the role of phonological recoding in young children's reading of Greek. For this, third‐grade Greek children were asked to read and comprehend text while they were concurrently suppressing subvocal articulation. Their performance (in terms of reading times and free recall) was compared to that of a control group of normal reading. The results showed a disturbing effect of articulatory suppression on the subjects’ reading latencies and retention of text. These findings were taken to imply that third‐grade children's reading of text was partly based upon pre‐lexical phonological representation and also that their retention of text partly depended upon a phonological memory code. 相似文献
17.
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students’ reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving students in grades 1–12. Nineteen studies were located that met inclusion criteria, resulting in 4 writing activities comparisons with 4 or more studies per comparison: summary writing versus answering questions (k = 5), summary writing versus note taking (k = 7), answering questions versus note taking (k = 4), and answering questions versus extended writing activities (k = 6). Effect sizes calculated for each writing activities comparison indicated there were no statistically significant differences for any of these comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures. Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity, whereas summary writing enhanced reading comprehension better than question answering on a free recall measure. The results provide limited support for the theoretical viewpoint that writing activities are differentially effective in improving reading comprehension based on how closely the writing activities are aligned with a particular measure. 相似文献
18.
Shari Sabeti 《Literacy》2016,50(3):141-148
Creative writing is often thought of as an individual and solitary pursuit. This is partly owing to Romantic (and still popular) notions of creativity as residing in highly gifted individuals, but also to the widely held belief that writing is a lonely rather than a social activity. The research presented in this paper provides a unique insight into the creative process by tracing the way one poem is produced by a member of a creative writing class based on a major urban art gallery. Based on a 5‐year ethnographic study of this class, it employs interview material, field notes, photographs and creative writing as data. Using theories from both the “anthropology of writing” (Barton and Papen, 2010 ; Latour and Woolgar, 1986 ) and the “anthropology of creativity” (Ingold, 2007 ; Hallam and Ingold, 2007 ), I argue that creative writing is a relational and temporal process involving complex and multiple claims for agency. I also go on to show that when the text moves from a private to a public context, these multiple agencies are encompassed and erased under the umbrella of individual authorship. 相似文献
19.
Mark Torrance Vibeke Rønneberg Christer Johansson Per Henning Uppstad 《Scientific Studies of Reading》2016,20(5):375-388
It has been hypothesized that students with dyslexia struggle with writing because of a word-level focus that reduces attention to higher level textual features (structure, theme development). This may result from difficulties with spelling and/or difficulties with reading. Twenty-six Norwegian upper secondary students (M = 16.9 years) with weak decoding skills and 26 age-matched controls composed expository texts by keyboard under two conditions: normally and with letters masked to prevent them reading what they were writing. Weak decoders made more spelling errors and produced poorer quality text. Their inter-key-press latencies were substantially longer preword, at word end, and within word. These findings provide some support for the word-level focus hypothesis, although we found that weak decoders were slightly less likely to engage in word-level editing. Preventing reading did not affect differences between weak decoders and controls, indicating that their reduced fluency was associated with production rather than reading difficulties. 相似文献
20.
Several researchers emphasize the role of the writer’s topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation model by initiating macro-strategies. In order to examine whether the provision of interactive learning questions during studying source texts leads to better results in academic writing both writing process and performance of a group supported by interactive learning questions was compared to a study-only group which read the source texts without learning questions. Results revealed that students provided with interactive learning questions wrote longer essays and spend significantly more time prewriting and writing/revising their essays than did the students of the study-only group. Studying source texts with learning questions resulted in text products of better readability and partly better accuracy and coverage of content. These findings suggest that engaging students in answering learning questions when reading source texts can positively affect both writing process and performance. 相似文献