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1.
For regulation of text learning to be effective, students need to accurately monitor their text comprehension. Similarly, to provide adaptive instruction, teachers need to accurately monitor and regulate students’ text comprehension. Performing generative activities prior to monitoring has been suggested to provide students with diagnostic cues, improving monitoring accuracy; an open question is whether this would also help teachers. We investigated whether two generative activities, diagram completion and diagram drawing, improved secondary education students’ (n = 248) monitoring and regulation accuracy of text comprehension (Experiment 1) and whether viewing students’ diagrams improved teachers’ (N = 18) monitoring and regulation of students’ text comprehension (Experiment 2). Students’ monitoring and teachers’ regulation accuracy was higher in the diagramming conditions than in the no-diagramming condition. Students and teachers used diagnostic cues when judging students’ text comprehension: Improving students’ monitoring and teachers’ regulation of students’ text comprehension relies on improving accessibility of diagnostic cues.  相似文献   

2.
Instruction in narrative text structure on first graders' listening and reading comprehension was examined with a view to documenting strategy instruction and transfer of learning in beginning readers. Of interest was whether or not first-grade students (n=35) would, following instruction within the context of listening to stories, gain in listening comprehension and transfer this knowledge to support reading comprehension. A comparison group (n=31) received basal activities including listening to and reading stories. Results support teaching text structure concepts to beginning readers. At post-test, the intervention group demonstrated significantly higher listening comprehension, but not free recall, than the comparison group. Persistent group differences were found for reading comprehension. Intervention group students demonstrated superior comprehension in relation to all story elements and more frequently displayed metalinguistic awareness of text structure by labeling and giving examples of story structure concepts.  相似文献   

3.
Abstract

Text comprehension comprises processes that work interactively to create a situation model of a text. Three hundred and one students from 12 Estonian schools were assessed to examine the relations between vocabulary and different text comprehension levels and to detect students’ individual profiles in these skills. Both variable- and person-oriented approaches were used to analyse overall patterns in the data as well as to make inferences regarding students’ individual differences. Vocabulary was found to have the strongest influence on inferential and literal comprehension, whereas evaluative comprehension was slightly less related to vocabulary. Person-oriented approaches revealed different patterns in students’ vocabulary and comprehension skills. Individual differences in vocabulary and comprehension levels emphasise the need to assess students’ comprehension with multidimensional tests aimed at determining the shortcomings in comprehension components and tracking students’ developmental changes.  相似文献   

4.
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5.
ABSTRACT

Context-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high- and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre- and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts.  相似文献   

6.
Abstract

Students with learning disabilities often experience poor comprehension due to their failure to read strategically and to spontaneously monitor their understanding while reading. This paper discusses in relation to current literature, the various problems with reading comprehension commonly experienced by students with learning disabilities. Specifically, these students may encounter problems in: (A) using background knowledge appropriately; (B) decoding and word recognition; (C) vocabulary knowledge; (D) fluency; (E) strategy use and metacognitive skills; and (F) differentiating between common text structures.  相似文献   

7.
Abstract

Many students in Australian schools today experience difficulty understanding read text beyond Year 3 despite early intervention and rich learning experiences. Often the first indications that such students may have reading comprehension difficulties is from poor performance on comprehension tests in fourth grade. After Year 3 the written text becomes more complex and there is an increasing emphasis on reading comprehension. Less skilled comprehenders experience difficulties because they often use inefficient memory strategies and do not normally visualise story content. Readers with comprehension difficulties can be taught to construct mental imagery that will enable them to link verbal and imaginal information more efficiently into their working memory by reducing the cognitive load. The indications are that engaging readers in elaborative questioning and discussion of the text improves reader's own language and mental imagery as well as enhancing comprehension of read text. For readers who have struggled for years and have developed a resistance to reading, a literacy tutoring intervention framework that focuses on a personalised responsive relationship‐based approach to reading, combined with interesting text and student choice of appropriate material, can facilitate improved reading. The Comprehension of the Narrative intervention program is an example of a multiple strategy training intervention program that utilises explicit strategy instruction in a framework of measured stages while also increasing the level and complexity of the reading texts used. It has been shown that participating students are enabled to build on previously mastered skills and develop more effective higher order comprehension outcomes through focused dialogue with trained tutors.  相似文献   

8.
Abstract

In one experiment, we explored how high school students use hyperlink relevance cues while they navigate to answer questions from hypertexts. Current evidence has shown that students may navigate by either performing a deep semantic analysis of the relationship between the question and the existing hyperlinks, or by matching words in the question to words in the hyperlink labels. We focused on how students combine both cues during navigation, and how comprehension skills relate to the use of such cues. Our study revealed that 14 year old students (N = 53) selected hyperlinks by relying to a similar degree on both word matching and semantic overlap. Furthermore, when there was a conflict between an irrelevant link cued via word matching and a relevant link only cued through semantic overlap, students’ comprehension skills facilitated their initial selection of an informative relevant link. To conclude, we discuss the implications of these results for current models of hypertext navigation.  相似文献   

9.
Three experiments were conducted to study on a more fine-grained level how processing a picture facilitates learning from text. In Experiment 1 (N = 85), results from a drawing task revealed that the global spatial structure of a pulley system picture was extracted even from its brief inspection (for 600 ms, 2 s). In Experiment 2 (N = 105), students who initially inspected the pulley system picture (for 600 ms, 2 s, or self-paced) had better comprehension of the system's functions and made more eye movements in line with the system's global spatial structure when listening to text than students who listened to text only. In Experiment 3 (N = 39), students who first saw the picture (for 2 s) processed written text of the pulley system's spatial structure more efficiently than students who read text only. Results suggest that global spatial information extracted from the picture was used as a mental scaffold to facilitate mental model construction.  相似文献   

10.
ABSTRACT

Although Augmented Reality (AR) technology has already been adopted into mobile learning environments, additional effort must be put towards providing strong evidence that AR-based mobile systems are excellent educational tools that make a positive impact in or outside of the classroom. Our study utilized a similar AR-based mobile learning system developed to authentically teach a liberal arts course at a Taiwanese university. Under controlled study environments, we were able to design a system that could impart relevant concepts from the course to students outside of the traditional classroom setting. Experimental results demonstrated that students with the opportunity to learn through the proposed system demonstrated higher learning motivation, had better learning performance and comprehension abilities than those studying via the conventional outdoor instruction approach. Moreover, the questionnaire survey conducted after our study revealed that “confidence” was the most highly rated motivational factor among students who used the proposed system, suggesting that students were quite motivated to learn using the novel system supplemented with technological advances because they felt more sure of their knowledge and performance. Thus, we believe that using the proposed system can effectively improve the learning outcomes of students enrolled in the liberal arts course, with the particular benefit of boosting confidence in gaining new knowledge, which leads to an improvement of overall learning performance and motivation.  相似文献   

11.
ABSTRACT

Reading 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   

12.
The study compared the comprehension processes and outcomes obtained with refutation and expository text and their association with learning outcomes. After a knowledge pretest, undergraduate students read an extended expository text or a corresponding refutation text that addressed three potential misconceptions about the scientific concept of energy. Think-aloud, cued recall, and posttest data indicated that the positive impact of refutation text was more associated with comprehension outcomes than processes. Refutation text did not influence comprehension processes but facilitated valid inference generation in recall and minimized the negative effects of distortions on learning. The findings suggest the timing of the refutation text effect to be later, after reading, and its nature to be that of neutralizing the influence of any misconceptions on learning from text instead of changing them.  相似文献   

13.
Abstract

This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.  相似文献   

14.
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15.
Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background.  相似文献   

16.
The authors explored elementary students' comprehension of informational text in disciplinary learning. Forty on-grade-level readers in Grades 2–5 participated. A priori and emergent coding was used to analyze 120 verbal protocols and 120 oral recalls. Analyses of variance and correlations showed students' processing and recall of procedural text contrasted with their processing and recall of biography or persuasive text. Also, second-grade students did not process informational text as actively or recall informational text as well as third- through fifth-grade students did. An expanded focus on students' comprehension of informational text in disciplinary learning and further study of the relationships among students' text use, text processing and recall, and development are warranted.  相似文献   

17.
Abstract

Personalized learning refers to a collection of practices designed to place student interests and needs at the heart of schooling. Schools that implement personalized learning need leaders that support educators and students in redesigning the core practices of teaching and learning in K-12 schools. To answer the question of how leaders support this redesign, we use distributed leadership theory to focus on the macrotasks and microtasks that leaders enact to create the conditions for personalized learning practices. Drawing on a five-year, qualitative study of 11 personalized learning programs in the Midwest, we identify three macrotasks supporting personalized learning: reorganizing learning environments to support student voice and choice, assembling idiosyncratic technology ecosystems to distribute teaching and learning tasks, and redesigning instructional time to prioritize student’s interests, agency, and learning relationships. After we describe a number of microtasks associated with each macrotask, we discuss how a consideration of these kinds of leadership tasks can open the contemporary discussion of personalized learning from a narrow focus on learning technologies to an expansive vision of student-centered school reform.  相似文献   

18.
Two experiments compared the effects of learning by drawing to studying instructor-provided visuals on learning outcomes, learning time, and cognitive load. College students studied a text on the human circulatory system and completed comprehension and transfer tests. In Experiment 1 (N = 107), students studied the text with provided visuals (provided visuals) or generated their own drawings from the text with text-based support (verbally-supported drawing) or without support (unsupported drawing). Results showed that while the verbally-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition, there were no differences across the three conditions in learning outcomes. In Experiment 2 (N = 85), students studied the text with provided visuals (provided visuals) or generated drawings from the text with provided visuals as feedback (visually-supported drawing). Results showed that the visually-supported drawing condition spent significantly more time and experienced significantly higher cognitive load than the provided visuals condition but also performed significantly better than the provided visuals condition on the comprehension test. These findings suggest generating drawings prior to studying provided visuals is worth the time and effort.  相似文献   

19.
Abstract

How can we best facilitate students most in need of learning support, entering a challenging quantitative methods module at the start of their bachelor programme? In this empirical study into blended learning and the role of assessment for and as learning, we investigate learning processes of students with different learning profiles. Specifically, we contrast learning episodes of two cluster analysis-based profiles, one profile more directed to deep learning and self-regulation, the other profile more directed toward stepwise learning and external regulation. In a programme based on problem-based learning, where students are supposedly being primarily self-directed, this first profile is regarded as being of an adaptive type, with the second profile less adaptive. Making use of a broad spectrum of learning and learner data, collected in the framework of a dispositional learning analytics application, we compare these profiles on learning dispositions, such as learning emotions, motivation and engagement, learning performance and trace variables collected from the digital learning environments. Outcomes suggest that the blended design of the module with the digital environments offering many opportunities for assessment of learning, for learning and as learning together with actionable learning feedback, is used more intensively by students of the less adaptive profile.  相似文献   

20.
The finding that under split-attention conditions students learn more from a picture and spoken text than from a picture and written text (ie, the modality effect) has consistently been found in many types of computer-assisted multimedia learning environments. Using 58 fifth-grade and sixth-grade elementary school children as participants, we investigated whether the modality effect can also be found in a mobile learning environment (MLE) on plants' leaf morphology, in which students had to learn by integrating information from text and real plants in the physical environment. A single factor experimental design was used to examine the hypothesis that students in a mixed-mode condition with real plants and spoken text (STP condition) would pay more attention to the real plants, and achieve higher performance on retention, comprehension, and transfer tests than the single-mode condition with real plants and written text (WTP condition). Whereas we found that participants in the STP condition paid more attention to observing the plants, and achieved a higher score on the transfer test than participants in the WTP condition, no differences were found between the conditions for retention and comprehension test performance.  相似文献   

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