共查询到20条相似文献，搜索用时 31 毫秒
1.
Computer technology has become a tremendous aid in examining the aging process as it relates to reading by allowing researchers to measure and control processing time. But is the computer a passive player in the study of reading and aging? Are we overlooking interactions between computers and participants using them? This study compared two types of computer presentation (investigator‐paced and self‐paced by the reader) to reading from the printed page. Older adults were most efficient in their reading comprehension when reading from the printed page, while young adults were most efficient from computer‐paced text. Although reading is a highly practiced skill for both young and old adults, the computer method of presentation is much less familiar to old adults. An overestimation of age differences with misleading findings may occur if computers are routinely used to study age differences in reading comprehension. 相似文献
2.
Oral and silent reading was studied for moving-window text displayed on a computer screen. Experiment 1 investigated whether local linguistic properties of text being read aloud affect speed in performing a dual task or the distance which a reader's voice lags behind the text seen. Regression analyses showed that choice reaction time during reading is not predicted by any linguistic properties of the immediate text considered, and that these properties instead predict a measure of eye-voice span. Experiment 2 investigated whether, in silent reading, reference is assigned to expressions in text while, or after, they are being viewed. In nearly all contexts, readers were observed to confirm that a given character in a story was being referred to only after the source expression in text had passed out of view. In general, the results tend to speak against an hypothesis about reading which holds that a reader completes processing of an expression in text while still looking at it. 相似文献
3.
This study examined whether children’s reading rate, comprehension, and recall are affected by computer presentation of text.
Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other
from a computer monitor, which used a common scrolling text interface. After reading each text, participants were asked to
recall as much as they could from what they had read and then answered questions that measured text recall and comprehension.
Children took more time to read the passage and recalled more of the text material that they had read from the computer monitor.
The benefit of computer presentation disappeared when efficiency variables, which take time into account, were examined. Children
were, however, more efficient at comprehending text when reading from paper. The results suggest that children may take more
time to read text on computer screens and that they are more efficient when reading text on paper. 相似文献
4.
A study of error detection in discourse is reported in which children 10 to 13 years old listened to set of expository texts read aloud, read the texts via a moving window simulated on a computer screen, or read them typed on paper. Occasional changes were introduced in the texts, resulting in illformedness at a semantic level, at a morphosyntactic level, or (in reading) at an orthographic level. The subjects were 278 Swedish 4th and 6th grade pupils. Analysis of d showed that all test groups performed above chance, that 6th grade children were better at the task, and that errors were easiest to detect while listening. By the same standard, detecting errors when reading was easier from hard copy. However, 4th graders detected both more othographic and morpho-syntactic errors when reading from the moving window, suggesting some advantage in presenting text to younger readers from left to right. 相似文献
5.
Annie Roy-Charland Melanie Perron Krystle-Lee Turgeon Nichola Hoffman Justin A. Chamberland 《Reading and writing》2016,29(4):731-743
In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children’s attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed) pace while their eye movements were monitored. Results revealed an interaction between speed and difficulty. For the easy and difficult books, children spent more time and made more fixations on the printed text when it was presented at slow speed than at fast speed. However, at fast speed, children spend more time and made more fixations on the text of the easy rather than the difficult books, but at slow speed no difference was observed. In addition, at slow speed positive correlations were observed between attention to print and letter knowledge and word reading skills. Results provide important information for the practice of shared book reading suggesting that to increase attention to print, speed should be reduced. Future research should investigate the role of reading speed on reading related outcomes such as discourse comprehension and children’s interest in reading activities. 相似文献
6.
Roxanne F. Hudson Carole Isakson Taylor Richman Holly B. Lane Stephanie Arriaza‐Allen 《Learning disabilities research & practice》2011,26(1):15-27
In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second‐grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20–28 min long, took place 2–4 days per week, and consisted of phonemic awareness training, letter sound practice, and practice in word families. Students in the accuracy condition (n= 27) practiced each page until they reached 98 percent accuracy while students in the accuracy + automaticity condition (n= 29) practiced until they reached rate (30–90 cwpm) and accuracy criteria. Hierarchical linear modeling revealed no differences between practice conditions in decoding accuracy, reading comprehension, and grade‐level text reading fluency. Significant differences favoring the accuracy + automaticity group were found in measures of decoding automaticity. 相似文献
7.
Marcy Zipke 《Education and Information Technologies》2017,22(4):1695-1712
Two experiments explored the effects of reading digital storybooks on tablet computers with 25 preschoolers, aged 4–5. In the first experiment, the students’ word recognition scores were found to increase significantly more when students explored a digital storybook and employed the read-aloud function than when they were read to from a comparable print book. Their comprehension scores did not change significantly in the two conditions. In Experiment 2, the same students explored digital storybooks with more animation embedded in them. The students listened to the read aloud function on the tablet computer and explored digital storybooks in both conditions, but in one condition a teacher guided the talk about the story. Contrary to expectations, the students’ word recognition and story comprehension scores were higher in the independent condition than in the guided condition. One explanation for the higher word recognition scores when students were reading with the tablet computer is the effect of multimedia, like hotspots and/or text tracking. Although digital storybooks are not a substitute for adult interaction, these preschoolers learned surprisingly well on their own. The importance of digital storybook design, as well as what elements to look for in an e-book to encourage literacy learning are discussed. 相似文献
8.
Effective reading strategies, including using graphic organizers, question answering, and considering story structures, can help students improve reading comprehension. However, these reading strategies are not fully supported by both printed books and e-books. Students who master these reading strategies can learn effectively. By contrast, students without effective reading strategies cannot grasp thinking contexts, which leads to unfavorable learning outcomes. This paper presents a novel e-book interface that features thinking maps and a question answering mechanism on the same page. The thinking maps and question answering mechanism can stimulate students to reflect on reading content, which in this study was college entrance exam compositions, and help students to more effectively understand the context of their reading content. After we developed our reading system, 61 participants were recruited for system evaluation. The results indicate that students in the treatment group acquired significantly more vocabulary and understood the story structure more competently than did students in the control group. Treatment group participants expressed that they were satisfied with the thinking maps and question answering mechanism. 相似文献
9.
Previous studies on discourse have employed a self-paced sentence-by-sentence paradigm to present text and record reading times. However, presenting discourse this way does not mirror real-world reading conditions; for example, this paradigm prevents regressions to earlier portions of the text. The purpose of the present study is to investigate the ecological validity of self-paced sentence-by-sentence presentations by comparing it to normal page reading with respect to comprehension, recall, and narrative transportation, across two time points (immediate and delayed). Bayesian analyses found greater evidence in favor of the null hypothesis for transportation, indicating that little difference likely exists between sentence-by-sentence presentations and normal reading for this outcome. Weak evidence supporting the alternative hypothesis was found for immediate comprehension and recall, with participants who read the story as isolated sentences scoring marginally higher. Altogether, these results validate the self-paced sentence-by-sentence paradigm for measuring reading times, uncovering few differences in outcomes relative to natural reading. 相似文献
10.
Peter Gregor Anna Dickinson Alison Macaffer Peter Andreasen 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):341-355
SeeWord is a highly configurable word processing environment, which assists dyslexic users when producing and reading text. The software was developed using a user-centred development cycle where user feedback contributed to each revision. Evaluations showed that users were able to find individualised combinations of settings using the specialised software, which they used in preference to the black-on-white text that is usually displayed on computer monitors. Three separate prototypes of the software were developed and evaluated. The third prototype was used in an experimental study with 6 dyslexic school pupils. The research showed that 5 out of the 6 dyslexic users aged 14–16 years benefited from the use of specialised software when reading text from a computer screen. Participants were able to read standard texts from a screen significantly more accurately with the aid of SeeWord. All participants reported that they felt they could read text from the screen better using the software. The results suggest that a larger scale evaluation of the software would provide valuable information about problems associated with computer use by people with dyslexia. A further study into the visual processes involved in dyslexia would also be of great value. 相似文献
11.
This study examines how high school students use diagrams and summaries during reading and the effects of such on comprehension. The roles of verbal and spatial ability are also examined. Seventy-four Year 7 (13-year-old) students each read a text presented on a computer screen. The text was presented one sentence at a time and subjects could call up a diagram or content-equivalent summary of the main ideas of the text at any time. Time to read the sentences and the adjunct aids was controlled by the subject and recorded by the computer. In addition, the computer kept a record of where in the text subjects made a text-to-aid move. After reading, the subjects completed a 10-minute filler task and then produced free recalls of the text. The free recalls were examined for the inclusion of details and main ideas. Path analyses showed a significant direct effect of verbal ability on the recall of details and main ideas as well as a significant indirect effect through time on diagram. Spatial ability was not found to have any effect on recall, either directly or indirectly. Analyses of text-to-diagram moves showed more inspections in the first few sentences followed by an essentially random inspection pattern. Instructional implications are discussed. 相似文献
12.
Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material. 相似文献
13.
The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research. 相似文献
14.
For the present study it was hypothesised that there would be an effect of media on hierarchical aural comprehension and that older children would. possess the cognitive structures to take advantage of the symbols presented by different media. Eighty kindergarten and third grade children were randomly selected and assigned to three media treatments of a story (text and illustrations; text and flannel board figures; text and animated film) and a control (text alone). The subjects were tested for comprehension of the story using twenty questions which were derived from modifications of the Barrett and Pearson & Johnson taxonomies (10 questions for each of two hierarchical levels). A treatment by age MANOVA was used to analyse the data. Significant main effects were found for both treatment and age. Age accounted for more variance in the higher order questions than in the lower order questions. It is believed that the older children had the cognitive structures to take advantage of the appropriate symbols.
15.
Reading performance of 46 poor readers was compared with that of 20 normal control readers. All subjects were second grade
children. In Experiment 1 two matching word lists were presented under two conditions: one version of the test was read in
the upright position and the other inverted. In Experiment 2 the eye movements of all subjects were recorded during reading
of two meaningful sentences in the normal and inverted position. While the controls were negatively influenced by inversion
of the text, the poor readers showed a variety of responses. Overall, the poor readers showed a slight tendency to be better
at reading in the inverted position when the text must be scanned from right to left. An individual analysis of the data revealed
that in 28.3% of the poor readers inverted reading improved performance at least 15 %, a phenomenon found in none of the controls. 相似文献
16.
Word reading fluency, as indexed by the fast and accurate identification of single words, predicts both general reading ability and reading comprehension. This study compared the effects of context training and isolated word training on subsequent measures of word reading fluency. Good and poor readers were given 12 repetitions of two sets of words; 48 new words were learned in each condition. Words were presented in a story during context training and on a computer screen during isolated word training. Target words were read in isolation at test, randomly displayed within a series containing 72 untrained words. Results show that words trained in isolation are remembered longer and read faster when presented in isolation at test compared to words trained in context. Theoretical implications are discussed in relation to transfer appropriate processing. 相似文献
17.
Che Kan Leong 《Annals of dyslexia》1989,39(1):94-115
The present report with two complementary experiments examined the productive knowledge of derivational morphology in 75 grade
4, 5, and 6 “poor” readers further divided into those performing better, or worse, inboth reading and spelling ((R + S +) or R − S −)), or better in the one or the other (mixed) subgroups. Experiment 1 required
individual subjects to vocalize rapidly the derived forms of words when primed with 40 target base words in four derivational
conditions or levels embedded in sentence frames shown on the computer screen. Experiment 2 required the reverse process of
vocalizing the base forms of words when primed with 40, complex derived forms in the same four morphology conditions embedded
in sentence frames shown on the computer screen. Results of the analysis of the reaction times show a developmental trend
and that the subgroups of poor readers used different mechanisms in producing derived or base forms of words according to
the complexity of the orthographic and/or phonological changes needed in the derivational process. The important role of morphemic
structure and origin of words in instruction is emphasized. 相似文献
18.
《The Journal of educational research》2012,105(6):353-360
Abstract In this study, the effects of two teacher-directed prereading instructional procedures (directed reading activity [DRA] vs. story grammar/structured overview story mapping) on literal and inferential reading comprehension were compared. Sixty third-grade and 60 fifth-grade students were randomly assigned to treatment groups, and data were analyzed within grade levels by an analysis of variance. The prereading modified story mapping procedure resulted in 14% better inferential comprehension (p < .0005) and 7% better literal comprehension than did DRA at the third-grade level. Statistically significant differences between groups were not found at the fifth-grade level. Implications for practice and theory are suggested. 相似文献
19.
Glenn Gordon Smith 《Journal of Research in Reading》2012,35(1):1-19
This study compared books with embedded computer games (via pentop computers with microdot paper and audio feedback) with regular books with maps, in terms of fifth graders' comprehension and retention of spatial details from stories. One group read a story in hard copy with embedded computer games, the other group read it in regular book format with a map. Students received no reading directions, or notification of upcoming post‐tests. Dependent measures included a post‐test of spatial questions about the story. Some questions addressed story items in both text and games. Other questions addressed spatial items in the text, but not in games. Participants who read books with embedded games scored significantly higher on all the post‐test questions, including spatial questions not addressed in games. This suggests that game play helped readers to create a mental model of the story setting, used in subsequent reading to visualise spatial propositions. 相似文献
20.
Eighty-five undergraduates read a 1,399-word story using computer programs that differed in the types of learning aids provided:
either prequestions only (PO) viewed prior to the reading, a related map that was first reviewed feature by feature (MR),
prequestions plus an unreviewed map (PM), or prequestions with a reviewed map (PMR). During reading, subjects accessed the
map as desired by depressing the mouse button, at which time the computer recorded how often they viewed the display and for
how long. Analyses of scores on a 20-item constructed-response test on the story showed significantly higher recall by PO
and PM groups compared to subjects receiving only a map. The MR group accessed the map significantly more often than did the
PM group, while subjects given a reviewed map (MR and PMR groups) rated it significantly more useful for learning the story
than did those who received both prequestions and a map that was not reviewed. All three groups receiving prequestions rated
the text itself more useful than did the map-only group. These findings provide partial evidence that graphic and verbally
based instructional tactics can, in certain circumstances, “collide” with one another when used concurrently. Because both
adjunct displays and adjunct questions rely on mental rehearsal during initial processing, they potentially compete for the
limited resources of working memory leading to, in some cases, attenuation of their benefits during learning. 相似文献