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1.
This study examined the influence of three personal factors, namely, prior knowledge about the text topic, external strategy use during reading, and experience in college, on students' comprehension of the relations among controversial texts. Eighty-six 1-year and 80 3-year undergraduate students answered a questionnaire assessing topic knowledge. One week later, they read two controversial texts and then completed two tasks assessing their comprehension of intertextual relations and recall of intratextual arguments respectively. The results indicated that topic knowledge influenced the comprehension of intertextual relations through enhancing the processing of intratextual arguments. The production of summary notes during reading had indirect and direct positive effects. Longer experience in college led to a better understanding of intertextual relations.  相似文献   

2.
Measuring strategic processing when students read multiple texts   总被引：1，自引：0，他引：1  
This study explored the dimensionality of multiple-text comprehension strategies in a sample of 216 Norwegian education undergraduates who read seven separate texts on a science topic and immediately afterwards responded to a self-report inventory focusing on strategic multiple-text processing in that specific task context. Two dimensions were identified through factor analysis: one concerning the accumulation of pieces of information from the different texts and one concerning cross-text elaboration. In a subsample of 71 students who were also administered measures of intratextual and intertextual comprehension after responding to the strategy inventory, hierarchical multiple regression analysis indicated that self-reported accumulation of information and cross-text elaboration explained variance in intertextual comprehension even after variance associated with prior knowledge had been removed.  相似文献   

3.
In the comprehension of multiple controversial scientific texts, readers with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information. In the present study, we examined whether an argument in contrast to a summary task instruction can increase the resource allocation to and strategic validation of belief-inconsistent information which should be positively related to comprehension. Undergraduate students read one belief-consistent and one belief-inconsistent text about a controversial scientific issue either with an argument or a summary task instruction. The use of strategic validation and memorization strategies was assessed with think-aloud protocols, and a verification task was used to investigate comprehension outcomes. As predicted, readers following a summary task read belief-consistent information longer and used more memorization strategies for such information. Readers following an argument task spent similar time reading both text types and used more validation strategies when reading the belief-inconsistent text. In addition, the use of strategic validation during reading the belief-inconsistent text improved comprehension for this text type but hindered the comprehension of the belief-consistent text.  相似文献   

4.
The present study investigated comprehension processes and strategy use of second-grade low- and high-comprehending readers when reading expository and narrative texts for comprehension. Results from think-aloud protocols indicated that text genre affected the way the readers processed the texts. When reading narrative texts they made more text-based and knowledge-based inferences, and when reading expository texts they made more comments and asked more questions, but also made a higher number of invalid knowledge-based inferences. Furthermore, low- and high-comprehending readers did not differ in the patterns of text-processing strategies used: all readers used a variety of comprehension strategies, ranging from literal repetitions to elaborate knowledge-based inferences. There was one exception: for expository texts, low-comprehending readers generated a higher number of inaccurate elaborative and predictive inferences. Finally, the results confirmed and extended prior research by showing that low-comprehending readers can be classified either as readers who construct a limited mental representation that mainly reflects the literal meaning of the text (struggling paraphrasers), or as readers who attempt to enrich their mental representation by generating elaborative and predictive inferences (struggling elaborators). A similar dichotomy was observed for high-comprehending readers.  相似文献   

5.
The effective use of reading strategies has been recognized as an important way to increase reading comprehension in hypermedia environments. The purpose of the study was to explore whether metacognitive strategy use and access to hypermedia annotations facilitated reading comprehension based on English as a foreign language students’ proficiency levels. The primary investigation finding revealed that the strategies used the most were problem-solving strategies, followed by global strategies, whereas support strategies were used the least. The specific strategy of guessing content was used much more frequently which was reliably predicted by their comprehension scores; on the contrary, reading slowly might hinder hypermedia reading comprehension. Regarding the frequency of access to annotations, background information was viewed the most frequently, while word glossary was identified as least frequently; no significant relationship, however, was observed among proficiency levels, frequency of annotation use, and reading strategies. Based on further think-aloud investigation results, limitations and future research are discussed and presented.  相似文献   

6.
There are few research studies on the effects of teaching comprehension strategies to young children in the primary grades. Using a Dominant–Less Dominant Mixed Model design employing both qualitative and quantitative data collection, we evaluated two approaches for teaching comprehension strategies to 7- and 8-year-old children in four second-grade classrooms using science information texts. The first approach focused upon explicitly teaching a series of single comprehension strategies, one-at-a-time (SSI). The second approach focused on teaching a “set” or “family” of transacted comprehension strategies within a collaborative, interactive and engaging routine (TSI). Results showed no difference between teaching young children a “set” of comprehension strategies and teaching comprehension strategies explicitly, one-at-a-time on their reading comprehension performance as measured by a standardized test of reading comprehension, recall of main ideas from reading two 200 word passages from information texts, a reading motivation survey and a strategy use survey. Results showed significant differences between students taught a set of comprehension strategies on measures of elaborated knowledge acquisition from reading science books (detail idea units recalled), retention of science content knowledge, and significantly improved criterion or curriculum-based reading comprehension test scores. These benefits favoring TSI over SSI are important because the learning curve is relatively steep for teachers to develop the ability to teach and for young children to develop the ability to coordinate a “set” of transacted comprehension strategies.  相似文献   

7.
Eighty‐three good readers and 76 poor readers were compared on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Poor readers scored lower than good readers in using all reading strategies, and especially in using sophisticated cognitive and metacognitive strategies. Poor readers also had lower intrinsic motivation in reading than had good readers. While the ability to use reading strategies had the strongest relation with reading comprehension, intrinsic motivation and strategy attribution might facilitate reading development through their positive relations with strategy use. Implications of these findings for implementing effective reading instruction in Hong Kong Chinese language teaching are discussed.  相似文献   

8.
《Literacy》2017,51(1):19-25
The current study is a contribution to reading research dealing with tuition in reading comprehension and specifically with the issue of arranging tuition to support the development of metacognition. The empirical findings referred to in this study are from textual discussions of works of fiction in grades 6 and 7. The specific focus of the study is the correlation between the linguistic strategies used by the teacher and the pupils' opportunities to develop metacognitive perspectives as a consequence of these strategies. The study shows how the teachers, by use of a series of linguistic strategies, can offer pupils support in order to (1) identify and visualise the premises of their personal queries; (2) observe and verbalise their processes of interpretation together with their emotional reactions when reading; (3) survey, adjust and communicate their use of reading comprehension strategies and (4) recognise the text as an aesthetic construction and the interaction/transaction between texts and the reader.  相似文献   

9.
Reciprocal teaching (RT) has been used to improve English as Foreign Language (EFL) students’ reading comprehension in face-to-face instruction. However, little was known about how they use the RT to comprehend English texts in an online environment. This study explored how the implementation of RT strategies with the use of an annotation tool to improve low-achieving students’ English reading comprehension in an online environment. A total of 22 low-achieving EFL students participated in this study. The pre- and post- reading comprehension tests showed that the students’ English reading comprehension improved after practicing RT strategies with annotation tools. Questioning and predicating strategies were ranked as the two most useful strategies, as both promoted successful collaborative reading among students. Summarizing and clarifying were less useful than questioning and predicting strategies because the low-achieving EFL students faced language difficulties when summarizing and clarifying. The annotations supported RT strategies by (1) establishing a collaborative environment for students to discuss RT strategies any time, (2) organizing and indexing reading content in multimodal forms, and (3) helping students review and revise their comprehension.  相似文献   

10.

Difficulties in reading comprehension of physics texts by college students were investigated. A strategy was developed to improve students’ reading comprehension. Students were taught the skill of formulating clear questions on textual material. The strategy stimulated students’ awareness of their difficulties in reading comprehension and could be used by students as a self‐monitoring technique to improve their reading comprehension.  相似文献   

11.
从索绪尔的横组合和纵聚合关系出发对英语文本进行分析,剖析这两种关系在学生阅读理解过程中所起作用,提出学生在语篇阅读过程中所需注意的问题,旨在完善传统阅读教学的不足之处,提高英语学习者的阅读理解能力。  相似文献   

12.
This study investigated students’ spontaneous use of source information for the resolution of conflicts between texts. One-hundred fifty-four undergraduate students read two conflicting explanations concerning the relationship between blood type and personality under two conditions: either one explanation with a higher credibility source and the opposite explanation with a lower credibility source or the same two explanations but with the sources interchanged. Afterwards, students wrote their opinions about the controversial issue. In their opinion essays, students were more likely to resolve the conflicts between the two explanations by affirming the one from the higher credible source and/or negating the opposite one from the lower credible source, though source manipulation had a small and partial effect on intertextual conflict resolution compared with the perceived quality of each explanation and prior attitudes. However, students’ attention to source information during reading and their use of the information for justifying their intertextual conflict resolution were limited. These results suggest that undergraduate students are capable of, but not good at, using source information for intertextual conflict resolution.  相似文献   

13.
Metacognitive reading strategies were trained and practiced using interactive Web-based tools. Twenty middle school poor reading comprehenders were trained in two metacognitive strategies using a Web-based application called 3D-Readers. The training texts were science-oriented and merged the narrative and expository genres. Results from a within-subjects design answered two main experimental questions: (1) Were greater comprehension gains demonstrated after reading experimental texts with embedded verbal (generate questions) and visual (create a model) strategies compared to control texts? (2) Did the embedded strategies affect elective rereading of the texts? The data answered both questions in the affirmative. Comprehension, as assessed with constructed answers, was significantly higher in the experimental condition, thus demonstrating the efficacy of training verbal and visual strategies in a Web-based environment. In addition, participants elected to reread more often in the experimental condition (as assessed with number of clicks to “ScrollBack” through the text), thus demonstrating the efficacy of strategy training on text reprocessing. Interestingly, the poorer comprehenders altered their rereading behavior the most. Implications for Web-based instructional applications are discussed.  相似文献   

14.
Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions (an explanation strategy versus no strategy). Next, readers estimated comprehension test performance both immediately and after a delay. Readers' estimations were followed by the completion of a comprehension test, a postdiction of test performance, and a working-memory capacity task. The results showed that low working-memory capacity readers were generally more accurate than high working-memory capacity readers but were not affected by strategy instruction or timing of estimates. In contrast, high working-memory capacity readers were most accurate when instructed to use an explanation strategy and when estimates were made immediately. These results are described in the context of the increased processing hypothesis, which contends that more effortful processing during reading augments the availability of text concepts and, in turn, enhances absolute monitoring accuracy.  相似文献   

15.
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   

16.
Many primary grade students are not afforded nonfiction-rich opportunities, with fiction comprising the majority of books read aloud in classrooms. With the Common Core Standards recommending that half of the texts made available to students be nonfiction, educators are increasing their use of informational text. The present study explored the impact of explicitly teaching reading comprehension and vocabulary strategies with nonfiction text compared to fiction text in primary-grade classrooms. Two first-grade (n = 39; 25 male, 14 female) and one second-grade class (n = 20; 13 male, 7 female) participated in the quantitative study that followed a repeated measures design in which the students alternated every 2 weeks between fiction-based instruction and nonfiction-based instruction for a total of 8 weeks. Vocabulary and use of comprehension strategies were assessed at the end of each 2-week period. Overall findings indicated that students were better able to apply the comprehension strategies and define vocabulary following nonfiction-based instruction; they also were more motivated to read informational text. The authors recommend that teachers use more nonfiction texts in the primary grades to support students’ reading comprehension and vocabulary development.  相似文献   

17.
The problem was concerned with the extent to which cognitive/linguistic functions and domain-specific strategies could predict readers’ text comprehension when working with science texts. Six hypotheses were stated and tested in two prediction studies (N=101 eighth-graders), and one experiment (N=8 pupils of same age). Handal’s reading test was used for classifying pupils into good and poor readers. Two texts, one with a known subject and another with an unknown theme were imposed pupils as science reading tasks. Questionnaires and tests concerning cognitive and linguistic functions were used as independent variables in the prediction studies. Two different tests were used as independent variables (for text comprehension) in all of the three studies, and one additional criterion test (writing essays on main ideas in the texts) was applied in the experient. The experiment was organized as a 2x2 factorial design where text type and reading skill were the factors. According to the results, 5 of the 6 hypotheses could not be rejected, i.e., general concept information was the most significant predictor of science text comprehension. Furthermore, text based on a subject known to the reader always surpassed text with an unknown subject as to text comprehension. Similarily, across-domain strategies were more closely related to reading comprehension than domain-specific strategies.  相似文献   

18.
The effects of epistemic beliefs and text structure on cognitive processes during comprehension of scientific texts were investigated. On‐line processes were measured using think‐aloud (Experiment 1) and reading time (Experiment 2) methodologies. Measures of off‐line comprehension, prior knowledge and epistemic beliefs were obtained. Results indicated that readers adjust their processing as a function of the interaction between epistemic beliefs and text structure. Readers with misconceptions and more sophisticated epistemic beliefs engage in conceptual change processes, but only when reading refutation texts. Results also showed that memory for text is not affected by differences in epistemic beliefs or text structure. These findings contribute to our understanding of the relations among factors associated with text comprehension and have implications for theories of conceptual change.  相似文献   

19.
The study is situated at the interface between reading comprehension and critical thinking research. Its purpose was to examine the influence of reading goals and argument quality on the comprehension and critical evaluation of argumentative texts. Young adult readers read to comprehend or evaluate texts on two different controversial issues. Argument quality was varied across text versions on the basis of the hasty generalization fallacy. Text versions varied with respect to the quality of the arguments included, but not in terms of argument content. Measures of comprehension included main claim recall, overall recall and inferences in recall. Text evaluation was measured with a rating task. The sample’s familiarity with the text topics was low, and prior beliefs were relatively neutral. The results indicated that an evaluation goal had a consistent positive effect on main claim and text recall when compared to comprehension goal. Argument quality, however, had no main or interactive effects on text evaluation. The findings indicate that reading to evaluate argumentative text facilitates the representation of its content and critical argument elements, such as the claim it promotes. However, this representation is not sufficient for analyzing and critically evaluating the text’s argument line. The implications of these findings are discussed in relation to current efforts to promote critical-analytic thinking skills in the context of reading and writing.  相似文献   

20.
Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students’ reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.  相似文献   

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