Search results for " Comprehension"
showing 10 items of 243 documents
The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years
2019
Emotion comprehension (EC), theory of mind (ToM), and language are particularly important aspects of child development. In recent years, there has been increasing interest in understanding how these three variables are related to preschool children. However, results have been contradictory, and it is not clear how EC, ToM, and language are associated. The aim of this study was to analyze the relationships among EC, ToM, and language through a longitudinal study. Participants were 105 children (49 girls and 56 boys). EC, ToM, and language skills were assessed when children were 3, 4, and 5 years old. The cross-lagged model confirmed that EC preceded ToM in time. The half-longitudinal model …
Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education
2021
This study investigated why some Finnish students receive part-time special education in Grade 1, duration of that support, and its relation to student reading fluency, reading comprehension, and arithmetic fluency development. The participants included two groups from Grade 1 receiving part-time special education (1–2 years vs. 3–4 years) and a control group comprising the remaining participants from the study. Teachers identified reading and expressive language difficulties as the main reasons for part-time special education in Grade 1. By Grade 4, students who received support until Grade 1 or 2 caught up the level of the control group especially in reading fluency. Students who had rece…
Tablets for all? Testing the screen inferiority effect with upper primary school students
2021
Abstract Educational institutions across the world are increasingly integrating tablets in the classroom, under the assumption that tablets improve students' learning. However, little research has specifically focused on the effects of tablets on reading comprehension of primary school children. Based on previous research with undergraduate students, we tested the hypothesis that primary school students will get more distracted, and subsequently comprehend less, when reading expository texts on tablets, as opposed to paper, particularly when they read under time pressure. In addition, from the lens of the comprehension levels hypothesis, we also analyzed the extent to which higher text comp…
Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles
2016
Abstract The purpose of the study was to examine whether teacher's individualized support affects students' reading skills and interest in classrooms with different teaching styles. Groups of teachers with child-centered, mixed child-centered/teacher-directed, and child-dominated teaching styles were differentiated based on observed teaching practices. The participants were 552 children (273 boys) and their 21 homeroom teachers. Teaching practices were assessed in Grade 1, teacher individualized support and students' reading skills and interest in reading were assessed twice - at the end of Grades 1 and 2.The results showed that relations between individualized support and students' later r…
Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
2016
<p align="left">This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline c…
What Makes a Text Easy or Difficult to Understand?
1989
Abstract The question of what makes a text easy or difficult to comprehend is answered on the basis of an empirical investigation, which draws especially on theories related to text and memory linguistics. Easy and difficult texts, verified empirically, were analyzed on micro‐ and macro‐levels. Certain aspects of syntax, lexicon and information structure were first studied. These were followed by text‐level analyses related to the narrative and structural organization and the propositional structure of the texts. The article gives an account of the parameters that were most clearly associated with level of text comprehension. The results are also discussed in the light of the possible impli…
More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents
2020
The digital revolution has made a multitude of text documents from highly diverse perspectives on almost any topic easily available. Accordingly, the ability to integrate and evaluate information from different sources, known as multiple document comprehension, has become increasingly important. Because multiple document comprehension requires the integration of content and source information across texts, it is assumed to exceed the demands of single text comprehension due to the inclusion of two additional mental representations: the integrated situation model and the intertext model. To date, there is little empirical evidence on commonalities and differences between single text and mult…
Il Summarizing Test U: uno strumento per lo sviluppo dei talenti all’Università
2019
La rielaborazione sintetica dei testi è riconosciuta come uno dei processi principali ai fini della comprensione della lettura, tuttavia nella letteratura scientifica italiana non sono diffusi strumenti atti a valutare l’esercizio di questa competenza, né a supportare il suo sviluppo e il suo miglioramento negli studenti universitari. Per poter ipotizzare un modello didattico in cui sia possibile, per ogni studente universitario, controllare la propria attività cognitiva, ovvero il proprio potenziale intellettivo in sviluppo e in espansione creativa, in un modo diverso da come lo usa, è necessario utilizzare strumenti di autovalutazione iniziale che permettano l’individuazione precoce e la …
Symbolic Reductionist Model for Program Comprehension
2007
This article presents the main features of a novel construction, symbolic analysis, for automatic source code processing. The method is superior to the known methods, because it uses a semiotic, interpretative approach. Its most important processes and characteristics are considered here. We describe symbolic information retrieval and the process of analysis in which it can be used in order to obtain pragmatic information. This, in turn, is useful in understanding a current Java program version when developing a new version.
Innovative visual design to assure information for all in transportation
2014
ICAP 2014, 28th International Congress of Applied Psychology, PARIS, FRANCE, 08-/07/2014 - 13/07/2014; This research aims to propose alternative visual design of audio railway disruption announcements in order at reducing handicap situations encountered by travelers who can't hear or understand oral messages (deaf, hearing-impaired or foreign people). Five announcements were translated into two visual modes: in French sign language (with a sign language avatar named Jade) and in animated graphical designs. Different combinations were tested in order to find the better compromise between spatial and temporal organization for the both visual messages. For spatial parameter, messages were eith…