Search results for "Reading Comprehension"

2020

This study examined the stability of reading difficulties (RD) from grades 2 to 6 and focused on the effects of measurement error and cut-off selection in the identification of RD and its stability with the use of simulations. It addressed methodological limitations of prior studies by (a) applying a model-based simulation analysis to examine the effects of measurement error and cut-offs in the identification of RD, (b) analyzing a non-English and larger sample, and (c) examining RD in both reading fluency and reading comprehension. Reading fluency and reading comprehension of 1,432 Finnish-speaking children were assessed in grades 2 and 6. In addition to the use of single cut-off points on…

Reading self-efficacy and reading fluency development among primary school children: Does specificity of self-efficacy matter?

2019

Abstract Efficacy beliefs relate to effort and persistence devoted to learning. Therefore, efficacy beliefs might be especially important in achieving skills that require persistent practice, such as fluent reading. Although reading self-efficacy has been positively linked to reading comprehension, less is known about its relationship to reading fluency . The relationship between reading self-efficacy studied at three specificity levels and reading fluency development was examined among Finnish primary school students ( N = 1327). The results showed that self-efficacy related positively to reading fluency and its development. The association was dependent on the specificity of the self-effi…

Implicit and explicit syntactic knowledge and reading in pre-adolescents

1999

This aim of this paper is to analyse the links between syntactic awareness and reading, in its recoding and comprehension aspects, in pre-adolescent readers. The study, conducted with 83 sixth grade pupils, examined the relation between (1) seven syntactic and morpho-syntactic tasks (repetition, judgment, correction, localization, explanation, replication and identification) and (2) several indicators of recoding and comprehension in reading. Regression analyses revealed differential contributions as a function of syntactic task, type of agrammaticality, and the aspect of reading tested, after we had controlled for the influence of reasoning, memory, and linguistic competences. Contribution…

Students in higher education with reading and writing difficulties

2015

The aim of this study is to explore adult students’ descriptions and understandings of their reading and writing difficulties, and to describe the ways they are copying with them. In higher level studies, information is typically gained by reading and giving evidence of knowledge acquisition in writing. When students have difficulties with these essential academic skills, studying and lifelong learning can be hard work as well as time-consuming. General understanding of dyslexia and reading difficulties at the higher education level has improved, although considerable ambiguity remains about what these mean in practice. This is a qualitative, interview-based study that seeks to improve our …

Effects of Timing and Level of Integration of Formative Feedback in Question-Answering for Concept Learning

2019

De acuerdo con la literatura previa dentro del contexto de la retroalimentación formativa (Bangert-Downs et al., 2013; Butler & Roediger, 2008; Butler & Winne, 1995; Hattie & Timperley, 2007; Kapp et al., 2015; Karpicke, & Roediger, 2007, 2008; Llorens, et al., 2014; Máñez, Vidal-Abarca & Martínez, 2016; Máñez, Vidal-Abarca, Martínez & Kendeu, 2017; Newman, Williams & Hiller, 1974; Narciss, 2013; Narciss et al., 2014 ; van der Kleij, Eggen, Timmers, & Veldkamp, 2012; van der Kleij, et al., 2015; Vidal-Abarca et al., 2017; Vidal-Abarca, Martínez, Ferrer & García, 2017), el objetivo general de la presente tesis es la evaluación de la efectividad de un procedimiento formativo de lectura y cont…

Teacher’s Verbal Communication in the Use of Reciprocal Teaching for Reading Comprehension: An Exploratory Study

2023

Nelle classi di scuola primaria delle tre ultime annualità, molti alunni hanno difficoltà a comprendere quello che leggono male, come si ricava dalla letteratura scientifica e dalle rilevazioni nazionali e internazionali. Il Reciprocal Teaching (RT) è una pratica di apprendimento cooperativo implementata con successo per sostenere e facilitare la comprensione del testo scritto. Alla ricerca hanno partecipato 10 insegnanti di scuola primaria, 73 alunni di classe quinta primaria hanno svolto un’attività di lettura guidata con il RT. Le interazioni verbali in classe sono state osservate; successivamente sono stati analizzati i protocolli raccolti durante le osservazioni nei gruppi per verifica…

Missing Curious Fraction Problems

2018

In this paper we present a study of one of the best-known types of descriptive word fraction problems. These problems have disappeared from today’s textbooks but are hugely important for developing arithmetic thinking. The aim of this paper is to examine the historical solution methods for these problems and discuss the analytical readings suggested by the authors. On the basis of this analysis we have conducted a preliminary study of the performance of 35 Spanish students who are highly trained in mathematics. Our results show that these students have a preference for algebraic reasoning, are reluctant to use arithmetic methods, and have reading comprehension difficulties that are reflecte…

LINKING TEACHER PROFESSIONAL DEVELOPMENT NEEDS WITH APPROPRIATE SOLUTIONS: INSIGHTS FROM AN INIATIVE IN LATVIA

2021

International surveys have stated that each year teachers spend, on average, more than 10 days engaged in different professional development activities. The purpose for this investment in teacher professional development (TPD) is clear: teachers’ competence must develop according to changes in curriculum and 21st century requirements. In previous research we have developed a theoretical teacher competence framework, implemented it to identify teacher (N=263) groups competence gaps and professional development needs. The goal of this research is to link identified professional development needs related to the instruction of 21st century skills (criteria - instructional design, learning goals…

Does IQ matter in adolescents' reading disability?

2009

Abstract We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD, but a connection to non-word spelling in subjects with RD existed. IQ and RD showed a connection to other cognitive skills (IQ to working memory, verbal memory and syntactic skills, RD to poor performance in text reading and rapid naming and both of them to reading comprehension, phonological and arithmetic skills), but no interaction existe…

Equivalence of Translations in International Reading Literacy Studies

2010

Recent years have witnessed a significant increase in the interest in international assessments of student performance. In such assessments it is mandatory that all the different‐language texts be equivalent to each other, that is, equally difficult to understand. The article summarizes a study made on the topic, examining the problems of equivalence encountered when translating texts in international reading literacy assessments. In the study, three English and Finnish texts used in the PISA 2000 reading test were compared text‐analytically. The analysis revealed six different types of problem, which, moreover, differed considerably between the three texts. As a result of the problems, non…