Search results for "Reading comprehension"
showing 10 items of 170 documents
Impact of text availability and question format on reading comprehension processes
2017
Abstract We conducted two experiments to analyze how text availability and question format affect readers’ processes and performance on measures of expository text reading comprehension. Junior high school students read expository texts and answered both multiple choice and open-ended questions on a computer that recorded reading times and readers’ actions with Read&Answer software. The results showed that readers reread prior text segments during initial reading of the text more often when they knew that the text would be unavailable when answering questions than when they knew that the text would be available. In addition, readers made more search decisions in the text- available conditio…
Influencia de los métodos de enseñanza en el aprendizaje y desarrollo de la lectura
2019
Esta comunicación se encuentra disponible en la siguiente URL: http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1467/1275 Este número está dedicado a la "Psicología de la Educación y Saberes Originarios". En el aprendizaje de la lectura están implicadas habilidades como la conciencia fonológica, la conciencia alfabética o la velocidad de nombramiento. Los distintos métodos de enseñanza influyen de modo diferencial en su adquisición. Este estudio analiza 1) el efecto diferencial de los métodos analíticos y fonológico-sintéticos en la adquisición de estas habilidades básicas, 2) si las diferencias encontradas en función del método siguen el mismo patrón en los 4 primeros cu…
Influencia de la velocidad de nombramiento en el inicio de la lectura
2016
Abstract:The analysis of the cognitive processes that are the basis of reading skill has detected some predictors of the development of phonological-orthographic skills necessary in learning it and has identified the naming speed as a good predictor of deficit related to reading difficulties. The objective of this study is to analyze the relationship between naming speed and initial learning of literacy through the analysis of aspects such as the influence of the reading habits, age of onset of literacy or participation in specific learning methods as Kumon. The study involved 289 children aged 4 to 6 years. Results showed naming speed correlates with phonological awareness, predicts readin…
Summary versus argument tasks when working with multiple documents: Which is better for whom?
2010
Abstract This article reports on two experiments where undergraduates read five documents on a scientific topic and afterwards answered comprehension questions and wrote either summaries or argument essays on the topic. In the first experiment, students who were instructed to work with the documents for the purpose of summarizing their contents displayed better comprehension and integration of document contents than did students instructed to construct arguments from the documents. In the second experiment, focusing on whether the effects of task instructions on multiple-documents comprehension and integration could be moderated by students’ prior knowledge, it was found that only students …
Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language?
2010
Abstract We examined the importance of children’s classroom activity, defined as task-focused versus task-avoidance behavior, on different literacy outcomes in an orthographically consistent language. Greek children ( n = 95) were tested in kindergarten, grade 1, and grade 2 on measures of general cognitive ability, phonological awareness, RAN, and short-term memory. The teachers of the children also assessed their task-focused behavior. Nonword decoding, reading fluency, spelling, and reading comprehension measures were administered in grades 2 and 3. The results indicated that task-focused behavior accounted for unique variance in spelling and reading comprehension, even after controllin…
Promoting sixth graders’ credibility evaluation of Web pages: An intervention study
2020
Abstract This study investigated whether a teacher-led intervention program on online inquiry improved sixth graders' performance in a credibility evaluation task. Students (N = 342) were divided into two conditions, an intervention group (190 students) and a control group (152 students). The intervention program (21 × 45 min lessons) was implemented during a six-week course as a part of normal schoolwork. The program included explicit teaching of online inquiry skills: searching for information (3 lessons), evaluating credibility of information (3 lessons), and synthesizing information (3 lessons). In addition, the skills taught were applied in two online inquiry projects comprising 12 les…
An Analysis of a Single Case of Comorbidity between Learning Disability and Borderline Intellectual Functioning
2012
Abstract In this study we explored a case of comorbidity between DSA and Borderline Intellectual Functioning. The girl was fourteen years old, ninth grade of school in Palermo, with significant learning difficulties. Two interviews were conducted, one with parents and one with teachers, to investigate the history of the girl's learning. In the pre-test phase the following cognitive areas were investigated: Q.I. (Level of Intelligence), decoding ability, reading comprehension and writing skills. Motivational-emotional profile was also evaluated: school motivation, self-handicapping strategies, self esteem and school anxiety. To assess these cognitive areas we used: Reading Comprehension Test…
Reading comprehension in French 1st and 2nd grade children: Contribution of decoding and language comprehension
2006
This paper reports a study conducted with French first-grade and second-grade children (mean age: 6;8 and 7;8 respectively). The first aim was to re-examine the Gough and Tunmer’s (1986) Simple View in assessing the specific contribution of decoding ability and language comprehension to reading comprehension. The second one was to analyse the difficulties of children in reading comprehension. Reading and listening comprehension were assessed using both visual and auditory version of the same test. Decoding ability was assessed by means of a nonword reading test. On the basis of reading comprehension scores, skilled and less skilled comprehenders were contrasted, and then two groups of less …
Task-focused behaviour and literacy development: a reciprocal relationship
2009
University of Jyva¨skyla¨The purpose of this study was twofold: (a) to examine the effect of task-focusedbehaviour on reading fluency, spelling and comprehension; and (b) to examine therole of the different literacy skills in subsequent task-focused behaviour. Twohundred and seven Finnish-speaking children were followed from preschool untiltheir fourth year at school and were tested for reading fluency, spelling and readingcomprehension. The teachers also rated the children’s task-focused behaviour. Theresults showed that task-focused behaviour was a significant predictor of laterreading comprehension and spelling skills. However, all three literacy skillspredicted subsequent task-focused beha…
Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies
2015
Abstract This study examines the development of children's reading skills in two transparent orthographies, Estonian and Finnish. Formal reading instruction begins one year earlier in Estonia than in Finland; thus, it was expected that Estonian children would outperform their Finnish peers in reading achievement during grade 1. In this study, 433 Estonian and 353 Finnish first graders were assessed for letter knowledge, phoneme awareness, and reading accuracy and fluency at the beginning of first grade while reading fluency and reading comprehension were assessed in the final semester of first grade. The results showed that, despite Estonian children's better reading skills at the beginning…