Search results for "Text Comprehension"
showing 10 items of 23 documents
Encouraging and verifying critical thinking skills through the reading process
2017
La competenza di lettura è un punto di partenza imprescindibile per migliorare abilità di analisi, valutazione, sintesi, interessate pure nella promozione della competenza digitale. Questo lavoro si propone di accertare la validità di un percorso formativo incentrato sull’uso di strategie di lettura per lo sviluppo del pensiero critico. Ci si chiede soprattutto se e come leggere testi usando il formato elettronico favorisca nello studente attività di interpretazione, formulazione di giudizi ed espressione di idee originali. Nella prima parte del lavoro è presentato l’oggetto di studio. Nella seconda parte è descritta la metodologia di ricerca, che mette in pratica le risultanze scientifiche…
ETAT: Expository Text Analysis Tool.
2002
Qualitative methods that analyze the coherence of expository texts not only are time consuming, but also present challenges in collecting data on coding reliability. We describe software that analyzes expository texts more rapidly and produces a notable level of objectivity. ETAT (Expository Text Analysis Tool) analyzes the coherence of expository texts. ETAT adopts a symbolic representational system, known as conceptual graph structures. ETAT follows three steps: segmentation of a text into nodes, classification of the unidentified nodes, and linking the nodes with relational arcs. ETAT automatically constructs a graph in the form of nodes and their interrelationships, along with various a…
Piecgadīgu bērnu runas sekmēšana literāro darbu iepazīšanas procesā
2017
Darba autore: Kintija Lisovska Darba vadītāja: Mg. paed. Aija Kalve Kvalifikācijas darba nosaukums: Piecgadīgu bērnu runas sekmēšana literāro darbu iepazīšanas procesā. Darba mērķis: Pētīt piecgadīgu bērnu runas attīstību literāro darbu iepazīšanas procesa ietekmē. Darba hipotēze: Literāro darbu iepazīšana sekmē bērna valodas attīstību, ja: 1. Lasīšanai tiek izvēlēti vecumposmam atbilstoši un aktuāli daiļdarbi. 2. Pedagoga izvēlētie metodiskie paņēmieni palīdz izprast lasīto saturu un raisa interesi. Kvalifikācijas darbs sastāv no 38 lapaspusēm, kurās ietilpst ievads, teorētiskā daļa, pētnieciskā daļa, secinājumi un viens pielikums, kā arī seši attēli, sešas tabulas un 36 bibliogrāfiskā sar…
The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure
2021
This study explored the influence of reading media and reading time-frame on readers' on-task attention, metacognitive calibration, and reading comprehension. One hundred and forty undergraduates were allocated to one of four experimental conditions varying on the reading medium (in print vs. on screen) and on the reading time-frame (free vs. pressured time). Readers' mindwandering while reading, prediction of performance on a comprehension test, and their text comprehension were measured. In-print readers, but not on-screen readers, mindwandered less on the pressured than in the free time condition, indicating higher task adaptation in print. Accordingly, on-screen readers in the pressured…
THE RELATIONSHIP BETWEEN INFERENTIAL PROCESSING AND TEXT PROCESSING: A DEVELOPMENTAL STUDY
2012
The research reported here was designed to investigate the critical role played by certain factors implicated in the mental representation of text, and to establish whether their role varies significantly as a function of developmental age. Specifically, it was decided to analyse, in a sample of 180 subjects was selected from three different age groups (7, 10 and 18 years of age respectively), the role of such factors in mediating and influencing the generation of the inferences needed to understand a piece of text characterised by a sequence of information which flows in a logical order, but leads to a conclusion which is contrary to the expectations evoked by the text. In line with this o…
Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions
2018
International audience; Increased amounts of information available from the Internet have triggered new demands for students to evaluate information quality. Our study presents an instructional intervention aimed at fostering ninth grade students' critical evaluation of source reliability. The intervention was grounded into theories of multiple text comprehension and used an analytic framework that defines the core source dimensions of author position (competence), author motivation (intention), and media quality (pre-publication validation). Compared to controls, trained students 1) reduced the score assigned to links containing less reliable information in the three critical source dimens…
Impact of question-answering tasks on search processes and reading comprehension
2009
Abstract This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search fo…
Metacognitive and cognitive factors underlying the understanding of the text
2013
Reading comprehension, the construction of meaning from text is generally considered one of the most central cognitive skills children acquire during their school career. (Carreiras & Clifton, 2004; Mason, 2004; Ritchey, 2011; van den Broek, 2010). The research reported was designed to investigate the critical role played by certain factors implicated in the mental representation of text and to establish how their role varies as a function of developmental age. It would thus seem that inferential processing is powerfully influenced both by metacognitive and structural factors which can play a role during text comprehension. This research has focused in particular on two specific aspects of …
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…
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…