Search results for "reading comprehensio"
showing 10 items of 170 documents
The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation
2021
This study examined how vocabulary, syntactic knowledge, and orthographic knowledge are related to comprehension monitoring and whether comprehension monitoring mediates the relations between these language skills and reading comprehension. Eighty-nine Chinese children were assessed on their vocabulary, syntactic knowledge, orthographic knowledge, and comprehension monitoring in Grade 1. Their reading comprehension skills were assessed in Grade 1 and Grade 3. Results showed that in Grade 1, comprehension monitoring mediated the relations between vocabulary and syntactic knowledge and reading comprehension. For Grade 3 reading comprehension, syntactic knowledge in Grade 1 was the only signif…
Examining the Simple View of Reading in a Transparent Orthography: A Longitudinal Study From Kindergarten to Grade 3
2016
This study examined the dynamic relationships among the components of the Simple View of Reading (SVR) in a transparent orthography (Finnish) and the predictive value of cognitive skills (phonological awareness, letter knowledge, rapid naming, and vocabulary) on the SVR components. Altogether, 1,815 Finnish children were followed from kindergarten to Grade 3. Their cognitive skills were assessed in kindergarten, listening comprehension and reading fluency in Grades 1 and 2, and reading comprehension in Grades 1–3. Reading fluency and listening comprehension accounted for 37% of the variance in reading comprehension in Grade 2 and 28% in Grade 3. The direct effect of reading fluency on readi…
The association between mathematical word problems and reading comprehension
2008
This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem‐solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was strongly related to performance in reading comprehension. Fluent technical reading abilities increased the aforementioned skills. However, even after controlling for the level of technical reading involved, performance in maths word problems was still related to rea…
Reading performance and its developmental trajectories during the first and the second grade
2004
Abstract This study examined children’s reading performance and its developmental trajectories during the first and the second grade. Ninety children were tested five times on word reading and reading comprehension. Qualitatively different groups were identified through cluster analysis: Competent, Technical, and Poor Readers. The results showed that the group membership in the Competent and Technical Reader groups was relatively stable across time but less so for the Poor Reader group. Moreover, seven reading paths were identified of which three were comparatively regressive paths. The results emphasize the importance of taking into account individual variation in reading trajectories duri…
Relations between enabling skills and reading comprehension: a follow-up study of Latvian students from first to second grade.
2004
Sprugevica, I. & Hoien, T. (2004). Relations between enabling skills and reading comprehension: A follow-up study of Latvian students from first to second grade. Scandinavian Journal of Psychology, 45, 115–122. In order to examine the relationships among various phonological skills and reading comprehension, Latvian children were followed from grade 1 to grade 2 and were tested with a battery of phonological, word reading, and reading comprehension tasks. A principal component analysis of the phonological tasks revealed three salient factors: a phonemic awareness factor, a rapid naming factor, and a short-term memory factor. In order to analyze the relationship between various phonological …
L'influence de l'origine sociale sur les performances scolaires : par où passe-t-elle ?
2006
Using PISA 2000 data, this study presents an international comparison of the way social origin influences reading comprehension performances, looking at a variety of variables, some external to the school system, others internal. A variable's effect is strong in proportion to the strength of its association to father's occupation and degree to which it favors performance. The study uses the method of path analysis to distinguish between these two aspects. The French situation is presented, then compared to twelve other European Union countries. In all countries, social origin influences performance much more strongly through external variables than variables internal to the educational syst…
Literacy instruction activities and their associations with first graders’ reading performance in two transparent orthographies
2020
The aim of the study was to analyse literacy instruction activities and their associations with the reading performance of first graders in Estonia and Finland, two countries that share similar orthographies and educational systems but differ in the onset of formal reading instruction. The contents of 33 Literacy lessons in first grade spring were analysed and students’ (NEST = 415, NFIN = 154) reading performance was assessed in first grade autumn and spring. The results showed that there were more similarities than differences between the countries in literacy instruction activities, but some country-specific interaction effects were found between students’ reading performance and content…
Primary school text comprehension predicts mathematical word problem-solving skills in secondary school
2014
This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9–10 years old at the baseline). The children’s text-reading fluency, text comprehension and basic calculation ability were tested in grade four. In grade seven and nine, their skills in solving mathematical word problems were assessed. Overall, the results showed that text comprehension in grade four of primary school predicts math word problem-solving skills in secondary school, after controlling for text-reading fluency and basic calculation ability. Among …
Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension
2018
Abstract With the increasing dominance of digital reading over paper reading, gaining understanding of the effects of the medium on reading comprehension has become critical. However, results from research comparing learning outcomes across printed and digital media are mixed, making conclusions difficult to reach. In the current meta-analysis, we examined research in recent years (2000–2017), comparing the reading of comparable texts on paper and on digital devices. We included studies with between-participants (n = 38) and within-participants designs (n = 16) involving 171,055 participants. Both designs yielded the same advantage of paper over digital reading (Hedge's g = −0.21; dc = −0.2…
TuinLEC, an intelligent tutoring system to improve reading literacy skills / TuinLEC, un tutor inteligente para mejorar la competencia lectora
2014
AbstractThis study describes an intelligent tutoring system to improve reading literacy skills called TuinLEC and it presents the results of its application to a group of sixth grade students. TuinLEC adopts the reading literacy theoretical framework of PISA (Program for International Students Assessment, OECD, 2009). TuinLEC includes eight lessons distributed in two phases, one for modeling and guided practice, and the second for independent practice. TuinLEC interacts with every student and it provides help and feedback for the task in a game-like environment. Half of the students were taught with TuinLEC, whereas the other half served as the control group. Children in both groups were pa…