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1

Comprehension Processes in Reading.  

ERIC Educational Resources Information Center

Focusing on the process of reading comprehension, this book contains chapters on some central topics relevant to understanding the processes associated with comprehending text. The articles and their authors are as follows: (1) "Comprehension Processes: Introduction" (K. Rayner); (2) "The Role of Meaning in Word Recognition" (D. A. Balota); (3)…

Balota, D. A., Ed.; And Others

2

Increasing Reading Comprehension.  

ERIC Educational Resources Information Center

|This report describes a program for improving reading comprehension. The targeted population consists of first, second, third, and fourth grade classrooms in a middle class community located in a suburb of a large midwestern city. The problem regarding poor comprehension skills is evident from teacher observation, student performance, previous…

Dixon, Mary; Harris, Linda; McGrath, Marianne; O'Neill, Sheila; Swanson, Sandra

3

Promoting Reading Comprehension.  

ERIC Educational Resources Information Center

|Designed to present a historical account of instructional approaches to the teaching of comprehension as well as insights into effective approaches for the present and the future, this collection of papers is divided into three parts, concerned respectively with: (1) instructional research in reading comprehension, (2) the reader and the text,…

Flood, James, Ed.

4

A Reading Comprehension Test.  

National Technical Information Service (NTIS)

Comprehension accuracy, work time, and accuracy rate scores were determined for openbook tests of comprehension of hand translations and edited and unedited machine translations of representative areas of Russian scientific and technical documents in Phys...

D. B. Orr V. H. Small

1966-01-01

5

Assessing Reading Comprehension in Bilinguals  

ERIC Educational Resources Information Center

|A new measure of reading comprehension, the Diagnostic Assessment of Reading Comprehension (DARC), designed to reflect central comprehension processes while minimizing decoding and language demands, was pilot tested. We conducted three pilot studies to assess the DARC's feasibility, reliability, comparability across Spanish and English,…

August, Diane; Francis, David J.; Hsu, Han-Ya Annie; Snow, Catherine E.

2006-01-01

6

Reading Comprehension Strategy: Rainbow Dots  

ERIC Educational Resources Information Center

|An action research study was conducted using the Rainbow Dots strategy to evaluate its effectiveness on reading comprehension skills in a third-grade class with students both with and without a specific learning disability. Results of the study indicated that students' overall performances in reading comprehension have increased. Students also…

Moore, Claire; Lo, Lusa

2008-01-01

7

Comprehension.  

ERIC Educational Resources Information Center

|Describes how reading instruction in comprehension will be much like instruction in thinking and problem solving due to the capacity of computers to store data and retrieve literal information instantly. (CRH)|

Geoffrion, Leo D.; Geoffrion, Olga P.

1985-01-01

8

Contextual Information and Reading Comprehension.  

ERIC Educational Resources Information Center

Following a discussion of the differences between oral and written speech, this paper examines the act of reading written speech and the role that contextual information plays in reading comprehension. It notes the interaction that occurs between reader and text, points out the way in which written language makes demands upon readers'…

Teale, William H.

9

Reading Comprehension and the Computer.  

ERIC Educational Resources Information Center

|A practicum study was conducted to raise the reading comprehension level of students at least one grade level by using Computer-Assisted Instruction (CAI), and to determine the kind of student who would most benefit by the use of CAI. A control group of 35 students and three experimental groups of 19 computer students, all in fourth or fifth…

Boyer, Nancy W.

10

Deep Read: a reading comprehension system  

Microsoft Academic Search

Abstract This paper describes initial work on Deep Read , an automated reading comprehension system that accepts arbitrary text input (a story) and answers questions about it We have acquired a corpus of 60 development and 60 test stories of 3 to 6th grade material; each story is followed by short - answer questions (an answer key was also provided)

Lynette Hirschman; Marc Light; Eric Breck; John D. Burger

1999-01-01

11

Working Memory Resources and Children's Reading Comprehension.  

ERIC Educational Resources Information Center

|Studies the relationship between working memory capacity and reading comprehension in fourth-grade children and the nature of the working memory resources involved in reading comprehension. Shows that working memory capacity was a direct predictor of reading comprehension when contrasted with vocabulary and decoding skills. Discusses the reasons…

Seigneuric, Alix; Ehrlich, Marie-France; Oakhill, Jane V.; Yuill, Nicola M.

2000-01-01

12

A Cognitive Model for Teaching Reading Comprehension.  

ERIC Educational Resources Information Center

|Presents a fresh way for teaching reading comprehension skills to learners of a language. Gives theoretical background, illustrates the basic steps used in the model for teaching reading comprehension, and discusses the advantages and features of this new model for teaching reading comprehension. (Author/VWL)|

Sheng, He Ji

2000-01-01

13

Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks  

ERIC Educational Resources Information Center

|This article presents five instructional frameworks demonstrated by research as being effective in teaching reading comprehension: (1) The Scaffolded Reading Experience (SRE); (2) Questioning the Author (QtA); (3) Collaborative Strategic Reading (CSR); (4) Peer-Assisted Learning Strategies (PALS); and (5) Concept-Oriented Reading Instruction…

Liang, Lauren Aimonette; Dole, Janice A.

2006-01-01

14

Improving Reading Comprehension of Intermediate Grade Children.  

ERIC Educational Resources Information Center

|This practicum was designed to improve reading comprehension of intermediate grade children attending compensatory education classes in a Florida elementary school. It involved 11 students in grades 2 through 5 who were low achievers in reading and/or math. It was designed to improve reading comprehension by providing training using six specific…

Nachman, Leah B.

15

Writing Composition Activities to Enhance Reading Comprehension.  

ERIC Educational Resources Information Center

A program of written composition based on reading comprehension can help students gain greater in-depth understanding of reading materials. Once the reading comprehension skill has been clearly defined for the class, the writing activity can provide clarification by allowing for analysis of the definition through written manipulation of language.…

Gold, Janet T.

16

Describing Comprehension: Teachers' Observations of Students' Reading Comprehension  

ERIC Educational Resources Information Center

|Teachers' observations of student performance in reading are abundant and insightful but often remain internal and unarticulated. As a result, such observations are an underutilized and undervalued source of data. Given the gaps in knowledge about students' reading comprehension that exist in formal assessments, the frequent calls for teachers'…

Vander Does, Susan Lubow

2012-01-01

17

Working memory resources and children's reading comprehension  

Microsoft Academic Search

Working memory capacity is described as a pool of limited resources that carry out processing and storage functions. Its role has been emphasised in adults' reading comprehension. The present study had two aims: First, to study the relationship between working memory capacity and reading comprehension in fourth-grade children. Second, to study the nature of the working memory resources involved in

Alix Seigneuric; Marie-France Ehrlich; Jane V. Oakhill; Nicola M. Yuill

2000-01-01

18

A Janus Look at Reading Comprehension.  

ERIC Educational Resources Information Center

|Noting that researchers in the fields of cognitive psychology, artificial intelligence, and linguistics are taking a constructivist view of reading comprehension, this paper undertakes a comparison of that view with views concerning comprehension that have been expressed at the Claremont Reading Conferences over the past 50 years. The first…

McNeil, John D.

19

Extended Notions of Grammar and Reading Comprehension.  

ERIC Educational Resources Information Center

|Full reading comprehension is dependent on a knowledge of language usage, specifically, how syntactic constructions function in relation to pragmatic knowledge. To avoid some of the problems which might arise concerning the pragmatic aspects of reading comprehension, the following steps may be taken: teach children very early the relationship…

Wolfram, Walt

20

Effects of Cultural Familiarity on Reading Comprehension.  

ERIC Educational Resources Information Center

A study investigated the effect of cultural background on reading comprehension, specifically examining content knowledge (schemata) and overall familiarity with the setting. It tested the hypothesis that when a setting is familiar to readers, the text will be most readable, and will yield the shortest time to read, the best comprehension, and the…

Sasaki, Yoshinori; And Others

21

Automated Comprehension Assessment in a Reading Tutor  

Microsoft Academic Search

Can vocabulary and comprehension assessments be generated automatically for a given text? We describe the automated method used to generate, administer, and score multiple-choice vocabulary and comprehension questions in the 2001-2002 version of Project LISTEN's Reading Tutor. To validate the method against the Woodcock Reading Mastery Test, we analyzed 69,326 multiple-choice cloze items generated in the course of regular Reading

Jack Mostow; Brian Tobin; Andrew Cuneo

2002-01-01

22

The validity of reading comprehension therapy materials  

Microsoft Academic Search

This study examines the degree to which reading comprehension therapy materials measure reading comprehension. Thirty-six non-brain-damaged adults (18 females, 18 males) ranging in age from 55 to 75 years participated. They answered written multiple-choice questions from aphasia therapy workbooks before and after reading the paragraphs (n = 40) to which the questions related. Results showed that for each of four

Colette A. Thomas; Susan T. Jackson

1997-01-01

23

The assessment of reading comprehension difficulties for reading intervention  

Microsoft Academic Search

There are many environmental and personal factors that contribute to reading success. Reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects. However, most existing assessment tools have not adequately reflected the complex nature of reading comprehension. Good assessment requires a multifaceted approach to reading diagnosis and flexible interventions in order to cater for individual learning

Gary Woolley

2008-01-01

24

Using Peer Tutors to Improve Reading Comprehension  

ERIC Educational Resources Information Center

|The influential report "Teaching Children to Read: An Evidenced-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction" presented recommendations for daily literacy instruction in five key areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Applying techniques to…

LaGue, Kristina M.; Wilson, Katrina

2010-01-01

25

Teaching Reading Comprehension: Strategies for Success.  

ERIC Educational Resources Information Center

|Numerous comprehension strategies can be used successfully with both children's literature and a basal reading series to help children focus on written text during reading. One of the most important techniques is developing background knowledge prior to reading--the overall purpose of which is to help readers relate their existing schemata to the…

Weisenbach, E. Lynne

26

The Psychology of Reading and Language Comprehension.  

ERIC Educational Resources Information Center

This book, intended for researchers in the psychology of reading and language, college students in psychology and education, teachers of reading, and educators in general, is designed to be used in a course on the psychology of reading or the psychology of language comprehension. The book contains the following chapters: (1) "An Introduction and…

Just, Marcel Adam; Carpenter, Patricia A.

27

National Survey of Reading Comprehension in Finland.  

ERIC Educational Resources Information Center

|Examines the cognitively high-level text processing, or macro-processing, of expository passages. Investigates reading comprehension during the sixth and ninth school years. Finds that girls outperformed boys regardless of the comprehension measure and also finds that performance on both measures, but particularly on hierarchy-rating, correlated…

Lehto, Juhani E.; Scheinin, Patrik; Kupiainen, Sirkku; Hautamaki, Jarkko

2001-01-01

28

National Survey of Reading Comprehension in Finland.  

ERIC Educational Resources Information Center

Examines the cognitively high-level text processing, or macro-processing, of expository passages. Investigates reading comprehension during the sixth and ninth school years. Finds that girls outperformed boys regardless of the comprehension measure and also finds that performance on both measures, but particularly on hierarchy-rating, correlated…

Lehto, Juhani E.; Scheinin, Patrik; Kupiainen, Sirkku; Hautamaki, Jarkko

2001-01-01

29

Using Television Commercials to Develop Reading Comprehension.  

ERIC Educational Resources Information Center

Suggests that teachers can use reluctant readers' sensitivity to and sophistication with "musicomedy" to both assess and develop reading comprehension. Discusses several class activities using the musical and humorous expressions in television commercials for fulfilling this objective. (RS)

Bowman, James D.; Bowman, S. Ray

1991-01-01

30

TextLearner System: Reading Learning Comprehension.  

National Technical Information Service (NTIS)

The goal of DARPA's Reading Learning Comprehension seedling was to determine the feasibility of autonomous knowledge acquisition through the analysis of text. This report describes the results of that effort by detailing the capabilities of the TextLearne...

J. Curtis M. Witbrock J. Baxter P. Wagner B. Aldag

2006-01-01

31

The Assessment of Reading Comprehension Difficulties for Reading Intervention  

ERIC Educational Resources Information Center

There are many environmental and personal factors that contribute to reading success. Reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects. However, most existing assessment tools have not adequately reflected the complex nature of reading comprehension. Good assessment requires a…

Woolley, Gary

2008-01-01

32

Letter Knowledge Predicts Grade 4 Reading Fluency and Reading Comprehension  

ERIC Educational Resources Information Center

|The present study examined the predictors of fourth graders' reading skills (reading comprehension, text reading and word chain reading). Reading skill antecedents of 158 children of 5-6 years of age were measured at the beginning of kindergarten; students' reading skills were measured in kindergarten and in Grades 1 and 4. The results showed…

Leppanen, Ulla; Aunola, Kaisa; Niemi, Pekka; Nurmi, Jari-Erik

2008-01-01

33

Relationships of Three Components of Reading Fluency to Reading Comprehension  

Microsoft Academic Search

This study examined the relationships of 3 levels of reading fluency—the individual word, the syntactic unit, and the whole passage—to reading comprehension among 278 5th graders heterogeneous in reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized reading comprehension test in a model including inferencing skill and background knowledge. The

Susan Lutz Klauda; John T. Guthrie

2008-01-01

34

Peer Tutors Improve Reading Comprehension  

ERIC Educational Resources Information Center

|The influential report "Teaching Children to Read: An Evidenced-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction," published by the National Reading Panel in 2000, presented recommendations for daily literacy instruction in five key areas: phonemic awareness, phonics, fluency,…

LaGue, Kristina M.; Wilson, Katrina

2011-01-01

35

Test Differences in Diagnosing Reading Comprehension Deficits  

PubMed Central

We examined the implications of test differences for defining and diagnosing comprehension deficits using reading comprehension tests. We had 995 children complete the Gray Oral Reading Test-3, the Qualitative Reading Inventory-3, the Woodcock-Johnson Passage Comprehension-3, and the Peabody Individual Achievement Test, and compared which children were identified by each test as being in the lowest 10%. Although a child who performs so poorly might be expected to do poorly on all tests, we found that the average overlap between tests in diagnosing comprehension difficulties was only 43%. Consistency in diagnosis was greater for younger children, when comprehension deficits are due to weaker decoding skills, than for older children. Inconsistencies between tests were just as evident when identifying the top performers. The different children identified as having a comprehension deficit by each test were compared on four profile variables - word decoding skill, IQ, ADHD symptoms, and working memory skill – to understand the nature of the different deficits assessed by each test. Theoretical and practical implications of these test differences in defining and diagnosing comprehension deficits are discussed.

Keenan, Janice M.; Meenan, Chelsea E.

2012-01-01

36

Test Differences in Diagnosing Reading Comprehension Deficits.  

PubMed

The authors examined the implications of test differences for defining and diagnosing comprehension deficits using reading comprehension tests. They had 995 children complete the Gray Oral Reading Test-3, the Qualitative Reading Inventory-3, the Woodcock-Johnson Passage Comprehension-3, and the Peabody Individual Achievement Test and compared which children were identified by each test as being in the lowest 10%. Although a child who performs so poorly might be expected to do poorly on all tests, the authors found that the average overlap between tests in diagnosing comprehension difficulties was only 43%. Consistency in diagnosis was greater for younger children, when comprehension deficits are the result of weaker decoding skills, than for older children. Inconsistencies between tests were just as evident when identifying the top performers. The different children identified as having a comprehension deficit by each test were compared on four profile variables-word decoding skill, IQ, ADHD symptoms, and working memory skill-to understand the nature of the different deficits assessed by each test. Theoretical and practical implications of these test differences in defining and diagnosing comprehension deficits are discussed. PMID:22442251

Keenan, Janice; Meenan, Chelsea E

2012-03-21

37

Vocabulary Acquisition: Implications for Reading Comprehension  

ERIC Educational Resources Information Center

|Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to…

Wagner, Richard K., Ed.; Muse, Andrea E., Ed.; Tannenbaum, Kendra R., Ed.

2006-01-01

38

Electronic Books: Children's Reading and Comprehension  

ERIC Educational Resources Information Center

|This study investigates the differences in children's comprehension and enjoyment of storybooks according to the medium of presentation. Two different storybooks were used and 132 children participated. Of these, 51 children read an extract from "The Magicians of Caprona," about half reading an electronic version with an online dictionary, and…

Grimshaw, Shirley; Dungworth, Naomi; McKnight, Cliff; Morris, Anne

2007-01-01

39

Primary school students' reading comprehension skills  

Microsoft Academic Search

Reading comprehension is a complex process: the reader constructs meaning by interacting with text using his or her previous knowledge and experience and the information that can be found in the text. The more background information related to the text the reader possesses, the easier it is for him or her to understand the text. When reading the text he

Tuula Merisuo-Storm

40

The "RAP" on Reading Comprehension  

ERIC Educational Resources Information Center

Reading problems are one of the most frequent reasons students are referred for special education services and the disparity between students with reading difficulties and those who read successfully appears to be increasing. As a result, there is now an emphasis on early intervention programs such as RTI. In many cases, early intervention in…

Hagaman, Jessica L.; Luschen, Kati; Reid, Robert

2010-01-01

41

Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies  

Microsoft Academic Search

The purpose of this observational study was to identify the frequency of reading comprehension instruction in elementary classrooms. Additional objectives were to determine which reading comprehension instructional strategies were most employed by teachers in elementary classrooms. In 3,000 minutes of direct classroom observation in 20 first- through fifth-grade classrooms, a total of 751 minutes (or 25% of instructional time) was

Molly Ness

2011-01-01

42

Relationships of Three Components of Reading Fluency to Reading Comprehension  

ERIC Educational Resources Information Center

|This study examined the relationships of 3 levels of reading fluency--the individual word, the syntactic unit, and the whole passage--to reading comprehension among 278 5th graders heterogeneous in reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized…

Klauda, Susan Lutz; Guthrie, John T.

2008-01-01

43

Recall Strategies and Reading Comprehension.  

ERIC Educational Resources Information Center

|Research on text organization has demonstrated that reading is responsive to the number and complexity of idea units or propositions in a text, and that the capacity of children to recall information is responsive to the relative importance of the idea units. A study was undertaken to examine an extension of these propositions: namely, that…

Beebe, Mona J.; And Others

44

Characterizing Reading Comprehension of Mathematical Texts  

Microsoft Academic Search

This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two\\u000a mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only\\u000a uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical\\u000a text.

Magnus Österholm

2006-01-01

45

Instructional Approaches that Significantly Increase Reading Comprehension  

ERIC Educational Resources Information Center

|The purpose of this study was to analyze the effects of the most widely used literacy instructional approaches on the reading comprehension of Grade 2-6 students. Participants (N = 660) were enrolled in 4 districts in the United States; 53% were male (n = 348) and 47% were female (n = 312); 51% were Caucasian (n = 338), 23% were African American…

Block, Cathy Collins; Parris, Sheri R.; Reed, Kelly L.; Whiteley, Cinnamon S.; Cleveland, Maggie D.

2009-01-01

46

On Linguistic Structure and Reading Comprehension.  

ERIC Educational Resources Information Center

|Stella Center's belief in the basic importance of grammatical structure as a factor in reading comprehension substantiated the author's theory that the ability to comprehend syntactic structure is positively correlated with the ability to comprehend meaning. Original instruments devised to test this hypothesis included a test which utilized…

O'Donnell, Roy C.

47

Segmentation in Reading and Film Comprehension  

Microsoft Academic Search

When reading a story or watching a film, comprehenders construct a series of representations in order to understand the events depicted. Discourse comprehension theories and a recent theory of perceptual event segmentation both suggest that comprehenders monitor situational features such as characters’ goals, to update these representations at natural boundaries in activity. However, the converging predictions of these theories had

Jeffrey M. Zacks; Nicole K. Speer; Jeremy R. Reynolds

2009-01-01

48

Examining Reading Comprehension in Adult Literacy  

ERIC Educational Resources Information Center

|In this article, I use a literature review to examine the nature of reading comprehension in adult literacy practice. I suggest that we need to better understand learners' sociocultural profiles and that we need to be clearer about commonly used vocabulary terms (such as background knowledge). I also suggest that we pay more attention to how…

Jacobson, Erik

2011-01-01

49

Retell as an Indicator of Reading Comprehension  

ERIC Educational Resources Information Center

|The purpose of this narrative synthesis is to determine the reliability and validity of retell protocols for assessing reading comprehension of students in grades K-12. Fifty-four studies were systematically coded for data related to the administration protocol, scoring procedures, and technical adequacy of the retell component. Retell was…

Reed, Deborah K.; Vaughn, Sharon

2012-01-01

50

Instructional Approaches That Significantly Increase Reading Comprehension  

Microsoft Academic Search

The purpose of this study was to analyze the effects of the most widely used literacy instructional approaches on the reading comprehension of Grade 2–6 students. Participants (N = 660) were enrolled in 4 districts in the United States; 53% were male (n = 348) and 47% were female (n = 312); 51% were Caucasian (n = 338), 23% were

Cathy Collins Block; Sheri R. Parris; Kelly L. Reed; Cinnamon S. Whiteley; Maggie D. Cleveland

2009-01-01

51

Improving Students' Inferential and Literal Reading Comprehension.  

ERIC Educational Resources Information Center

|This action research project describes a program for improving literal and inferential reading comprehension skills aimed at increasing overall academic achievement. The targeted population consisted of third, fourth, and fifth grade students in middle class communities located in the Midwest. Evidence for the existence of the problem includes…

Fabrikant, Wendy; Siekierski, Nancy; Williams, Carolyn

52

Improving Reading Comprehension of Underprepared College Students.  

ERIC Educational Resources Information Center

|A practicum was designed to improve reading comprehension of 10 basic skills college students by providing training using 5 specific strategies and techniques. Five specific strategies based on a review of the literature were selected: (1) metacognitive awareness; (2) discussion; (3) self-monitoring charts; (4) use of pictures as an introduction…

Doughty, Irma Darrow

53

Reading Ability: Lexical Quality to Comprehension  

ERIC Educational Resources Information Center

|The lexical quality hypothesis (LQH) claims that variation in the quality of word representations has consequences for reading skill, including comprehension. High lexical quality includes well-specified and partly redundant representations of form (orthography and phonology) and flexible representations of meaning, allowing for rapid and…

Perfetti, Charles

2007-01-01

54

Segmentation in Reading and Film Comprehension  

ERIC Educational Resources Information Center

|When reading a story or watching a film, comprehenders construct a series of representations in order to understand the events depicted. Discourse comprehension theories and a recent theory of perceptual event segmentation both suggest that comprehenders monitor situational features such as characters' goals, to update these representations at…

Zacks, Jeffrey M.; Speer, Nicole K.; Reynolds, Jeremy R.

2009-01-01

55

Retell as an Indicator of Reading Comprehension.  

PubMed

The purpose of this narrative synthesis is to determine the reliability and validity of retell protocols for assessing reading comprehension of students in grades K-12. Fifty-four studies were systematically coded for data related to the administration protocol, scoring procedures, and technical adequacy of the retell component. Retell was moderately correlated with standardized measures of reading comprehension and, with older students, had a lower correlation with decoding and fluency. Literal information was retold more frequently than inferential, and students with learning disabilities or reading difficulties needed more supports to demonstrate adequate recall. Great variability was shown in the prompting procedures, but scoring methods were more consistent across studies. The influences of genre, background knowledge, and organizational features were often specific to particular content, texts, or students. Overall, retell has not yet demonstrated adequacy as a progress monitoring instrument. PMID:23125521

Reed, Deborah K; Vaughn, Sharon

2011-04-11

56

Retell as an Indicator of Reading Comprehension  

PubMed Central

The purpose of this narrative synthesis is to determine the reliability and validity of retell protocols for assessing reading comprehension of students in grades K–12. Fifty-four studies were systematically coded for data related to the administration protocol, scoring procedures, and technical adequacy of the retell component. Retell was moderately correlated with standardized measures of reading comprehension and, with older students, had a lower correlation with decoding and fluency. Literal information was retold more frequently than inferential, and students with learning disabilities or reading difficulties needed more supports to demonstrate adequate recall. Great variability was shown in the prompting procedures, but scoring methods were more consistent across studies. The influences of genre, background knowledge, and organizational features were often specific to particular content, texts, or students. Overall, retell has not yet demonstrated adequacy as a progress monitoring instrument.

Reed, Deborah K.; Vaughn, Sharon

2011-01-01

57

Differences in Cognitive Style and Student Reading Comprehension.  

ERIC Educational Resources Information Center

|A study replicated a study done in 1986: both studies determined the relationship among cognitive laterality, gender, and reading comprehension for African-American students, and the relationship between hemispheric preference and reading comprehension or gender. A standardized reading test to measure reading comprehension and the Cognitive…

Wesson, Linda Hampton; Holman, David

58

Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes  

Microsoft Academic Search

The engagement model of reading development suggests that instruction improves students' read- ing comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and moti- vational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth-grade classrooms differentially influenced students' reading comprehension,

Allan Wigfield; John T. Guthrie; Kathleen C. Perencevich; Ana Taboada; Susan Lutz Klauda; Angela McRae; Pedro Barbosa

2008-01-01

59

Reading Comprehension Strategies for Adult Literacy Outcomes  

PubMed Central

Although research on improving child literacy is converging, no such body of research exists for adult literacy. Yet the need is no less significant. This study extends the knowledge garnered with younger populations by determining the reading comprehension strategies most important to adults’ success on adult literacy outcome measures and aligning them with previously researched interventions. According to an analysis of key adult literacy outcome measures (i.e., competency-based, standardized tests of literacy commonly accepted as reasonable proxies for the global construct of adult literacy: Comprehensive Adult Student Assessment System [CASAS], General Educational Development [GED], and National Assessment of Educational Progress [NAEP]), adults should benefit from strategies that teach looking for clues in or generating questions about a text. Additionally, adults need to learn how to summarize and draw inferences in order to address higher-level literacy demands. Adult learners also need a metacognitive strategy to self-regulate reading behavior (e.g., choose a strategy to use, evaluate its effectiveness, and abandon and choose another strategy if necessary.) Furthermore, when using a competency-based standardized test, adult learners need to be coincidentally taught test-taking skills to reduce the test-related task demands and produce a better index of a learner's reading comprehension skills.

Hock, Mike; Mellard, Daryl

2011-01-01

60

Word Reading and Reading Comprehension: Stability, Overlap and Independence  

ERIC Educational Resources Information Center

|Longitudinal twin data were analyzed to investigate the etiology of the stability of genetic and environmental influences on word reading and reading comprehension, as well as the stability of those influences on their relationship. Participating twin pairs were initially tested at a mean age of 10.3 years, and retested approximately five years…

Betjemann, Rebecca S.; Willcutt, Erik G.; Olson, Richard K.; Keenan, Janice M.; Defries, John C.; Wadsworth, Sally J.

2008-01-01

61

The effects of participation in literature circles on reading comprehension  

Microsoft Academic Search

Research supports that comprehension is a vital component of reading and life-long literacy, and there are many instructional approaches for teaching reading comprehension. Literature circles are a popular approach which are widely used but have not yet been studied empirically. The purpose of this study was to determine the effects of participation in literature circles on the reading comprehension of

Jodi Crum Marshall

2006-01-01

62

The Effects of Participation in Literature Circles on Reading Comprehension  

Microsoft Academic Search

Research supports that comprehension is a vital component of reading and life-long literacy, and there are many instructional approaches for teaching reading comprehension. Literature circles are a popular approach which are widely used but have not yet been studied empirically. The purpose of this study was to determine the effects of participation in literature circles on the reading comprehension of

Jodi Crum Marshall

2006-01-01

63

The neural correlates of strategic reading comprehension: Cognitive control and discourse comprehension  

Microsoft Academic Search

Neuroimaging studies of text comprehension conducted thus far have shed little light on the brain mechanisms underlying strategic learning from text. Thus, the present study was designed to answer the question of what brain areas are active during performance of complex reading strategies. Reading comprehension strategies are designed to improve a reader's comprehension of a text. For example, self-explanation is

Jarrod Moss; Christian D. Schunn; Walter Schneider; Danielle S. McNamara; Kurt VanLehn

2011-01-01

64

Background Knowledge, Linguistic Complexity, and Second-Language Reading Comprehension.  

ERIC Educational Resources Information Center

|Examines the role of cultural background knowledge on the reading comprehension of third graders acquiring literacy in Dutch as a first and second language while reading noncontrived texts from the reading curricula. Finds a facilitating effect of cultural familiarity for both reading comprehension and reading efficiency. Notes that this effect…

Droop, Mienke; Verhoeven, Ludo

1998-01-01

65

A Dynamic Developmental Link between Verbal Comprehension-Knowledge (Gc) and Reading Comprehension: Verbal Comprehension-Knowledge Drives Positive Change in Reading Comprehension  

ERIC Educational Resources Information Center

|Intelligence and general academic achievement have a well-established relation, but the interrelated development of the two constructs over time is less well-known. In this study, the dynamic developmental relation between verbal comprehension-knowledge (Gc) and reading comprehension was examined by applying bivariate dual change score models…

Reynolds, Matthew R.; Turek, Joshua J.

2012-01-01

66

Reading Comprehension and Understanding Idiomatic Expressions: A Developmental Study  

ERIC Educational Resources Information Center

|The aim of the present study was to investigate idiom comprehension in school-age Italian children with different reading comprehension skills. According to our hypothesis, the level of a child's text comprehension skills should predict his/her ability to understand idiomatic meanings. Idiom comprehension in fact requires children to go beyond a…

Chiara Levorato, Maria; Nesi, Barbara; Cacciari, Cristina

2004-01-01

67

Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition  

Microsoft Academic Search

This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and comprehension questions. This systematic metacognitive inquiry treatment was based on findings in cognition, metacomprehension, and effective reading instruction. The research was conducted

Kathleen D. Allen; Thomas E. Hancock

2008-01-01

68

The Effects of Word Guessing Strategy Instruction on Reading Comprehension  

Microsoft Academic Search

Recently many learning theorists have advocated teaching students to use a variety of reading strategies or skills in order to read better. The success of recent studies involving the explicit training of children in the comprehension strategies in L1 reading suggests the feasibility of improving L2 students' reading comprehension. This study aims to explore the effects of word guessing strategy

Hideo KOJIMA; Hiroyuki NARITA

2004-01-01

69

Reading Comprehension: What Every Teacher Needs to Know  

ERIC Educational Resources Information Center

|In this article, the author proposes ten principles through which she examines the essentials of teaching reading comprehension. Topics explored include the nature of reading comprehension and the roles of good readers and influential teachers. Related issues include motivation, comprehension strategies, explicit instruction, and vocabulary.…

McLaughlin, Maureen

2012-01-01

70

From Decoding to Reading Comprehension: An Assessment of the Effectiveness of the Training of Intervention Providers to Teach Reading Comprehension  

ERIC Educational Resources Information Center

Research indicates that the most effective instruction in basic reading skills and reading comprehension should take place in the classroom. For some students, however, additional reading instruction outside of the regular classroom may be needed and should begin early in a student's educational career. Since reading comprehension is the goal of…

Gold, Carol

2010-01-01

71

Reading comprehension and understanding idiomatic expressions: A developmental study  

Microsoft Academic Search

The aim of the present study was to investigate idiom comprehension in school-age Italian children with different reading comprehension skills. According to our hypothesis, the level of a child's text comprehension skills should predict his\\/her ability to understand idiomatic meanings. Idiom comprehension in fact requires children to go beyond a simple word-by-word comprehension strategy and to integrate figurative meaning into

Maria Chiara Levorato; Barbara Nesi; Cristina Cacciari

2004-01-01

72

Neurological Origins of Poor Reading Comprehension Despite Fast Word Decoding?  

Microsoft Academic Search

Barnes, Faulkner, and Dennis (2001) found that hydrocephalic children (mean age = 11.5 years) of average or above-average verbal intelligence exhibit poor reading comprehension despite their fast and accurate decoding skills on individual words. This finding attracts the attention of reading researchers because it appears to be against the following standard principle of reading comprehension failure (Gough & Hillinger, 1980),

Jun Yamada

2002-01-01

73

Reading comprehension difficulties experienced by students with learning disabilities  

Microsoft Academic Search

Students with learning disabilities often experience poor comprehension due to their failure to read strategically and to spontaneously monitor their understanding while reading. This paper discusses in relation to current literature, the various problems with reading comprehension commonly experienced by students with learning disabilities. Specifically, these students may encounter problems in: (A) using background knowledge appropriately; (B) decoding and word

Lorraine Graham; Anne Bellert

2005-01-01

74

Reciprocal Teaching and Reading Comprehension: A Review.  

ERIC Educational Resources Information Center

|Suggests that reciprocal teaching (interaction of novices and experts in explicit, overt demonstrations of strategy use) is a successful way of increasing comprehension scores of students. Outlines the theoretical underpinnings of reciprocal teaching and reviews research examining its effects on comprehension disabled subjects. (MM)|

Moore, Phillip J.

1988-01-01

75

Windows on Comprehension: Reading Comprehension Processes as Revealed by Two Think-Aloud Procedures  

Microsoft Academic Search

To address methodological questions regarding use of the think-aloud (TA) procedure and theoretical questions regarding the roles of prior knowledge and strategy use in reading comprehension, 24 college students each read 3 passages in 3 different presentation modes (marked TA, unmarked TA, and control) and answered essay comprehension questions. There was no effect of presentation mode on essay scores. TA

Catherine Crain-Thoreson; Marcia Z. Lippman; Deborah McClendon-Magnuson

1997-01-01

76

Direct Instruction of Comprehension: Instructional Examples From Intervention Research on Listening and Reading Comprehension  

Microsoft Academic Search

This article examines the role of direct instruction in promoting listening and reading comprehension. Instructional examples from 2 programs of intervention research focused on improving comprehension; the Story Read Aloud Program and the Embedded Story Structure Routine are used to illustrate principles of direct instruction. An analysis of these 2 approaches suggests that direct instruction principles are effective in supporting

Michael D. Coyne; Richard P. Zipoli Jr; David J. Chard; Michael Faggella-Luby; Maureen Ruby; Lana E. Santoro; Scott Baker

2009-01-01

77

The Effect of Background Music on Reading Comprehension Test Scores  

Microsoft Academic Search

The purpose of this study was to investigate the effect of background music on reading comprehension. Would the playing of background music positively affect the scores on a reading comprehension test?\\u000aA statistical analysis of pretest scores from the Degree of Reading Power test revealed that both classes were of equal reading ability at the onset of the study.\\u000aThe

Ann S. DeMers

1996-01-01

78

Predicting individual differences in reading comprehension: a twin study  

Microsoft Academic Search

We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding\\u000a and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension\\u000a were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word\\u000a recognition, listening comprehension, vocabulary,

Nicole Harlaar; Laurie Cutting; Kirby Deater-Deckard; Laura S. DeThorne; Laura M. Justice; Chris Schatschneider; Lee A. Thompson; Stephen A. Petrill

2010-01-01

79

Metacognitive strategies and reading comprehension in elementary-school students  

Microsoft Academic Search

The aim of this study was to explore comprehension monitoring and perceived use of reading strategies as factors of reading\\u000a comprehension. Participants were elementary school students from the fifth to the eighth grade. Error correction and text\\u000a sensitivity tasks from the Metacomprehension test (Pazzaglia, De Beni, & Cristante, 1994). and the cloze-task were used as\\u000a measures of comprehension monitoring during

Svjetlana Koli?-Vehovec; Igor Bajšanski

2006-01-01

80

Effects on Reading Comprehension of Building Background Knowledge.  

ERIC Educational Resources Information Center

The effects on reading comprehension of prior cultural experience were assessed in a study of 72 advanced ESL students reading about Halloween. Prior cultural experience was found to be helpful, but exposure to meanings of target vocabulary words had no significant effect on comprehension. (Author/MSE)

Johnson, Patricia

1982-01-01

81

Effects on Reading Comprehension of Building Background Knowledge.  

ERIC Educational Resources Information Center

|The effects on reading comprehension of prior cultural experience were assessed in a study of 72 advanced ESL students reading about Halloween. Prior cultural experience was found to be helpful, but exposure to meanings of target vocabulary words had no significant effect on comprehension. (Author/MSE)|

Johnson, Patricia

1982-01-01

82

The Contribution of Executive Skills to Reading Comprehension  

Microsoft Academic Search

Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9–15 years. After

Heather Whitney Sesma; E. Mark Mahone; Terry Levine; Sarah H. Eason; Laurie E. Cutting

2009-01-01

83

Guiding Elementary Students To Generate Reading Comprehension Tests.  

ERIC Educational Resources Information Center

|Discusses the Accelerated Reader software program and describes a project conducted with fourth grade students that investigated strategies for teaching reading and writing comprehension. Topics include generative learning theory; higher order thinking skills; generating original reading comprehension questions; and thinking maps and question…

Brown, Carol

2003-01-01

84

THE INFLUENCE OF SCHEMA THEORY ON FOREIGN LANGUAGE READING COMPREHENSION  

Microsoft Academic Search

The process of reading comprehension is to select schemata and variables to explain input information. Schema, a data structure to illustrate the general ideas stored in memory, plays an important role in editing and planning for retrieval. Schema selection is a process of inference, which quickens reading comprehension. Since schema difference is one of the factors in the failure of

Xuping Xie

85

Effects of Motivational and Cognitive Variables on Reading Comprehension  

ERIC Educational Resources Information Center

|The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of…

Taboada, Ana; Tonks, Stephen M.; Wigfield, Allan; Guthrie, John T.

2009-01-01

86

Exploring the Factors that Affect Reading Comprehension of EAP Learners  

ERIC Educational Resources Information Center

|As far as academic reading comprehension is concerned, a network of linguistic skills and strategies operate in a complex and integrated matter. Since it is impossible to examine all the factors affecting reading comprehension all at once, it is more reasonable to compare and contrast the predictive effects of specific variables against each…

Nergis, Aysegul

2013-01-01

87

Tell Us More: Reading Comprehension, Engagement, and Conceptual Press Discourse  

ERIC Educational Resources Information Center

|This study examines interactions between teachers and students during reading comprehension instruction to determine how certain patterns of teacher-student talk support student comprehension achievement and reading engagement. The central focus of the study is "conceptual press discourse," a pattern of teacher response that includes requests for…

McElhone, Dot

2012-01-01

88

Predicting Individual Differences in Reading Comprehension: A Twin Study  

ERIC Educational Resources Information Center

|We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap…

Harlaar, Nicole; Cutting, Laurie; Deater-Deckard, Kirby; DeThorne, Laura S.; Justice, Laura M.; Schatschneider, Chris; Thompson, Lee A.; Petrill, Stephen A.

2010-01-01

89

Critical Reading Comprehension in an Era of Accountability  

ERIC Educational Resources Information Center

This paper argues for the need for critical reading comprehension in an era of accountability that often promotes reading comprehension as readily assessable through students answering multiple choice questions of unseen texts. Based upon a 1 year study investigating literacy in Years 4-9 the ways strong-performing primary schools develop serious…

Comber, Barbara; Nixon, Helen

2011-01-01

90

New practice in English reading comprehension in Algeria  

Microsoft Academic Search

The present article is divided into two interrelated sections. The first section starts with the presentation of language skills and reading comprehension. The second section is destined to the description and analysis of an experimental study that we conducted in our Computer Science Department with student of fifth year preparing the engineering degree. Reading comprehension was measured by performance on

Samir Zidat; Mahieddine Djoudi; Boulevard Marie

91

Reading Comprehension Strategies in Secondary Content Area Classrooms: Teacher Use of and Attitudes towards Reading Comprehension Instruction  

ERIC Educational Resources Information Center

|The purpose of this mixed methodology study was to identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. An additional purpose was to explore teachers' perceptions of and beliefs about the need for reading comprehension instruction. In 2,400 minutes of direct classroom…

Ness, Molly K.

2009-01-01

92

The Relationship Between Oral Reading Fluency and Comprehension  

Microsoft Academic Search

Oral reading fluency and reading comprehension are identified as components in effectively gaining meaning from text. A reciprocal relationship exists between the two that allows one to comprehend more thoroughly as one reads more fluently. Additionally, as one reads more fluently, one’s ability to comprehend also improves. This is due to the fact that one’s brain is more capable in

Jessica A Talada

2007-01-01

93

ReadingWise 3: Comprehension Strategies That Work.  

ERIC Educational Resources Information Center

|This student book represents Level 3 in an eight-level supplemental reading series designed to help students learn and practice a variety of reading comprehension strategies. The number of the book corresponds to the approximate grade-equivalent reading level. This book has 31 lessons focusing on these areas: vocabulary, reading strategies,…

2003

94

ReadingWise 2: Comprehension Strategies That Work.  

ERIC Educational Resources Information Center

|This student book represents Level 2 in an eight-level supplemental reading series designed to help students learn and practice a variety of reading comprehension strategies. The number of the book corresponds to the approximate grade-equivalent reading level. This book has 31 lessons focusing on these areas: word analysis, vocabulary, reading

2003

95

ReadingWise 7: Comprehension Strategies That Work.  

ERIC Educational Resources Information Center

|This student book represents Level 7 in an eight-level supplemental reading series designed to help students learn and practice a variety of reading comprehension strategies. The number of the book corresponds to the approximate grade-equivalent reading level. This book has 20 lessons focusing on these areas: vocabulary, reading strategies, topic…

2003

96

ReadingWise 4: Comprehension Strategies That Work.  

ERIC Educational Resources Information Center

|This student book represents Level 4 in an eight-level supplemental reading series designed to help students learn and practice a variety of reading comprehension strategies. The number of the book corresponds to the approximate grade-equivalent reading level. This book has 31 lessons focusing on these areas: vocabulary, reading strategies,…

2003

97

ReadingWise 5: Comprehension Strategies That Work.  

ERIC Educational Resources Information Center

|This student book represents Level 5 in an eight-level supplemental reading series designed to help students learn and practice a variety of reading comprehension strategies. The number of the book corresponds to the approximate grade-equivalent reading level. This book has 31 lessons focusing on these areas: vocabulary, reading strategies,…

2003

98

ReadingWise 8: Comprehension Strategies That Work.  

ERIC Educational Resources Information Center

|This student book represents Level 8 in an eight-level supplemental reading series designed to help students learn and practice a variety of reading comprehension strategies. The number of the book corresponds to the approximate grade-equivalent reading level. This book has 20 lessons focusing on these areas: vocabulary, reading strategies, topic…

2003

99

ReadingWise 6: Comprehension Strategies That Work.  

ERIC Educational Resources Information Center

|This student book represents Level 6 in an eight-level supplemental reading series designed to help students learn and practice a variety of reading comprehension strategies. The number of the book corresponds to the approximate grade-equivalent reading level. This book has 31 lessons focusing on these areas: vocabulary, reading strategies,…

2003

100

Reading Comprehension Strategies for Adult Literacy Outcomes  

Microsoft Academic Search

Because an adult's literacy is measured on different dimensions from a child's or youth's, several competency-based, standardized tests of literacy are commonly accepted as reasonable proxies for the global construct of adult literacy. Tests such as The Adult Basic Learning Examination (ABLE), Comprehension Adult Student Assessment System (CASAS), Test of Adult Basic Education (TABE), National Assessment of Adult Literacy (NAALS),

Mike Hock; Daryl Mellard

2005-01-01

101

Critical reading comprehension in an era of accountability  

Microsoft Academic Search

This paper argues for the need for critical reading comprehension in an era of accountability that often promotes reading\\u000a comprehension as readily assessable through students answering multiple choice questions of unseen texts. Based upon a 1 year\\u000a study investigating literacy in Years 4–9 the ways strong-performing primary schools develop serious and in-depth reading\\u000a for learning are explored. School and teacher features

Barbara Comber; Helen Nixon

2011-01-01

102

Effects of motivational and cognitive variables on reading comprehension  

Microsoft Academic Search

The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable\\u000a adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of background\\u000a knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each

Ana Taboada; Stephen M. Tonks; Allan Wigfield; John T. Guthrie

2009-01-01

103

The neural correlates of strategic reading comprehension: cognitive control and discourse comprehension.  

PubMed

Neuroimaging studies of text comprehension conducted thus far have shed little light on the brain mechanisms underlying strategic learning from text. Thus, the present study was designed to answer the question of what brain areas are active during performance of complex reading strategies. Reading comprehension strategies are designed to improve a reader's comprehension of a text. For example, self-explanation is a complex reading strategy that enhances existing comprehension processes. It was hypothesized that reading strategies would involve areas of the brain that are normally involved in reading comprehension along with areas that are involved in strategic control processes because the readers are intentionally using a complex reading strategy. Subjects were asked to reread, paraphrase, and self-explain three different texts in a block design fMRI study. Activation was found in both executive control and comprehension areas, and furthermore, learning from text was associated with activation in the anterior prefrontal cortex (aPFC). The authors speculate that the aPFC may play a role in coordinating the internal and external modes of thought that are necessary for integrating new knowledge from texts with prior knowledge. PMID:21741484

Moss, Jarrod; Schunn, Christian D; Schneider, Walter; McNamara, Danielle S; Vanlehn, Kurt

2011-06-29

104

Leveraging bilingualism to accelerate English reading comprehension  

Microsoft Academic Search

The purpose of this study was to examine how fourth-grade Spanish–English speaking bilingual students in the USA participated differently in English-as-a-second-language (ESL) literature groups when they were invited to use all of their linguistic resources vs. when they were restricted to communicate in English only. The theoretical underpinning was that a student's learning burden is lessened when text comprehension is

Susan Hopewell

2011-01-01

105

The effects of frequency altered feedback on reading comprehension abilities of normal and reading disordered children  

Microsoft Academic Search

The effects of frequency altered feedback (FAF) on the reading comprehension levels and error types of normal children and children with reading disorders were examined. Participants read aloud third, sixth, and ninth grade level material in non-altered auditory feedback (NAF) and FAF conditions. Comprehension improved significantly when the reading disordered children read aloud under the FAF listening condition, regardless of

Michael P. Rastatter; Irene M. Barrow; Andrew Stuart

2007-01-01

106

Ameliorating children's reading-comprehension difficulties: a randomized controlled trial.  

PubMed

Children with specific reading-comprehension difficulties can read accurately, but they have poor comprehension. In a randomized controlled trial, we examined the efficacy of three interventions designed to improve such children's reading comprehension: text-comprehension (TC) training, oral-language (OL) training, and TC and OL training combined (COM). Children were assessed preintervention, midintervention, postintervention, and at an 11-month follow-up. All intervention groups made significant improvements in reading comprehension relative to an untreated control group. Although these gains were maintained at follow-up in the TC and COM groups, the OL group made greater gains than the other groups did between the end of the intervention and follow-up. The OL and COM groups also demonstrated significant improvements in expressive vocabulary compared with the control group, and this was a mediator of the improved reading comprehension of the OL and COM groups. We conclude that specific reading-comprehension difficulties reflect (at least partly) underlying oral-language weaknesses that can be effectively ameliorated by suitable teaching. PMID:20585051

Clarke, Paula J; Snowling, Margaret J; Truelove, Emma; Hulme, Charles

2010-06-28

107

Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers  

PubMed Central

The present study examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models (SEM) with latent variables using data from 316 first-grade students, (1) silent and oral reading fluency were found to be related yet distinct forms of reading fluency; (2) silent reading fluency predicted reading comprehension better for skilled readers than for average readers; (3) list reading fluency predicted reading comprehension better for average readers than for skilled readers; and (4) listening comprehension predicted reading comprehension better for skilled readers than for average readers.

Wagner, Richard K.

2010-01-01

108

Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills  

PubMed Central

English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that L2 oral language skills had a large, significant effect on L2 reading comprehension, whereas students' word-level reading skills, whether in L1 or L2, were not significantly related to English reading comprehension in three of four models fitted. The results converge with findings from studies with monolinguals demonstrating the influence of oral language on reading comprehension outcomes, and extend these findings by showing that, for language minority learners, L2 oral language exerts a stronger influence than word reading in models of L2 reading.

Lesaux, Nonie K.; Crosson, Amy C.; Kieffer, Michael J.; Pierce, Margaret

2010-01-01

109

Auditory and Reading Comprehension in Hyperlexia: Semantic and Syntactic Skills.  

ERIC Educational Resources Information Center

|Reports on a psycholinguistic investigation of a 10-year-old, nonautistic hyperlexic on tasks of written and auditory presentations of single words, sentences, and text. Finds good development of both phonological and lexical reading mechanisms. Finds a significant dissociation between reading accuracy and reading comprehension and also between…

Temple, Christine M.

1990-01-01

110

Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition  

ERIC Educational Resources Information Center

|This study models improving classroom reading instruction through valid assessment and individualized metacomprehension. Individualized cognitive profiles of Woodcock-Johnson III cognitive abilities correlated with reading comprehension were used during classroom independent reading for judgments of learning, feedback, self-reflection, and…

Allen, Kathleen D.; Hancock, Thomas E.

2008-01-01

111

A discourse analysis of Students' interaction for reading comprehension  

Microsoft Academic Search

The purpose of this paper is to evaluate the effects of socioaffective strategies on reading comprehension by analyzing how students interact and negotiate with the use of socioaffective strategies while interpreting and translating a reading material. The implementation of socioaffective strategies in an English reading class is designed to encourage students to use their initiative, ask others for helps and

Kyunghee Choi

112

Strategies for Improving Reading Comprehension among College Students  

ERIC Educational Resources Information Center

|Comprehension in textbooks, scholarly books, and research journal articles, along with identification of important information can be problematic for college students. Reading is fundamental in all academic disciplines. Many college instructors do not see that teaching students reading skills as part of their job, and that reading required…

Lei, Simon A.; Rhinehart, Patricia J.; Howard, Holly A.; Cho, Jonathan K.

2010-01-01

113

Background Knowledge, Linguistic Complexity, and Second-Language Reading Comprehension  

Microsoft Academic Search

In the present study, the role of cultural background knowledge on the reading comprehension of third graders acquiring literacy in Dutch as a first and second language is examined while the children read noncontrived texts from the reading curricula. Children were given three types of texts: texts referring to Dutch culture, texts referring to the cultures of immigrants from Near

Mienke Droop; Ludo Verhoeven

1998-01-01

114

ReadingWise 1: Comprehension Strategies That Work.  

ERIC Educational Resources Information Center

|This student book represents Level 1 in an eight-level supplemental reading series designed to help students learn and practice a variety of reading comprehension strategies. The number of the book corresponds to the approximate grade-equivalent reading level. This book has 20 lessons focusing on these areas: prior knowledge, word analysis,…

2003

115

Now We Get It! Boosting Comprehension with Collaborative Strategic Reading  

ERIC Educational Resources Information Center

|Collaborative Strategic Reading is an innovative new approach to teaching reading that weaves together two instructional programs: cooperative learning and reading comprehension strategy instruction. In small groups, students work through the four main steps-Preview, "Click and Clunk," Get the Gist, and Wrap Up-helping each other improve…

Klingner, Janette K.; Vaughn, Sharon; Boardman, Alison; Swanson, Elizabeth

2012-01-01

116

Mental imagery and the reading comprehension of deaf children  

Microsoft Academic Search

The purpose of this study was to determine whether mental imagery could be used as a metacognitive reading comprehension strategy by elementary level children who are deaf. The reading materials and teaching method used with the subjects were designed to reflect typical classroom developmental reading instruction. The subjects were nine severely and profoundly deaf children ranging in age from 7

Barbara R. Schirmer

1995-01-01

117

A Model of Reading Comprehension in Chinese Elementary School Children  

ERIC Educational Resources Information Center

|The relationships of reading-related skills (rapid naming, morphological awareness, syntactic skills, discourse skills, and verbal working memory) and word reading to reading comprehension were examined among 248 Chinese fourth graders in Hong Kong. Multiple regression analysis results showed that syntactic skills (word order knowledge,…

Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Wong, Yau-kai

2013-01-01

118

Component Model of Reading Comprehension for Adult Education Participants  

ERIC Educational Resources Information Center

|The following insights into the reading skills of 312 participants in adult basic and secondary education programs are based on a principal components analysis of reading components' contributions to variance in reading comprehension. Overall, 75% of variance was explained by four composite variables representing word skills, language…

Mellard, Daryl F.; Fall, Emily

2012-01-01

119

Strategies for Improving Reading Comprehension among College Students  

ERIC Educational Resources Information Center

Comprehension in textbooks, scholarly books, and research journal articles, along with identification of important information can be problematic for college students. Reading is fundamental in all academic disciplines. Many college instructors do not see that teaching students reading skills as part of their job, and that reading required…

Lei, Simon A.; Rhinehart, Patricia J.; Howard, Holly A.; Cho, Jonathan K.

2010-01-01

120

Processing Demands of Reading Comprehension Tests in Young Readers  

ERIC Educational Resources Information Center

|In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock-Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti's Verbal Efficiency Theory and examined the…

Kendeou, Panayiota; Papadopoulos, Timothy C.; Spanoudis, George

2012-01-01

121

Discourse analysis in diagnosing difficulty in EFL reading comprehension  

Microsoft Academic Search

This study examines student translations into the L1 (Hebrew or Arabic) as a means of evaluating reading comprehension of an English text. Attention focused on the following research questions: 1. What kinds of errors in translation are students likely to make frequently?2. Which of these errors reflect reading comprehension difficulty?Units of student translations were analysed in terms of micro?structure: Utterance?Level

Marsha Bensoussan; Judith Rosenhouse

1987-01-01

122

The Effect of Shared Reading on Sixth Grade Students' Motivation to Read and Reading Comprehension  

ERIC Educational Resources Information Center

|The purpose of this study was to examine whether there are changes in student motivation to read and reading comprehension when the instructional strategy of shared reading is used with sixth grade students. The quasi-experimental design for the study was based on the pretest-posttest nonequivalent control group design. The sample for the study…

Hollimon, Deborah Neal

2008-01-01

123

The Effects of Timed and Untimed Testing Conditions on the Reading Comprehension Performance of Adults with Reading Disabilities. Special Issue on Reading Comprehension ? Part II  

ERIC Educational Resources Information Center

This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading disabled, and 42 as normal readers. The 64 adults took a reading comprehension test under both…

Lesaux, Nonie K.; Pearson, M. Rufina; Siegel, Linda S.

2006-01-01

124

Investigating the Contributions of Background Knowledge and Reading Comprehension Strategies to L2 Reading Comprehension: An Exploratory Study  

ERIC Educational Resources Information Center

|While a number of studies have investigated the influence of background knowledge and reading comprehension strategies on comprehension, no L2 research exists examining and comparing the unique contributions of these two variables examined together. Therefore, the purpose of this exploratory study was to investigate the combined and individual…

McNeil, Levi

2011-01-01

125

The Relationship between Reading Fluency, Writing Fluency, and Reading Comprehension in Suburban Third-Grade Students  

ERIC Educational Resources Information Center

|The topic of reading fluency is of great importance in education today. Research has shown a significant positive relationship between reading fluency and reading comprehension. However, little is known about writing fluency and its connection with reading comprehension. The purpose of this study was to examine the relationships between…

Palmer, Mary Leonard

2010-01-01

126

Comprehension aids for on-line reading of expository text.  

PubMed

A chapter of expository text was presented on a CRT with optional "windowing" of definitions of selected words varying in relevance to each screen's main ideas. A test treatment was interposed to influence reading strategies. Dependent variables included text reading time, frequency of definition "calls," definition reading rates, and scores on a final comprehension test. Results indicate that a technical chapter can be read from a CRT with appreciable content retention. Subjects accessed 80% of available definitions, but those able to "call" content-relevant definitions increased their frequency of definition "calls." Definition reading rate diminished; comprehension and processing time increased only for subjects accessing the theoretically relevant definitions. The results suggest how the use of definitions enhances the comprehension of on-line training manuals, texts, and help screens. "Callable" definitions need not include all low-frequency technical concepts but only those relevant to reductive main ideas. PMID:2707814

Lachman, R

1989-02-01

127

Using Enrichment Reading Practices to Increase Reading Fluency, Comprehension, and Attitudes  

ERIC Educational Resources Information Center

|The authors used a randomized design to investigate the effects of an enriched reading program, Schoolwide Enrichment Reading Model (SEM-R), with blocks of independent reading on oral reading fluency (ORF), reading comprehension, and attitudes toward reading for students in Grades 3-5. The authors used SEM-R in comparison with basal reading

Reis, Sally M.; Eckert, Rebecca D.; McCoach, D. Betsy; Jacobs, Joan K.; Coyne, Michael

2008-01-01

128

The effects of cultural familiarity on reading comprehension  

Microsoft Academic Search

This study investigated whether cultural familiarity influences comprehension of short stories and whether nativizing the story or using reading activities can compensate for the lack of such familiarity. The study was conducted with 44 advanced-level students of English at a state university in Turkey. In a 2 × 2 experimental research design, the 1st group of students read an original

Hakki Erten; Salim Razi

129

Using the DASH Method to Measure Reading Comprehension  

ERIC Educational Resources Information Center

|Vocabulary knowledge has been recognized by researchers as a critical component of reading comprehension, not only as a means to facilitate first language acquisition but also as an integral element in the learning of English as a second or foreign language. To reduce the effect of insufficient vocabulary knowledge during reading, a compensatory…

Shieh, Wenyuh; Freiermuth, Mark R.

2010-01-01

130

Reading Comprehension Strategies as Applied by Iranian EFL Students  

ERIC Educational Resources Information Center

To enhance reading comprehension, several strategies have been identified in previous research conducted (Naiman et al. 1978; O'Malley & Chamot 1990; O'Malley, Chamot, Manzanares, Russo and Kypper 1985; Politzer and McGroarty 1985; Prokop 1989; Oxford 1990; Salataci and Akyel 2002; Tercanlioglu 2004). However, using different types of Reading

Shokrpour, Nasrin; Fotovatian, Sepide

2006-01-01

131

Profiles of Children with Specific Reading Comprehension Difficulties  

ERIC Educational Resources Information Center

|Background: Children with fluent and accurate word reading in the presence of poor text comprehension are impaired on a wide range of reading-related tasks. Aims: This study investigated the consistency of skill impairment in a sample of poor comprehenders to identify any fundamental skill weakness that (i) might be associated with poor text…

Cain, Kate; Oakhill, Jane

2006-01-01

132

Teaching Reading and Comprehension Skills to Sub-Literate Adults.  

ERIC Educational Resources Information Center

|Forty sub-literate adults were given reading and comprehension skill training. Twenty of the subjects were taught using a multimedia, multimodal and multilevel communication skill system (Experimental Group). The other twenty were taught in a traditional manner using standard reading texts (Control Group). Both Groups received an average of 265…

Kent, M. R.; Dockrill, F. J.

133

Teaching Comprehension Strategies during Reading Instruction: Using Drama Techniques  

ERIC Educational Resources Information Center

|A neglected aspect in reading instruction is the teaching of reading comprehension and constructing meaning from text. Cognitive field theory emphasises that children construct meaning and develop rules at a subconscious level when they learn a language (Samson, Rasinski & Samson, 2003, 7). The emphasis here is on the processes that we go…

Van Wyk, Retha

2005-01-01

134

Measuring Reading Complexity and Listening Comprehension of Canadian Police Cautions  

Microsoft Academic Search

The reading complexity and listening comprehension of Canadian police cautions were measured. In Study 1, the complexity of 44 unique Canadian police cautions was assessed using five readability measures (Flesch-Kincaid reading level, sentence complexity, use of difficult words, use of infrequent words, and number of words). Results showed that 7 (37%) of the right-to-silence cautions (n = 19) and none

Joseph Eastwood; Brent Snook; Sarah J. Chaulk

2010-01-01

135

The role of reading self-concept and home literacy practices in fourth grade reading comprehension  

Microsoft Academic Search

This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE)\\u000a in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children’s reading comprehension, word reading, and\\u000a verbal ability were assessed using standardized measures. Reading self-concept was assessed with a child-administered survey\\u000a that is comprised of three subscales (i.e., competence in reading,

Tami Katzir; Nonie K. Lesaux; Young-Suk Kim

2009-01-01

136

Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2.  

PubMed

From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension. When oral reading fluency and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in Grade 1, whereas silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency in Grade 2. PMID:22726256

Kim, Young-Suk; Wagner, Richard K; Lopez, Danielle

2012-06-21

137

Applications of Research: Language Comprehension and Reading.  

ERIC Educational Resources Information Center

|Theories of reading development may be grouped into roughly two opposing categories, depending on where the source of reading control is assumed to be located. "Outside-in" theories, those characterized by the notion that reading is a hierarchical series of decisions dependent on structured discrimination of print material, clearly predominate.…

Smith, Frank

138

Talking About Reading as Thinking: Modeling the Hidden Complexities of Online Reading Comprehension  

Microsoft Academic Search

This article highlights four cognitive processes key to online reading comprehension and how one might begin to transform existing think-aloud strategy models to encompass the challenges of reading for information on the Internet. Informed by principles of cognitive apprenticeship and an emerging taxonomy of online reading comprehension strategies, I introduce think-aloud instructional models for explicitly teaching students how expert readers

Julie Coiro

2011-01-01

139

Time Spent on Reading and Reading Comprehension in Second Language Learning  

ERIC Educational Resources Information Center

This study examined the relationship between time spent on reading and reading comprehension in a second language (L2). Eighty-one French-speaking learners of English, from beginners to advanced, were tested for reading comprehension in French and in English as well as for English grammar and vocabulary competence. Low-proficiency learners showed…

Pichette, Francois

2005-01-01

140

Effects of Wide Reading vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills  

ERIC Educational Resources Information Center

Fluency instruction has had limited effects on reading comprehension relative to reading rate and prosodic reading (Dowhower, 1987; Herman, 1985; National Institute of Child Health and Human Development, 2000a). More specific components (i.e., error detection) of comprehension may yield larger effects through exposure to a wider range of materials…

Ari, Omer

2009-01-01

141

Relationship between reading comprehension strategy use and daily free reading time  

Microsoft Academic Search

Problem Statement: It is not sufficient to simply decode word meaning to comprehend a reading text. To achieve comprehension in reading, an effective reader should be able to successfully implement such practices as relating the text with his or her own background knowledge, summarizing information, drawing conclusions, and posing questions at the text. Use of reading comprehension strategies facilitates a

Fatma Susar K?rm?z?

2010-01-01

142

Remediating Reading Comprehension Difficulties: A Cognitive Processing Approach  

Microsoft Academic Search

The efficacy of a cognitive-based remediation program was investigated with 14 English-as-a-second-language (ESL) poor readers in Grade 4 who had significant difficulty in comprehension and 14 normal ESL readers in Grade 4 who received no remediation. Both groups were selected from 2 English-medium schools in India. We examined pretest-to-posttest changes in word reading, comprehension, and planning–attention–simultaneous–successive cognitive processes. Analyses of

Shamita Mahapatra; J. P. Das; Holly Stack-Cutler; Rauno Parrila

2010-01-01

143

Deaf college students' reading comprehension and strategy use.  

PubMed

Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension. PMID:11865569

Kelly, R R; Albertini, J A; Shannon, N B

2001-12-01

144

A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers  

PubMed Central

This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6–12) with reading difficulties. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. Twenty-nine studies were located and synthesized. Thirteen studies met criteria for a meta-analysis, yielding an effect size (ES) of 0.89 for the weighted average of the difference in comprehension outcomes between treatment and comparison students. Word-level interventions were associated with ES = 0.34 in comprehension outcomes between treatment and comparison students. Implications for comprehension instruction for older struggling readers are described.

Edmonds, Meaghan S.; Vaughn, Sharon; Wexler, Jade; Reutebuch, Colleen; Cable, Amory; Tackett, Kathryn Klingler; Schnakenberg, Jennifer Wick

2009-01-01

145

False Recollection in Children with Reading Comprehension Difficulties  

ERIC Educational Resources Information Center

|Children with reading comprehension difficulties display impaired performance on semantic processing tasks. These impairments are assumed to reflect weaker knowledge about abstract semantic associations between words in poor comprehenders [Nation, K., & Snowling, M. (1999). Developmental differences in sensitivity to semantic relations among good…

Weekes, Brendan S.; Hamilton, Stephen; Oakhill, Jane V.; Holliday, Robyn E.

2008-01-01

146

Fast and Loud Background Music Disrupts Reading Comprehension  

ERIC Educational Resources Information Center

|We examined the effect of background music on reading comprehension. Because the emotional consequences of music listening are affected by changes in tempo and intensity, we manipulated these variables to create four repeated-measures conditions: slow/low, slow/high, fast/low, fast/high. Tempo and intensity manipulations were selected to be…

Thompson, William Forde; Schellenberg, E. Glenn; Letnic, Adriana Katharine

2012-01-01

147

Functional Anatomy of Listening and Reading Comprehension during Development  

ERIC Educational Resources Information Center

|Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task…

Berl, Madison M.; Duke, Elizabeth S.; Mayo, Jessica; Rosenberger, Lisa R.; Moore, Erin N.; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J.; Gaillard, William Davis

2010-01-01

148

A Model of Reading Comprehension of Geometry Proof  

ERIC Educational Resources Information Center

|This study aims to investigate a construct of reading comprehension of geometry proof (RCGP). The research aims to investigate (a) the facets composing RCGP, and (b) the structure of these facets. Firstly, we conceptualize this construct with relevant literature and on the basis of the discrimination between the logical and the epistemic meanings…

Yang, Kai-Lin; Lin, Fou-Lai

2008-01-01

149

Drawing on Text Features for Reading Comprehension and Composing  

ERIC Educational Resources Information Center

|Students read multiple-genre texts such as graphic novels, poetry, brochures, digitized texts with videos, and informational and narrative texts. Features such as overlapping illustrations and implied cause-and-effect relationships can affect students' comprehension. Teaching with these texts and drawing attention to organizational features hold…

Risko, Victoria J.; Walker-Dalhouse, Doris

2011-01-01

150

Rapid Naming Speed Components and Reading Comprehension in Bilingual Children  

ERIC Educational Resources Information Center

|This study examined the development of rapid automatised naming (RAN) components (i.e. articulation time and pause time) in English and Chinese, and their relations to English reading comprehension, in Chinese English immersion students at Grades 2, 4 and 6. Results indicated that pause time rather than articulation time was highly correlated…

Li, Miao; Kirby, John; Georgiou, George K.

2011-01-01

151

Eye Movements as Reflections of Comprehension Processes in Reading  

ERIC Educational Resources Information Center

|In this article, we discuss the use of eye movement data to assess moment-to-moment comprehension processes. We first review some basic characteristics of eye movements during reading and then present two studies in which eye movements are monitored to confirm that eye movements are sensitive to (a) global text passage difficulty, and (b)…

Rayner, Keith; Chace, Kathryn H.; Slattery, Timothy J.; Ashby, Jane

2006-01-01

152

Improving Reading Comprehension and Social Studies Knowledge in Middle School  

ERIC Educational Resources Information Center

|This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth-grade social studies teachers. Using a within-teacher design, the eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional…

Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Wanzek, Jeanne; Stillman-Spisak, Stephanie J.; Solis, Michael; Simmons, Deborah

2013-01-01

153

A Slow Look at Speeded Reading Comprehension Tests.  

ERIC Educational Resources Information Center

The definitions of and literature on test speededness are reviewed, and factors and areas in which the tests reveal their strengths and limitations are discussed. The focus of this article is on speeded reading comprehension tests used for entry or re-entry placement in postsecondary institutions. Speeded tests were prompted by the accelerating…

Kerstiens, Gene

1990-01-01

154

False recollection in children with reading comprehension difficulties  

Microsoft Academic Search

Children with reading comprehension difficulties display impaired performance on seman- tic processing tasks. These impairments are assumed to reflect weaker knowledge about abstract semantic associations between words in poor comprehenders (Nation, K., & Snow- ling, M. (1999). Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming. Cognition, 19, B1-B13.). We exam- ined the

Brendan S. Weekes; Stephen Hamilton; Jane V. Oakhill; Robyn E. Holliday

2007-01-01

155

Looking for Evidence-Based Practice in Reading Comprehension Instruction  

ERIC Educational Resources Information Center

|The inaugural issue of "Topics in Language Disorders" included articles by Roth and Perfetti and Pearson and Spiro that reflected the thinking of the time on reading comprehension instruction. In this article, the author reviews the general direction of those contributions in light of current thinking and offers a model for organizing the…

Ehren, Barbara J.

2005-01-01

156

Strategies for Improving Reading Comprehension in Content Areas.  

ERIC Educational Resources Information Center

|This report describes a program for improving reading comprehension skills in order to heighten understanding of materials covered in class and performance on activities and exams. The targeted population consisted of first-, fifth-, and eighth-grade students in a large, lower- to middle-class community located in central Illinois. The problems…

Gude, Sonya; Jackson, Tonya; Shaw, Arnitria

157

Practitioner Talk on Deaf Children's Reading Comprehension: Analysing Multiple Voices  

ERIC Educational Resources Information Center

|This study examined different perspectives of deaf education practitioners on deafness and reading comprehension. This involved a full deaf education support team comprising teachers of the deaf, communication support workers, and deaf instructors from a UK citywide service covering early years, primary and secondary settings. Using a focus group…

Swanwick, Ruth A.; Kitchen, Ruth; Clarke, Paula J.

2012-01-01

158

The Years Alone: A Reading Comprehension Unit (7-9).  

ERIC Educational Resources Information Center

Based on Bloom's Taxonomy of thought, this thematic reading comprehension unit on "loneliness" is intended for teachers of grades 7-9. The thinking process is broken into six categories: (1) recall; (2) inference; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. A short description is given for each of these processes. Students…

Blair-Broeker, Lynn

159

Functional Anatomy of Listening and Reading Comprehension during Development  

ERIC Educational Resources Information Center

Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task…

Berl, Madison M.; Duke, Elizabeth S.; Mayo, Jessica; Rosenberger, Lisa R.; Moore, Erin N.; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J.; Gaillard, William Davis

2010-01-01

160

Uses of Programmed Materials in Teaching Reading and Aural Comprehension.  

ERIC Educational Resources Information Center

|This paper describes some of the problems pertaining to teaching reading and aural comprehension in English as a second language, suggests some of the potential uses of programed learning in solving them, and reports on some of the approaches developed at the Economics Institute of the University of Colorado. While an increasing amount of…

Sandberg, Karl C.

161

Is Teaching Reading Comprehension Strategies Acceptable to Teachers?  

ERIC Educational Resources Information Center

|Sixteen teachers were surveyed to assess the acceptability of various reading comprehension strategies teachable during middle-to-late elementary school years. The teachers rated "prior knowledge activation" as most acceptable, followed by "representational imagery" and "question generation." Ratings should be a prominent consideration in…

Rich, Sharon; Pressley, Michael

1990-01-01

162

The Instruction of Reading Comprehension. Technical Report No. 297.  

ERIC Educational Resources Information Center

Research in reading comprehension was reviewed in order to characterize, summarize, and evaluate its contribution to principles of instructional practice. Studies were divided into four major research traditions: existential descriptions, existential proofs, pedagogical experiments, and program evaluations. An examination of these four frameworks…

Pearson, P. David; Gallagher, Margaret C.

163

A Model of Reading Comprehension of Geometry Proof  

ERIC Educational Resources Information Center

This study aims to investigate a construct of reading comprehension of geometry proof (RCGP). The research aims to investigate (a) the facets composing RCGP, and (b) the structure of these facets. Firstly, we conceptualize this construct with relevant literature and on the basis of the discrimination between the logical and the epistemic meanings…

Yang, Kai-Lin; Lin, Fou-Lai

2008-01-01

164

Deaf College Students' Reading Comprehension and Strategy Use  

Microsoft Academic Search

Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf

Ronald R. Kelly; John A. Albertini; Nora B. Shannon

2001-01-01

165

Instruction of Reading Comprehension Strategies in Literature Textbooks  

ERIC Educational Resources Information Center

|The textbook holds the potential to serve as an instructional resource, to provide directives on how to effectively teach reading comprehension strategies. In this capacity, the textbook becomes a tool in the teacher's toolkit. With this tool in hand, teachers may be better prepared to face their mission--to improve adolescents' literacy. This…

Falknor, Joletta Crooks

2010-01-01

166

Reading the graphics: what is the relationship between graphical reading processes and student comprehension?  

Microsoft Academic Search

Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated\\u000a with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in\\u000a text convey important meaning, little research exists on the relationship between children’s processes prompted by the graphics\\u000a in informational text and their overall comprehension

Rebecca R. Norman

167

Augmenting Paper-Based Reading Activities with Mobile Technology to Enhance Reading Comprehension  

Microsoft Academic Search

We present in this paper a developing project attempting to integrate the strengths of mobile technology into paper-based reading activities to enhance learners' reading comprehension. While conventional print text provides very limited information in fostering learners' comprehension, integrating mobile technology with paper prints is a possible way to offer learners essential content-related resources to make sense of the text. We

Nian-Shing Chen; Daniel Chia-En Teng; Cheng-Han Lee

2010-01-01

168

The Role of Reading Comprehension in Word Meaning Acquisition during Reading.  

ERIC Educational Resources Information Center

|Explores the influence of reading comprehension on the acquisition of word meanings from context and compares it to the effects of local context characteristics, such as proximity and directness of context clues. Indicates that reading-comprehension level and prior main-concept knowledge facilitate vocabulary learning from context. (DSK)|

Diakidoy, Irene-Anna N.

1998-01-01

169

Examining the Relations between Reading Fluency and Reading Comprehension for English Language Learners  

ERIC Educational Resources Information Center

|This study examined the relations between reading fluency and comprehension among elementary school students (N = 171) in Grades 2, 3, and 5, all of whom were designated as English language learners (ELL) at some point in their educational careers. Although the overall relation between reading fluency and comprehension (r = 0.56) was consistent…

Quirk, Matthew; Beem, Sofie

2012-01-01

170

Testing and Refining the Direct and Inferential Mediation Model of Reading Comprehension  

Microsoft Academic Search

A significant proportion of American high school students struggle with reading comprehension. Theoretical models of reading comprehension might help researchers understand these difficulties, because they can point to variables that make the largest contributions to comprehension. On the basis of an extensive review of the literature, we created a new model of reading comprehension, the direct and inferential mediation (DIME)

Jennifer G. Cromley; Roger Azevedo

2007-01-01

171

Erupting with Great Force: Performing Text to Enhance Reading Comprehension  

NSDL National Science Digital Library

Performing text in the form of choral reading, rap, reader's theatre, and/or simulations offers students a powerful vehicle for understanding and recalling key concepts and significant details culled from textual materials. Creating a script, poem, or lyrics to perform requires repeated readings of a text, a practice that increases participants' comprehension, reading rate, and enjoyment (McCauley and McCauley 1992; Young and Vardell 1993). As an added benefit, performing text also provides an exciting change from oral recitations of textbook materials.

Bullion-Mears, Ann; Mcwhorter, J. Y.; Mccauley, Joyce K.

2007-09-01

172

The influence of reading purpose on inference generation and comprehension in reading  

Microsoft Academic Search

There are variations in the extent to which particular types of inferences or activations are made during reading (G. McKoon & R. Ratcliff, 1992; M. Singer, 1994). In this study, the authors investigated the influence of reading purpose (for entertainment or study) on inference generation. Participants read 2 texts aloud and 2 texts for comprehension measures. Reading purpose did not

Darcia Narvaez; Paul van den Broek; Angela Barrón Ruiz

1999-01-01

173

The Effects of Read Naturally on Reading Fluency and Comprehension for Students of Low Socioeconomic Status  

ERIC Educational Resources Information Center

The achievement gap in reading between students of low versus high socioeconomic status (SES) is detrimental to students of low SES who struggle with basic reading skills such as fluency and comprehension. The purpose of this study was to investigate if the systematic use of Read Naturally, a repeated reading fluency-based program, significantly…

Gutman, Tricia E.

2011-01-01

174

A Different Kind of Reading Instruction: Using Visualizing to Bridge Reading Comprehension and Critical Literacy  

ERIC Educational Resources Information Center

|Many literacy teachers are creating contexts for students to learn and use a range of reading comprehension strategies. As useful as reading strategy instruction is, relatively little has been documented on the ways in which reading strategies can become tools for critical literacy. In this paper, the author illustrates how a reading strategy can…

Park, Jie Y.

2012-01-01

175

Reading Research in 1984: Comprehension, Computers, Communication. Fifth Yearbook of the American Reading Forum.  

ERIC Educational Resources Information Center

Conference presentations of research on reading comprehension, reading instruction, computer applications in reading instruction, and reading theory are compiled in this yearbook. Titles and authors of some of the articles are as follows: "A Rationale for Teaching Children with Limited English Proficiency" (M. Zintz); "Preliminary Development of a…

McNinch, George H., Ed.; And Others

176

The Effects of Read Naturally on Reading Fluency and Comprehension for Students of Low Socioeconomic Status  

ERIC Educational Resources Information Center

|The achievement gap in reading between students of low versus high socioeconomic status (SES) is detrimental to students of low SES who struggle with basic reading skills such as fluency and comprehension. The purpose of this study was to investigate if the systematic use of Read Naturally, a repeated reading fluency-based program, significantly…

Gutman, Tricia E.

2011-01-01

177

Reading comprehension abilities of children with Attention-Deficit\\/Hyperactivity Disorder  

Microsoft Academic Search

This study compared the reading comprehension abilities of 21 children with Attention-deficit\\/Hyperactivity Disorder (ADHD), to 21 carefully matched peers who did not have ADHD. To focus on the effect of ADHD on reading comprehension, variables known to affect this skill were controlled (word identification) or measured (word attack, reading speed, vocabulary, background knowledge). Children with ADHD obtained lower reading comprehension

S. E. Brock; P. K. Knapp

1996-01-01

178

Motivating Reading Comprehension: Concept-Oriented Reading Instruction  

ERIC Educational Resources Information Center

Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a…

Guthrie, John T., Ed.; Wigfield, Allan, Ed.; Perencevich, Kathleen C., Ed.

2004-01-01

179

Motivating Reading Comprehension: Concept-Oriented Reading Instruction  

ERIC Educational Resources Information Center

|Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a…

Guthrie, John T., Ed.; Wigfield, Allan, Ed.; Perencevich, Kathleen C., Ed.

2004-01-01

180

Effects of fluency, oral language, and executive function on reading comprehension performance  

Microsoft Academic Search

Reading disability (RD) typically consists of deficits in word reading accuracy and\\/or reading comprehension. While it is\\u000a well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood\\u000a about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific\\u000a reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated

Laurie E. Cutting; April Materek; Carolyn A. S. Cole; Terry M. Levine; E. Mark Mahone

2009-01-01

181

Functional anatomy of listening and reading comprehension during development  

Microsoft Academic Search

Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task performance on fMRI activation and hemispheric laterality. Areas of supramodal language processing are identified, with the most

Madison M. Berl; Elizabeth S. Duke; Jessica Mayo; Lisa R. Rosenberger; Erin N. Moore; John VanMeter; Nan Bernstein Ratner; Chandan J. Vaidya; William Davis Gaillard

2010-01-01

182

Role of the cognitive internal state lexicon in reading comprehension  

Microsoft Academic Search

Cognitive internal state words (e.g., think and know) may be central to accessing, monitoring, and transforming our internal states, processes that seem to be critical for high-level text understanding (e.g., E. K. Scholnick & W. S. Hall, 1991). Fifth graders, 10th graders, and college undergraduates participated in this study of the importance of cognitive words in skilled reading comprehension. Positive

James R. Booth; William S. Hall

1994-01-01

183

Effects of Fluency, Oral Language, and Executive Function on Reading Comprehension Performance  

ERIC Educational Resources Information Center

Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but…

Cutting, Laurie E.; Materek, April; Cole, Carolyn A. S.; Levine, Terry M.; Mahone, E. Mark

2009-01-01

184

Reading motivation, reading amount, and text comprehension in deaf and hearing adults.  

PubMed

The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants. PMID:19933703

Parault, Susan J; Williams, Heather M

2009-11-23

185

Predictors of Foreign Language Reading Comprehension in a Hypermedia Reading Environment  

ERIC Educational Resources Information Center

|This study investigated factors affecting second/foreign language (L2) reading comprehension in a hypermedia environment within the theoretical framework of dual coding and cognitive load theories, and interactive models of L2 reading. The independent variables were reading ability, topic interest, prior topical knowledge, and the number of times…

Akbulut, Yavuz

2008-01-01

186

The Effect of the Teacher's Reading Aloud on the Reading Comprehension of EFL Students.  

ERIC Educational Resources Information Center

|Using a multiple-choice test and a story frame test, this study measured the effect on reading comprehension of reading a story aloud to English-as-a-Second-Language students. Findings indicate that these students outperformed on both tests those students who read the story silently. (Six references) (Author/CK)|

Amer, Aly A.

1997-01-01

187

Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children with Reading Disabilities  

ERIC Educational Resources Information Center

|This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal…

Swanson, H. Lee

2011-01-01

188

Reading Motivation, Reading Amount, and Text Comprehension in Deaf and Hearing Adults  

ERIC Educational Resources Information Center

|The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels…

Parault, Susan J.; Williams, Heather M.

2010-01-01

189

Promoting Reading Comprehension, Content Learning, and English Acquisition through Collaborative Strategic Reading (CSR).  

ERIC Educational Resources Information Center

|Describes procedures for teaching Collaborative Strategic Reading (CSR), in which students of mixed reading and achievement levels work in small, cooperative groups to assist one another in applying reading strategies to facilitate their comprehension of content-area text. Discusses whole-class instruction of CSR strategies, implementing CSR in…

Klingner, Janette K.; Vaughn, Sharon

1999-01-01

190

The Ability of Oral Fluency to Predict Reading Comprehension among ELL Children Learning to Read  

ERIC Educational Resources Information Center

|The current study analyzed existing data, collected under a previous U.S. Department of Education Reading First grant, to investigate the strength of the relationship between scores on the first- through third-grade Dynamic Indicators of Basic Early Literacy Skills-Oral Reading Fluency (DIBELS-ORF) test and scores on a reading comprehension test…

Millett, Joseph Ridge

2011-01-01

191

A Strategy Intervention to Increase the Reading Comprehension of Junior High School Students with Reading Disabilities  

ERIC Educational Resources Information Center

A challenge facing educators is to find ways to arrest and reverse the cumulative deficit in reading experienced by many students with learning disabilities. In this study, we evaluated the effect of a strategy intervention to increase the reading comprehension of eighth grade students with reading disabilities in intact junior high school classes…

Mothus, Trudy G.; Lapadat, Judith C.

2006-01-01

192

Matthew Effects in Young Readers: Reading Comprehension and Reading Experience Aid Vocabulary Development  

ERIC Educational Resources Information Center

|The authors report data from a longitudinal study of the reading development of children who were assessed in the years of their 8th, 11th, 14th, and 16th birthdays. They examine the evidence for Matthew effects in reading and vocabulary between ages 8 and 11 in groups of children identified with good and poor reading comprehension at 8 years.…

Cain, Kate; Oakhill, Jane

2011-01-01

193

Predictors of Foreign Language Reading Comprehension in a Hypermedia Reading Environment  

ERIC Educational Resources Information Center

This study investigated factors affecting second/foreign language (L2) reading comprehension in a hypermedia environment within the theoretical framework of dual coding and cognitive load theories, and interactive models of L2 reading. The independent variables were reading ability, topic interest, prior topical knowledge, and the number of times…

Akbulut, Yavuz

2008-01-01

194

An Analysis of Decoding, Comprehension, and Story Text Comprehensibility in Four First-Grade Reading Programs.  

ERIC Educational Resources Information Center

|Reports on a content analysis of four popular first-grade basal series, examining decoding and comprehension instruction in teachers' manuals, student texts, workbooks, and supplementary activity packages. Reports that none of the programs present a balanced approach to teaching decoding and comprehension with very comprehensible stories. (MM)|

Meyer, Linda A.; And Others

1987-01-01

195

Matthew effects in reading comprehension: myth or reality?  

PubMed

The presence of Matthew effects was tested in students of varying reading, spelling, and vocabulary skills. A cross-sequential design was implemented, following 587 Grade 2 through 4 students across five measurement points (waves) over 2 years. Students were administered standardized assessments of reading, spelling, and vocabulary. Results indicated that the hypothesized fan-spread pattern for Matthew effects was not evident. Low and high ability groups were formed based on 25th and 75th percentile cutoffs on initial measures of spelling, reading accuracy and fluency, vocabulary, and reading comprehension. Multilevel modeling suggested that low and high ability groups had significantly different starting points (intercepts) and their pattern of growth on passage comprehension did not indicate that the gap would increase over time. Instead, some analyses, especially of the youngest cohorts, showed significant convergence. However, there was no evidence of eventually closing the gap. Thus, although the poor students may not be getting poorer, they do not get sufficiently richer either. PMID:21856992

Protopapas, Athanassios; Sideridis, Georgios D; Mouzaki, Angeliki; Simos, Panagiotis G

2011-08-19

196

Use of assisted reading to improve reading rate, word accuracy, and comprehension with ESL Spanish-speaking students.  

PubMed

The present experiment examined the effectiveness of an assisted reading program on reading rates and comprehension of three Spanish-speaking students learning English. The effects of assisted reading on reading rate, word accuracy, and comprehension were examined using a multiple-baseline design across individuals. Increases in words read correctly per minute with repeated readings of the passage and on new passages, decreases in errors per minute, and increases in comprehension were noted. PMID:7991314

VanWagenen, M A; Williams, R L; McLaughlin, T F

1994-08-01

197

A Wireless Handheld System for Supporting Indi vidual and Cooperative Learning in Chinese Reading Comprehension  

Microsoft Academic Search

The purpose of this research was to develop a wireless handheld system for sup porting individual and cooperative reading activities in Chinese reading comprehension. The findings showed that the integration of learning scenarios with the proposed wireless handheld system could improve students' Chinese reading comprehension proficiency. 1. Int roduction Reading is the core of language teaching activities, and the reading

Yu-Ju Lan; Chien-Mei Chang; Yao-Ting Sung; Kuo-En Chang

198

Reading Assessment Methods for Middle-School Students: An Investigation of Reading Comprehension Rate and Maze Accurate Response Rate  

ERIC Educational Resources Information Center

|This study was designed to investigate the validity of four different aloud reading comprehension assessment measures: Maze, comprehension questions, Maze accurate response rate (MARR), and reading comprehension rate (RCR). The criterion measures used in this study were the Woodcock-Johnson III Tests of Achievement (WJ-III ACH) Broad Reading

Hale, Andrea D.; Henning, Jaime B.; Hawkins, Renee O.; Sheeley, Wesley; Shoemaker, Larissa; Reynolds, Jennifer R.; Moch, Christina

2011-01-01

199

Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of School-Age Children with Low Reading Ability  

ERIC Educational Resources Information Center

|This study compared the effects of two oral reading feedback strategies in improving the reading comprehension of eight school-age children with low reading ability. Participants were assigned to one of two intervention groups matched on age, grade, gender, and general reading performance. Intervention 1 (I1) used traditional decoding-based…

Crowe, Linda K.

2005-01-01

200

Sociocultural variation in reading comprehension development among fifth graders in Peru  

Microsoft Academic Search

In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools\\u000a in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders’\\u000a reading comprehension results, measured over the course of fifth grade, were related to the development of word decoding,\\u000a vocabulary, and motivation for reading.

Silvia Morales Silva; Ludo Verhoeven; Jan van Leeuwe

2011-01-01

201

Effect of EFL Students' Reading Styles on Their Reading Comprehension Performance.  

ERIC Educational Resources Information Center

|Investigates differences between English-as-a-Foreign-Language students at two levels of reading comprehension performance with respect to the global and analytic reading styles. No significant differences were found with regard to meaning memorization. There were slightly significant differences in favor of the global style with reference to…

Amer, Aly Anwar; Khouzam, Naguib

1993-01-01

202

Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension  

ERIC Educational Resources Information Center

This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The…

Mihara, Kei

2011-01-01

203

Effects of Lateralized Cerebral Lesions on Oral Reading, Reading Comprehension, and Spelling  

Microsoft Academic Search

This study used the Peabody Individual Achievement Test (PIAT) to assess reading and spelling skills in a normal control group (n = 100) and in patients having cerebral damage in the left hemisphere (LH; n = 86) or right hemisphere (RH; n = 76). Relative to the normals, both brain-damaged groups were impaired on PIAT Reading Comprehension and Spelling. Only

Robert K. Heaton; Stephen P. Schmitz; Nanci Avitable; Ralph A. W. Lehman

1987-01-01

204

Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students  

ERIC Educational Resources Information Center

|This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, reading comprehension in secondary students. Chapter 1 examines the current state of literacy in the nation's public schools and the consequences that arise if students leave high school with inadequate reading skills. It discusses…

Cuevas, Joshua A.

2010-01-01

205

Reading Motivation and Reading Comprehension in Chinese and English among Bilingual Students  

ERIC Educational Resources Information Center

|One hundred four Hong Kong Chinese fifth graders completed a questionnaire on eight separate motivational subscales related to reading separately for Chinese as a first language (L1) and English as a foreign language (EFL) in addition to measures of both Chinese and English reading comprehension. Motivations related to self-efficacy, curiosity,…

Lin, Dan; Wong, Ka Ki; McBride-Chang, Catherine

2012-01-01

206

Can Reading Accuracy and Comprehension Be Separated in the Neale Analysis of Reading Ability?  

ERIC Educational Resources Information Center

Background: The Neale Analysis of Reading Ability (NARA) (Neale, 1997) is widely used in education and research. It provides measures of reading accuracy (decoding) and comprehension, which are frequently interpreted separately. Aims: Three studies were conducted to investigate the degree to which the NARA measures could be separated. Samples:…

Spooner, A. L. R.; Baddeley, A. D.; Gathercole, S. E.

2004-01-01

207

Character Reading Fluency, Word Segmentation Accuracy, and Reading Comprehension in L2 Chinese  

ERIC Educational Resources Information Center

|This study investigated the relationships between lower-level processing and general reading comprehension among adult L2 (second-language) beginning learners of Chinese, in both target and non-target language learning environments. Lower-level processing in Chinese reading includes the factors of character-naming accuracy, character-naming…

Shen, Helen H.; Jiang, Xin

2013-01-01

208

Cross-Cultural Reading Comprehension Assessment in Malay and English as It Relates to the Dagostino-Carifio Model of Reading Comprehension  

ERIC Educational Resources Information Center

|The review of existing literature suggests that few researchers have adopted cross-language comparisons to explore how cultural background affects the assessment of reading comprehension of students. In this present study, the researchers independently reviewed and rated all the items of two reading comprehension tests translated from Malay into…

Dagostino, Lorraine; Carifio, James; Bauer, Jennifer D. C.; Zhao, Qing

2013-01-01

209

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs  

Microsoft Academic Search

Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five elementary school basal readers and how the basals suggest that the strategies be taught. The analysis found that two

Paola Pilonieta

2010-01-01

210

Proximal and Distal Predictors of Reading Comprehension: Evidence from Young Korean Readers  

ERIC Educational Resources Information Center

|The present study investigated proximal and distal predictors of reading comprehension by including latent factors such as alphabet knowledge, phonological awareness, semantic knowledge, word reading, oral reading fluency, and reading comprehension. The sample consisted of 79 five-year-old Korean-monolingual children who were assessed at the end…

Kim, Young-Suk

2011-01-01

211

Hypertext Reading Comprehension in Adolescents with Typical Language Development and Language-Learning Disability  

ERIC Educational Resources Information Center

|With the global expansion of technology our reading platform has changed from traditional text to predominantly hypertext. Little consideration has been given to how the shift in reading platforms might help or hinder children's reading comprehension. The purpose of this study was to compare reading comprehension in computer-based and paper-based…

Srivastava, Pradyumn

2010-01-01

212

Assessing Reading Comprehension in Adolescent Low Achievers: Subskills Identification and Task Specificity  

ERIC Educational Resources Information Center

|On the basis of a validation study of a new test for assessing low-achieving adolescents' reading comprehension skills--the SALT-reading--we analyzed two issues relevant to the field of reading test development. Using the test results of 200 seventh graders, we examined the possibility of identifying reading comprehension subskills and the…

van Steensel, Roel; Oostdam, Ron; van Gelderen, Amos

2013-01-01

213

Implementation and Effects of Explicit Reading Comprehension Instruction in Fifth-Grade Classrooms  

ERIC Educational Resources Information Center

|In this intervention study, teachers tried to implement four instructional principles derived from the literature on research-based, explicit reading comprehension instruction in their fifth-grade classrooms. The principles focused on relevant background knowledge, reading comprehension strategies, reading-group organization, and reading

Andreassen, Rune; Braten, Ivar

2011-01-01

214

Hypertext Reading Comprehension in Adolescents with Typical Language Development and Language-Learning Disability  

ERIC Educational Resources Information Center

With the global expansion of technology our reading platform has changed from traditional text to predominantly hypertext. Little consideration has been given to how the shift in reading platforms might help or hinder children's reading comprehension. The purpose of this study was to compare reading comprehension in computer-based and paper-based…

Srivastava, Pradyumn

2010-01-01

215

Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students  

ERIC Educational Resources Information Center

Comprehension is the reason for reading, and vocabulary plays a significant role in comprehension. The question is, What kind of instruction best promotes the development of comprehension and vocabulary? The National Reading Panel (National Institute of Child Health and Human Development, 2000) concluded that there are eight effective or promising…

Boulware-Gooden, Regina; Carreker, Suzanne; Thornhill, Ann; Joshi, R. Malatesha

2007-01-01

216

"Yuk, the Skin of Insects!" Tracking Sources of Errors in Second Language Reading Comprehension.  

ERIC Educational Resources Information Center

Outlines a model for understanding the second-language reading process. Uses errors in comprehension to illustrate how the reading comprehension process works. Discusses pedagogical implications and suggestions for teaching students to develop and practice better comprehension strategies using think-alouds. (RS)

Upton, Thomas A.

1998-01-01

217

Testing and Refining the Direct and Inferential Mediation Model of Reading Comprehension  

ERIC Educational Resources Information Center

|A significant proportion of American high school students struggle with reading comprehension. Theoretical models of reading comprehension might help researchers understand these difficulties, because they can point to variables that make the largest contributions to comprehension. On the basis of an extensive review of the literature, we created…

Cromley, Jennifer G.; Azevedo, Roger

2007-01-01

218

Transfer of a Listening Comprehension Strategy to Independent Reading in First-Grade Students  

Microsoft Academic Search

Instruction in narrative text structure on first graders' listening and reading comprehension was examined with a view to documenting strategy instruction and transfer of learning in beginning readers. Of interest was whether or not first-grade students (n=35) would, following instruction within the context of listening to stories, gain in listening comprehension and transfer this knowledge to support reading comprehension. A

Joanna K. Garner; Cynthia R. Bochna

2004-01-01

219

Reading Comprehension Instruction for Students with Autism Spectrum Disorders: A Review of the Literature  

ERIC Educational Resources Information Center

The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an…

Chiang, Hsu-Min; Lin, Yueh-Hsien

2007-01-01

220

Developmental Relations between Reading Fluency and Reading Comprehension: A Longitudinal Study from Grade 1 to Grade 2  

ERIC Educational Resources Information Center

|From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders.…

Kim, Young-Suk; Wagner, Richard K.; Lopez, Danielle

2012-01-01

221

Comprehensive Reading Instruction across the Grade Levels: A Collection of Papers from the Reading Research 2001 Conference.  

ERIC Educational Resources Information Center

This collection of 9 papers from the International Reading Association's Reading Research 2001 Conference (RR2001) addresses comprehensive reading instruction across the grade levels. The introduction, "How Will We Develop the Concept of Comprehensive Reading Instruction Across Grade Levels?," notes that five quandaries arose in the discussion of…

Roller, Cathy M., Ed.

222

Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms  

Microsoft Academic Search

In this intervention study, teachers tried to implement four instructional principles derived from the literature on research-based, explicit reading comprehension instruction in their fifth-grade classrooms. The principles focused on relevant background knowledge, reading comprehension strategies, reading-group organization, and reading motivation. Results indicated that during a five-month intervention period, students in the intervention group increased their strategic competence and comprehension performance

Rune Andreassen; Ivar Bråten

2011-01-01

223

Comprehension Clinchers  

ERIC Educational Resources Information Center

|This author, an academic achievement teacher for second and third grade reading and math at Theodore Roosevelt Elementary School in Park Ridge, Illinois, contends that since fluency is such a measurable skill, over-emphasizing decoding and de-emphasizing comprehension results in short-changing students. In this article, she shares several reading

Marcell, Barclay

2006-01-01

224

The development and functional control of reading-comprehension behavior.  

PubMed Central

Reading comprehension, indicated by motor behavior and multiple-choice picture selection called for in written instructions, was taught to an autistic child using verbal prompts, modelling, and physical guidance. The child was rewarded for correct behaviors to training items; nonrewarded probes were used to assess generalization. Probable maintaining events were assessed through their sequential removal in a reversal design. Results showed: (a) following acquisition, performance was maintained at a near-100% level when candy, praise, attention, and training were removed, (b) absence of other persons was correlated with a marked decrease in performance, whereas their presence was associated with performance at near 100%, and (c) performance generalized to probes and across experimenters. Rewards, which may have been reinforcing during acquisition, did not appear necessary to maintain later performance. Instead, presence of others (a setting event) was demonstrated to have control over maintained performance.

Rosenbaum, M S; Breiling, J

1976-01-01

225

The Explicit Teaching of Reading Comprehension in Science Class: A Pilot Professional Development Program  

ERIC Educational Resources Information Center

|This pilot study aimed to address persistent gaps in the research regarding effective professional development models associated with reading comprehension pedagogy in content area classrooms (science). An appropriate instructional model was developed, ("Do-Read-Do") which attempts to embed the explicit teaching of reading comprehension

Concannon-Gibney, Tara; McCarthy, Mary Jean

2012-01-01

226

The Decoding–Comprehension Dissociation in the Reading of Children with Hydrocephalus: Reply to Yamada  

Microsoft Academic Search

Yamada raises two issues in his discussion of the Barnes, Faulkner, and Dennis (2001) study of reading in children with neural tube defects and hydrocephalus. The first is whether the Barnes et al. findings represent an example or a counterexample of a particular view of reading, one in which Reading Comprehension = Word Decoding × Listening Comprehension (Gough, Hoover, &

Marcia A. Barnes

2002-01-01

227

Is Fluency-Based Story Retell a Good Indicator of Reading Comprehension?  

ERIC Educational Resources Information Center

|This study examined the reliability and validity of scores on a fluency-based measure of reading comprehension. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS; 6th ed. revised) Retell Fluency (RTF), Oral Reading Fluency (DORF), and Woodcock Johnson III NU Tests of Achievement (WJ-III NU ACH) Reading Comprehension measures were…

Bellinger, Jillian M.; DiPerna, James C.

2011-01-01

228

CONCEPT MAPS: A TOOL TO IMPROVE READING COMPREHENSION SKILLS OF CHILDREN WITH HEARING IMPAIRMENTS  

Microsoft Academic Search

Children with hearing loss who are inserted into the regular Panamanian School System tend to have academic difficulties, often due to low reading comprehension levels. Concept maps may be able to support hearing-impaired children to achieve better reading comprehension skills, by providing a means to improve their reading vocabulary, as well as helping them follow sequences of ideas present in

Elsy Peña Castillo; Damaris Bernal Mosquera; Dagmar López Palacios

229

The explicit teaching of reading comprehension in science class: A pilot professional development program  

Microsoft Academic Search

This pilot study aimed to address persistent gaps in the research regarding effective professional development models associated with reading comprehension pedagogy in content area classrooms (science). An appropriate instructional model was developed, (Do-Read-Do) which attempts to embed the explicit teaching of reading comprehension strategies within a science investigation. This model was then explored in workshops, discussion groups and in reciprocal

Tara Concannon-Gibney; Mary Jean McCarthy

2012-01-01

230

Television's Impact on Children's Reading Comprehension and Decoding Skills: A 3-Year Panel Study.  

ERIC Educational Resources Information Center

Explores longitudinal effects of television viewing on 1,050 Dutch children's reading comprehension, causal mechanisms that underlie these effects on reading comprehension, and longitudinal effects of television on decoding skills. Surveys children three times at one-year intervals. Suggests that television viewing inhibited development of reading

Koolstra, Cees M.; And Others

1997-01-01

231

Effect of Music on Reading Comprehension of Junior High School Students  

ERIC Educational Resources Information Center

|This quantitative study was an investigation of the effect of lyrical music on reading comprehension by adolescents. Existing research has produced results that range from concluding such distraction may be detrimental to finding it could be helpful. The reading comprehension subtest of the Gates-MacGinitie Reading Tests, 4th edition (MacGinitie,…

Anderson, Stacey A.; Fuller, Gerald B.

2010-01-01

232

Choice of Reading Comprehension Test Influences the Outcomes of Genetic Analyses.  

PubMed

Does the choice of test for assessing reading comprehension influence the outcome of genetic analyses? A twin design compared two types of reading comprehension tests classified as primarily associated with word decoding (RC-D) or listening comprehension (RC-LC). For both types of tests, the overall genetic influence is high and nearly identical. However, the tests differed significantly in how they covary with the genes associated with decoding and listening comprehension. Although Cholesky decomposition showed that both types of comprehension tests shared significant genetic influence with both decoding and listening comprehension, RC-D tests shared most genetic variance with decoding, and RC-LC tests shared most with listening comprehension. Thus, different tests used to measure the same construct may manifest very different patterns of genetic covariation. These results suggest that the apparent discrepancies among the findings of previous twin studies of reading comprehension could be due at least in part to test differences. PMID:21804757

Betjemann, Rebecca S; Keenan, Janice M; Olson, Richard K; Defries, John C

2011-01-01

233

Reading motivation and reading comprehension in Chinese and English among bilingual students  

Microsoft Academic Search

One hundred four Hong Kong Chinese fifth graders completed a questionnaire on eight separate motivational subscales related\\u000a to reading separately for Chinese as a first language (L1) and English as a foreign language (EFL) in addition to measures\\u000a of both Chinese and English reading comprehension. Motivations related to self-efficacy, curiosity, involvement, recreation,\\u000a and social-peer attitudes were significantly higher for L1

Dan Lin; Ka Ki Wong; Catherine McBride-Chang

234

ClassWide Peer Tutoring: Two Experiments Investigating the Generalized Relationship between Increased Oral Reading Fluency and Reading Comprehension  

ERIC Educational Resources Information Center

We conducted two experiments designed to investigate the effects of ClassWide Peer Tutoring (CWPT) on oral reading fluency and the generalization to students' rate and level of reading comprehension. First, an alternating treatment design was used to compare two sixth-grade, general education students' rates and level of oral reading comprehension

Neddenriep, Christine E.; Skinner, Christopher H.; Wallace, Monica A.; McCallum, Elizabeth

2009-01-01

235

A Beginning Understanding of the Interplay Between Offline and Online Reading Comprehension When Adolescents Read for Information on the Internet  

Microsoft Academic Search

This mixed-method study investigated the extent to which new reading comprehension proficiencies may be required on the Internet. It a lso explored the nature of online reading comprehension among adolescent readers who read online at different levels of proficiency. Results of a hierarchical regression analysis of da ta from a stratified random sample of 109 seventh graders indicated performance on

Julie Coiro

236

Not Read, but Nevertheless Solved? Three Experiments on PIRLS Multiple Choice Reading Comprehension Test Items  

ERIC Educational Resources Information Center

|Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N[subscript 1] = 230, N[subscript 2] = 340, N[subscript 3] = 194) worked on three…

Sparfeldt, Jorn R.; Kimmel, Rumena; Lowenkamp, Lena; Steingraber, Antje; Rost, Detlef H.

2012-01-01

237

The role of question type and reading ability in reading comprehension  

Microsoft Academic Search

Performance on a standardized reading comprehension test reflects the number of correct answers readers select from a list of alternate choices, but fails to provide information about how readers cope with the various cognitive demands of the task. The aim of this study was to determine whether three groups of readers: normally achieving (NA), poor comprehenders (CD), with no decoding

Naomi F. Tal; Linda S. Siegel; Michael Maraun

1994-01-01

238

Reading while Watching Video: The Effect of Video Content on Reading Comprehension and Media Multitasking Ability  

ERIC Educational Resources Information Center

|Media multitasking, or engaging in multiple media and tasks simultaneously, is becoming an increasingly popular phenomenon with the development and engagement in social media. This study examines to what extent video content affects students' reading comprehension in media multitasking environments. One hundred and thirty university students were…

Lin, Lin; Lee, Jennifer; Robertson, Tip

2011-01-01

239

Comprehension Calibration and Recall Prediction Accuracy of Texts: Reading Skill, Reading Strategies, and Effort  

Microsoft Academic Search

High school students at 3 levels of verbal skill rated their own recall (prediction accuracy) and comprehension (calibration accuracy) of 3 expository texts accompanied by 3 different sets of instructions. All sets of instructions emphasized reading for understanding, and two of them also involved key words (given or personally selected), which were to be used during study. Students assessed which

Åsa Gillström; Jerker Rönnberg

1995-01-01

240

Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners  

PubMed Central

This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students’ below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students’ skill profiles and abilities.

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

2010-01-01

241

The Effect of Background Knowledge on the Reading Comprehension of Second Language Learners.  

ERIC Educational Resources Information Center

|A study investigated the effect of relevant background knowledge on the reading comprehension of students of Spanish. Students with limited knowledge of baseball took a comprehension test on a Spanish-language report of a baseball game. Results indicate that background knowledge is possibly more important than language level for comprehension.…

Haus, George J.; Levine, Martin G.

1985-01-01

242

The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication  

Microsoft Academic Search

A study that investigated the relationship between vocabulary instruction and reading comprehension was replicated and extended. The original study showed substantial gains in accuracy of word knowledge and speed of lexical access, but only marginal gains in comprehension. This latter result was attributable to methodological problems, and thus the comprehension measure was revised. In the present study, fourth graders were

Margaret G. McKeown; Isabel L. Beck; Richard C. Omanson; Charles A. Perfetti

1983-01-01

243

What Classroom Observations Reveal about Reading Comprehension Instruction. Technical Report No. 106.  

ERIC Educational Resources Information Center

Reading and social studies instruction in 39 third- through sixth-grade classrooms in central Illinois was observed in a study designed to determine whether elementary school classrooms provide comprehension instruction. Among the findings were that practically no comprehension instruction was seen but that comprehension assessment, usually…

Durkin, Dolores

244

An Investigation of Silent versus Aloud Reading Comprehension of Elementary Students Using Maze Assessment Procedures  

ERIC Educational Resources Information Center

|Many reading comprehension measures require the student to read silently. When students read silently, important information (e.g., consistent reading errors) may not be identified. It may also be difficult to detect a student who is choosing not to read the passage. For this reason, investigating whether there is a significant difference in…

Hale, Andrea D.; Hawkins, Renee O.; Sheeley, Wesley; Reynolds, Jennifer R.; Jenkins, Shonna; Schmitt, Ara J.; Martin, Daniel A.

2011-01-01

245

Improvement in Reading Rate Under Independent and Difficult Text Levels: Influences on Word and Comprehension Skills  

Microsoft Academic Search

Improving reading rate can be difficult for poor readers. In this experiment, we investigated the impact of improvement in reading rate on other aspects of reading, including word recognition, decoding, vocabulary, and comprehension. Poor readers in Grades 2 or 4 (N = 123) were randomly assigned to 1 of 3 conditions: practice reading text at their independent reading level (92%–100%

Rollanda E. O’Connor; H. Lee Swanson; Cathleen Geraghty

2010-01-01

246

The Measurement of Reading Comprehension: How Not to Trade Construct Validity for Predictive Power.  

ERIC Educational Resources Information Center

|The effectiveness of a measure of the processing capacity of working memory, called the reading span test, is demonstrated in predicting performance and understanding individual differences in reading comprehension. (Author/PN)|

Daneman, Meredyth

1982-01-01

247

Differential components of sentence comprehension: Beyond single word reading and memory  

Microsoft Academic Search

A number of studies have used functional neuroimaging to examine the neural mechanisms of sentence comprehension; however, few fMRI studies have examined activation patterns associated with sentence comprehension after accounting for activation attributable to single-word-level tasks important for sentence comprehension. To investigate the patterns of activation associated with sentence comprehension after controlling for single word reading and maintaining single words

A. M. Clements; S. Courtney; S. L. Rimrodt; J. G. B. Schafer; J. Bisesi; J. J. Pekar; K. R. Pugh

2006-01-01

248

Developmental Differences in the Relationship Between Reading Comprehension and Hemispheric Alpha Patterns: An EEG Study  

Microsoft Academic Search

Boys 6–8 and 10–12 years of age read short passages at their instructional level and were subsequently asked questions on these passages. EEG measures were obtained during silent reading of each passage. There were age differences in the relationship between hemisphere activation during silent reading and reading comprehension. Left-hemispheric activation was significantly associated with comprehension for the younger children. Bilateral

Theresa A. Roberts; R. Harter Kraft

1989-01-01

249

Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children  

Microsoft Academic Search

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically\\u000a developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese\\u000a reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly\\u000a less well than the CA controls but similarly to RL controls

Pakey Pui-man Chik; Connie Suk-han Ho; Pui-sze Yeung; Yau-kai Wong; David Wai-ock Chan; Kevin Kien-hoa Chung; Lap-yan Lo

250

Reading comprehension by people with chronic aphasia: A comparison of three levels of visuographic contextual support  

Microsoft Academic Search

Background: People with aphasia often have concomitant reading comprehension deficits that interfere with their full participation in leisure and social activities involving written text comprehension.Aims: The purpose of this investigation was to explore the impact of three levels of visuographic support—(a) high?context photographs, (b) low?context photographs, and (c) no photographs—on the reading comprehension of narratives by people with chronic aphasia.Methods

Aimee Dietz; Karen Hux; Miechelle L. McKelvey; David R. Beukelman; Kristy Weissling

2009-01-01

251

Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students  

ERIC Educational Resources Information Center

|Reading comprehension is a highly demanding task that involves the simultaneous process of extracting and constructing meaning in which working memory's executive processes play a crucial role. In this article, a training program on working memory's executive processes to improve reading comprehension is presented and empirically tested in two…

Garcia-Madruga, Juan A.; Elosua, Maria Rosa; Gil, Laura; Gomez-Veiga, Isabel; Vila, Jose Oscar; Orjales, Isabel; Contreras, Antonio; Rodriguez, Raquel; Melero, Maria Angeles; Duque, Gonzalo

2013-01-01

252

The Development of Reading Comprehension Skills in Children Learning English as a Second Language  

ERIC Educational Resources Information Center

|Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic…

Lipka, Orly; Siegel, Linda S.

2012-01-01

253

The Effects of Reciprocal Teaching on Reading Comprehension in Mainstream and Special (SLI) Education  

Microsoft Academic Search

Reading comprehension of fourth and sixth graders was promoted with reciprocal teaching in three mainstream classes, and three special classes for pupils with specific language impairment (SLI). Four cognitive strategies were used to enhance these pupils' reading comprehension skills. Six coordinated, 5?week interventions were held during regular class sessions in the spring and autumn terms of 2003. These interventions, which

Marjatta Takala

2006-01-01

254

Building Reading Comprehension Habits in Grades 6?12: A Toolkit of Classroom Activities  

ERIC Educational Resources Information Center

|Help struggling readers understand content area texts with research-based, innovative classroom tools that foster lifelong reading comprehension habits. This book presents easy-to-use activities organized around six habits of reading comprehension: (1) Organizing text information by sculpting the main idea and summarizing; (2) Connecting to…

Zwiers, Jeff

2004-01-01

255

Reading comprehension research in the past decade: Implications for educational publishing  

Microsoft Academic Search

A great amount of research on reading comprehension has been conducted during the past decade in universities and research centers. Much of it is important for educational publishing--specifically for the development of textbooks and other instructional materials. We should like to reflect on these recent studies of reading comprehension, as well as on several older, now classic studies. We will

Jeanne S. Chall; Steven A. Stahl

1985-01-01

256

Evaluation of Attention Training and Metacognitive Facilitation to Improve Reading Comprehension in Aphasia  

ERIC Educational Resources Information Center

|Purpose: This pilot study investigated the impact of direct attention training combined with metacognitive facilitation on reading comprehension in individuals with aphasia. Method: A single-subject, multiple baseline design was employed across 4 participants to evaluate potential changes in reading comprehension resulting from an 8-week…

Lee, Jaime B.; Sohlberg, McKay Moore

2013-01-01

257

Developing Reading Comprehension and Academic Vocabulary for English Language Learners through Science Content: A Formative Experiment  

ERIC Educational Resources Information Center

|This formative experiment explored the extent to which two instructional frameworks that varied in the explicitness of academic vocabulary instruction, comprehension strategy instruction, and supports for student autonomy influenced reading comprehension, vocabulary acquisition, perceptions of autonomy supports, and reading engagement in…

Taboada, Ana; Rutherford, Vanessa

2011-01-01

258

Perceptual Organization, Phonological Awareness, and Reading Comprehension in Adults with and without Learning Disabilities  

ERIC Educational Resources Information Center

|It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their…

Stothers, Margot; Klein, Perry D.

2010-01-01

259

Role of Verbal Memory in Reading Text Comprehension of Individuals with Down Syndrome  

ERIC Educational Resources Information Center

|This study analyzed the relationship between verbal memory and reading text comprehension in individuals with Down syndrome. The hypothesis that verbal memory provides unique contribution to reading text comprehension after controlling for verbal skills was tested. Twenty-three individuals with Down syndrome (ages 11 years, 2 months-18 years, 1…

Levorato, Maria Chiara; Roch, Maja; Florit, Elena

2011-01-01

260

Is There a Common Linkage among Reading Comprehension, Visual Attention, and Magnocellular Processing?  

ERIC Educational Resources Information Center

|The authors examined the relationships between reading comprehension, visual attention, and magnocellular processing in 42 Grade 7 students. The goal was to quantify the sensitivity of visual attention and magnocellular visual processing as concomitants of poor reading comprehension in the absence of either vision therapy or cognitive…

Solan, Harold A.; Shelley-Tremblay, John F.; Hansen, Peter C.; Larson, Steven

2007-01-01

261

THE EFFECTS OF SOUND ON READING COMPREHENSION AND SHORT-TERM MEMORY  

Microsoft Academic Search

There are students of all ages that study with music in the background. So, the purpose of this study was to examine the effects of sound on reading comprehension and short-term memory. 42 high school freshman students consisting of 15 males and 27 females of Penney High School in Hamilton, MO were selected to take a reading comprehension and short-term

DEBBIE A. DEEMS

262

Television's Impact on Children's Reading Comprehension and Decoding Skills: A 3-Year Panel Study.  

ERIC Educational Resources Information Center

|Explores longitudinal effects of television viewing on 1,050 Dutch children's reading comprehension, causal mechanisms that underlie these effects on reading comprehension, and longitudinal effects of television on decoding skills. Surveys children three times at one-year intervals. Suggests that television viewing inhibited development of…

Koolstra, Cees M.; And Others

1997-01-01

263

Prior Knowledge and the Reading Comprehension of Linguistically/Culturally Diverse Students.  

ERIC Educational Resources Information Center

How background knowledge of the content of a text affects reading comprehension and the role it plays in the diagnosis and instruction of reading comprehension skills for linguistically/culturally diverse (L/CD) students may be demonstrated through schema theory. Since a schema represents what is believed to be generally true about a class of…

Pandolfo, Judith Martin

264

The Effects of Interesting Examples and Topic Familiarity on Text Comprehension, Attention, and Reading Speed.  

ERIC Educational Resources Information Center

The impact of interestingness and "narrativity" on comprehension, attention, and reading speed and the role of topic familiarity were studied for 16 college students in psychology classes and 8 from engineering classes who read excerpts from psychology and engineering texts. Results support schema-based comprehension theory. (SLD)

Shimoda, Todd A.

1993-01-01

265

Improving Comprehension and Reading Vocabulary in First Grade English Speakers of Other Languages.  

ERIC Educational Resources Information Center

This report describes various strategies which were implemented to increase reading vocabulary and comprehension on consistently below average test scores of first grade students. A targeted group of 25 students were selected for this process. The objectives included increasing comprehension and reading vocabulary, developing a more positive…

Sanchez, Esther

266

An evaluation of the nursing success program: reading comprehension, graduation rates, and diversity.  

PubMed

The Nursing Success Program was developed to enhance retention of baccalaureate nursing students. Reading comprehension scores are used to identify students who are at risk for failure and direct them into the retention program that addresses their skill deficits. To evaluate the program, the authors assessed reading comprehension, graduation rates, and ethnic diversity. PMID:16170264

Symes, Lene; Tart, Kathryn; Travis, Lucille

267

Effects of metacognitive strategy instruction and instruction time on reading comprehension  

Microsoft Academic Search

Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the

A. A. M. Houtveen; W. J. C. M. van de Grift

2007-01-01

268

The Effects of Timed and Untimed Testing Conditions on the Reading Comprehension Performance of Adults with Reading Disabilities  

Microsoft Academic Search

This study examined the effects of extra time on the reading comprehension performance of a heterogeneous group of adults\\u000a with reading disabilities. Sixty-four adults participated. A clinic that assesses learning disabilities identified 22 as reading\\u000a disabled, and 42 as normal readers. The 64 adults took a reading comprehension test under both timed and untimed conditions.\\u000a Other skills measured included vocabulary,

Nonie K. Lesaux; M. Rufina Pearson; Linda S. Siegel

2006-01-01

269

Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice  

Microsoft Academic Search

We conducted a study of the effects of assisted reading practice (Shany & Biemiller, 1995). In this paper we examined the original data to find factors affecting gains in reading comprehension. We contrasted 14\\u000a children who had below median gains in reading comprehension and 15 who had above median gains. There were no significant\\u000a correlations between pre-program language and reading

Michal Shany; Andrew Biemiller

2010-01-01

270

Role of verbal memory in reading text comprehension of individuals with Down syndrome.  

PubMed

This study analyzed the relationship between verbal memory and reading text comprehension in individuals with Down syndrome. The hypothesis that verbal memory provides unique contribution to reading text comprehension after controlling for verbal skills was tested. Twenty-three individuals with Down syndrome (ages 11 years, 2 months-18 years, 1 month) were matched on reading text comprehension, which was the primary variable of interest, with 23 typically developing children (ages 6 years, 2 months-7 years, 1 month). The two groups were compared on verbal skills and verbal memory. The results showed that working memory (concurrent storage and processing functions), but not short-term memory, predicted unique variance in reading text comprehension, after the verbal skills were controlled for. No group differences emerged in the relationship between verbal memory and reading text comprehension. PMID:21381946

Levorato, Maria Chiara; Roch, Maja; Florit, Elena

2011-03-01

271

The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome.  

PubMed

Thirteen children and young adults with Down syndrome (DS) completed tests of language and reading and their performance was compared to that of three control groups. Reading comprehension was confirmed to be a specific deficit in DS and found to be strongly correlated with underlying language skills. Although reading comprehension was more strongly related to language ability in the DS group, this was shown to be a function of more advanced word recognition rather than a characteristic of DS per se. Individuals with DS were found to have greater difficulty with inferential comprehension questions than expected given their overall comprehension ability and the reading profile associated with DS was found to be similar to that of children known as poor comprehenders. It is recommended that oral language training programs, similar to those that have been shown to improve reading comprehension in poor comprehenders, be trialed with children who have DS. PMID:21536407

Nash, Hannah; Heath, James

2011-05-04

272

Reading comprehension of deaf readers. The impact of too many or too few questions.  

PubMed

Reading comprehension need not be considered to be an elusive construct; for most readers, nonclinical reading problems can be viewed simply as a process influenced by readers' questions. Most reading comprehension difficulties of deaf readers can be addressed in a straightforward and effective manner once it has been determined whether the reader has too few or too many questions while reading. This article explains the relationship between the number and type of questions deaf readers have and their comprehension of the reading material. It also describes intervention strategies that can be used to improve comprehension. The article is intended for teachers and other professionals who work with deaf students, deaf adults who have reading problems, and parents who have a deaf child with a reading problem. PMID:8135162

LaSasso, C J

1993-12-01

273

The role of reading comprehension in word meaning acquisition during reading  

Microsoft Academic Search

The purpose of this study was to explore the influence of reading comprehension on the acquisition of word meanings from context\\u000a and to compare it to the effects of local context characteristics, such as proximity and directness of context clues. The\\u000a study also examined the effects of prior topic and enabling concept knowledge. Sixth-grade students were pretested on their\\u000a knowledge

Irene-Anna N. Diakidoy

1998-01-01

274

Improvement in Reading Rate under Independent and Difficult Text Levels: Influences on Word and Comprehension Skills  

ERIC Educational Resources Information Center

|Improving reading rate can be difficult for poor readers. In this experiment, we investigated the impact of improvement in reading rate on other aspects of reading, including word recognition, decoding, vocabulary, and comprehension. Poor readers in Grades 2 or 4 (N = 123) were randomly assigned to 1 of 3 conditions: practice reading text at…

O'Connor, Rollanda E.; Swanson, H. Lee; Geraghty, Cathleen

2010-01-01

275

Exploring Reading Comprehension Needs of Iranian EAP Students of Health Information Management (HIM): A Triangulated Approach  

ERIC Educational Resources Information Center

Discipline-based English for Academic Purposes (EAP) reading programs in Iran are designed to fill the gap between the students' general English reading competence and their ability to read authentic discipline-specific texts. This study attempted to assess target and present reading comprehension needs of EAP students of Health Information…

Atai, Mahmood Reza; Nazari, Ogholgol

2011-01-01

276

Exploring Reading Comprehension Needs of Iranian EAP Students of Health Information Management (HIM): A Triangulated Approach  

ERIC Educational Resources Information Center

|Discipline-based English for Academic Purposes (EAP) reading programs in Iran are designed to fill the gap between the students' general English reading competence and their ability to read authentic discipline-specific texts. This study attempted to assess target and present reading comprehension needs of EAP students of Health Information…

Atai, Mahmood Reza; Nazari, Ogholgol

2011-01-01

277

iStart: A Web-Based Reading Strategy Intervention That Improves Students's Science Comprehension  

Microsoft Academic Search

This study examined the impact of an automated reading strategy trainer called the Interactive Strategy Trainer for Active Reading and Thinking (iSTART) for improving students' reading comprehension of a science text. iSTART is an interactive trainer that utilizes animated agents to provide reading strategy instruction. The program contains both vicarious and interactive modules that provide adaptive feedback on the quality

Tenaha O'reilly; Grant Sinclair; Danielle S. Mcnamara

2004-01-01

278

Improvement in Reading Rate under Independent and Difficult Text Levels: Influences on Word and Comprehension Skills  

ERIC Educational Resources Information Center

Improving reading rate can be difficult for poor readers. In this experiment, we investigated the impact of improvement in reading rate on other aspects of reading, including word recognition, decoding, vocabulary, and comprehension. Poor readers in Grades 2 or 4 (N = 123) were randomly assigned to 1 of 3 conditions: practice reading text at their…

O'Connor, Rollanda E.; Swanson, H. Lee; Geraghty, Cathleen

2010-01-01

279

Relationships between Sixth-Graders' Reading Comprehension and Two Different Measures of Print Exposure  

ERIC Educational Resources Information Center

|This study examined sixth-graders' reading comprehension and component reading abilities in relation to two measures of print exposure: an author recognition test (ART) involving fiction authors and a reading habits questionnaire (RHQ) about children's voluntary reading for enjoyment across various genres. The ART correlated only with children's…

Spear-Swerling, Louise; Brucker, Pamela O.; Alfano, Michael P.

2010-01-01

280

Intensity in Vocabulary Instruction and Effects on Reading Comprehension  

ERIC Educational Resources Information Center

Prior research has shown that vocabulary instruction can enhance the comprehension of passages when instruction includes definitional and contextual information, provides multiple instructional encounters with the words, and requires learners to engage actively in processing of word meanings (M. F. Graves, 1986; S. A. Stahl & M. M. Fairbanks,…

Baumann, James F.

2009-01-01

281

Intensity in Vocabulary Instruction and Effects on Reading Comprehension  

ERIC Educational Resources Information Center

|Prior research has shown that vocabulary instruction can enhance the comprehension of passages when instruction includes definitional and contextual information, provides multiple instructional encounters with the words, and requires learners to engage actively in processing of word meanings (M. F. Graves, 1986; S. A. Stahl & M. M. Fairbanks,…

Baumann, James F.

2009-01-01

282

Equivalence of Reading and Listening Comprehension across Test Media  

ERIC Educational Resources Information Center

Whether an ability test delivered on either paper or computer provides the same information is an important question in applied psychometrics. Besides the validity, it is also the fairness of a measure that is at stake if the test medium affects performance. This study provides a comprehensive review of existing equivalence research in the field…

Schroeders, Ulrich; Wilhelm, Oliver

2011-01-01

283

Using the Concept Attainment Strategy to Enhance Reading Comprehension  

ERIC Educational Resources Information Center

The Concept Attainment Strategy is an instructional technique proposed by Jerome Bruner that targets the "big idea" or concept underlining concrete or abstract examples. This strategy focuses on the developing comprehension of words and ideas associated with a concept rather than on its name or what the concept is called. Specifically it develops…

Boulware, Beverly J.; Crow, Mary Lynn

2008-01-01

284

Effects of Online Reading on Popular Science Comprehension  

Microsoft Academic Search

The present study examines the effects of print and online presentations of a multiple document report on reader's comprehension, perception of cognitive load, satisfaction, and attention. We hypothesized that users of online media would show poorer results compared with print users. An experimental protocol was used to assess readers' performance using print and online versions of a popular science magazine

Mônica Macedo-Rouet; Jean-François Rouet; Isaac Epstein; Pierre Fayard

2003-01-01

285

Equivalence of Reading and Listening Comprehension across Test Media  

ERIC Educational Resources Information Center

|Whether an ability test delivered on either paper or computer provides the same information is an important question in applied psychometrics. Besides the validity, it is also the fairness of a measure that is at stake if the test medium affects performance. This study provides a comprehensive review of existing equivalence research in the field…

Schroeders, Ulrich; Wilhelm, Oliver

2011-01-01

286

Examining the Relationship Between Word Reading Efficiency and Oral Reading Rate in Predicting Comprehension Among Different Types of Readers  

Microsoft Academic Search

To further explore contextual reading rate, an important aspect of reading fluency, we examined the relationship between word reading efficiency (WRE) and contextual oral reading rate (ORR), the degree to which they overlap across different comprehension measures, whether oral language (semantics and syntax) predicts ORR beyond contributions of word-level skills, and whether the WRE–ORR relationship varies based on different reader

Sarah H. Eason; John Sabatini; Lindsay Goldberg; Kelly Bruce; Laurie E. Cutting

2012-01-01

287

Increasing Reading Comprehension through the Explicit Teaching of Reading Strategies: Is There a Difference among the Genders?  

ERIC Educational Resources Information Center

|The relationship between the intentional teaching of reading strategies and the increase in reading comprehension was studied. The Northwest Evaluation Association (NWEA) reading pretest and posttest scores of 57 subjects were analyzed to see if there was a significant increase in performance after the reading strategies were taught. The study…

Prado, Ludivina; Plourde, Lee A.

2011-01-01

288

The Functions of Cultural Schemata in the Chinese Reading Comprehension and Reading Time of College Students in Taiwan  

ERIC Educational Resources Information Center

|The study examined the effects of cultural familiarity with a text on Chinese students' reading comprehension performance and reading time. In the first phase of the study, participants were required to read a culturally familiar text, write down the time they spent reading the passage, and immediately complete a cloze test without referring back…

Li, Chen-Hong; Lai, Shu-Fen

2012-01-01

289

The Effect of Course-Based Reading Strategy Training on the Reading Comprehension Skills of Developmental College Students.  

ERIC Educational Resources Information Center

Examines the effects of course-based reading strategy training--student application of reading strategies to their own college readings--on developmental college learners' reading comprehension skills. Explains that this study gave one group of students learning strategies instruction and gave no such instructions to a control group. Reports…

Snyder, Vivian

2002-01-01

290

The Effect of Speed Reading Instruction on Japanese High School Students' English Reading Comprehension and Vocabulary Development  

ERIC Educational Resources Information Center

|This study investigated the effects of a six-month course in speed reading in three areas of reading proficiency development: 1) general reading comprehension, 2) knowledge of high-frequency vocabulary, and 3) reading-rate and accuracy. The participants (N = 105) were Japanese students studying English as a foreign language in Grade 10 at a…

Underwood, Paul; Myskow, Gordon; Hattori, Takahiko

2012-01-01

291

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats  

ERIC Educational Resources Information Center

|It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed…

Solheim, Oddny Judith

2011-01-01

292

The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners  

Microsoft Academic Search

This study examined the relationship between morphological awareness and reading comprehension in English among Spanish-speaking\\u000a English language learners (ELLs) followed from fourth through fifth grade. Students’ ability to decompose derived words while\\u000a reading was assessed using an experimental task. Multiple regression analyses were used to investigate the contribution of\\u000a performance on this task to reading comprehension above and beyond word

Michael J. Kieffer; Nonie K. Lesaux

2008-01-01

293

Effect of Music on Reading Comprehension of Junior High School Students  

Microsoft Academic Search

This quantitative study was an investigation of the effect of lyrical music on reading comprehension by adolescents. Existing research has produced results that range from concluding such distraction may be detrimental to finding it could be helpful. The reading comprehension subtest of the Gates-MacGinitie Reading Tests, 4th edition (MacGinitie, MacGinitie, Maria, & Dryer, 2000) was administered to 334 7th- and

Stacey A. Anderson; Gerald B. Fuller

2010-01-01

294

STRUCTURED STRATEGY INSTRUCTION: INVESTIGATING AN INTERVENTION FOR IMPROVING SIXTH-GRADERS' READING COMPREHENSION  

Microsoft Academic Search

Little empirical evidence supporting various instructional strategies for teaching reading comprehension exists. Because difficulties with comprehension are intensified as students reach the intermediate grades, it is essential that middle school educators provide research-based instruction. This study examined the effectiveness of the Directed Reading-Thinking Activity (Stauffer, 1969), the Pre-reading Plan (Langer & Nicholich, 1981), and graphic organizers (Barron, 1969), three strategies

EMMA M. SCHORZMAN; EARL H. CHEEK

2004-01-01

295

Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English  

Microsoft Academic Search

Despite the growing body of research investigating the nature of text-reading fluency and its relationship to comprehension\\u000a among monolingual children, very little is known about text-reading fluency for language minority (LM) learners reading in\\u000a English. The present study investigated the nature of text-reading fluency—its relationship to reading comprehension and its\\u000a predictors—for 76 Spanish-speaking LM fifth graders. Text-reading fluency explained unique

Amy C. Crosson; Nonie K. Lesaux

2010-01-01

296

Working memory contributions to reading comprehension components in middle childhood children.  

PubMed

This study examined working memory contributions to reading comprehension subskills in Greek children (mean age 9 years, 1 month). The phonological loop of the Baddeley and Hitch working memory model was assessed with 3 recall tasks (words, nonwords, and digits) and a word list matching task. The central executive (CE) was assessed with 3 tasks (listening, counting, and backward digit recall). Participants were also given a receptive vocabulary task, a reading fluency task, and written stories accompanied by comprehension questions. Canonical correlation analyses showed that the comprehension variables were related to the CE rather than the phonological loop measures. CE functions were more strongly associated with elaborative inference generation (involving significant offline processing) and comprehension control (involving metacognitive monitoring). Smaller yet significant associations were observed between the CE and the necessary inference and literal comprehension measures, whereas a moderate relationship was found in the case of the simile comprehension variable. Among the CE variables, listening recall demonstrated the highest loading on the canonical function, followed by moderate yet significant counting and backward digit recall loadings. Vocabulary was found to fully mediate several associations between working memory and comprehension measures; however, the relationship between listening recall and elaborative inferences was partly mediated. Reading fluency and, on several occasions, Greek vocabulary knowledge did not mediate the relationships between CE measures and comprehension skills assessed. This study demonstrates the usefulness of CE measures for identifying young children's possible difficulties in carrying out specific reading comprehension processes. PMID:21977690

Chrysochoou, Elisavet; Bablekou, Zoe; Tsigilis, Nikolaos

2011-01-01

297

The Differential Effects of Three Methods of Teaching on the Reading Comprehension and Vocabulary of Ninth Grade Students.  

ERIC Educational Resources Information Center

|Two successful teaching strategies for improving students' reading comprehension, vocabulary, and speed of reading comprehension are the MRM method (identifying sentence kernels) and the LOGANAR method (logically analyzing cognitive relationships). (CJ)|

Hafner, Lawrence E.; Palmer, Barbara C.

1980-01-01

298

Developing Expertise in Reading Comprehension: What Should Be Taught? How Should It Be Taught? Technical Report No. 512.  

ERIC Educational Resources Information Center

|This conceptual paper uses two literatures--the work examining the development of expertise in reading comprehension processes and the work on effective approaches to instruction--to build an instructional model for teaching reading comprehension strategies. The report assumes a constructivist view of both reading comprehension and social…

Pearson, P. David; And Others

299

Differential Effects of Oral Reading to Improve Comprehension with Severe Learning Disabled and Educable Mentally Handicapped Students.  

ERIC Educational Resources Information Center

|Evaluated the effectiveness of oral reading for improving reading comprehension of 11 educable mentally handicapped or severe learning disabled adolescents who answered comprehension questions from a short factual article. Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability.…

Chang, S. Q.; And Others

1983-01-01

300

Deaf children reading fables: using ASL summaries to improve reading comprehension.  

PubMed

This study was a cooperative effort of two university-based reading educators and a reading teacher-librarian who is deaf. An intervention technique was designed based on studies emphasizing the importance of using American Sign Language (ASL) to build deaf children's background knowledge before they read materials that support the learning of English. The teacher used the ASL summary technique; that is, she signed a summary of a fable in ASL without giving the moral lesson before having the students read the fable in printed English. "Retelling scores" were computed for seven deaf elementary school students who read some fables with the ASL intervention and read other fables without the intervention. The students' responses in telling the moral lesson of each fable were also scored. The data showed that the ASL summary technique increased the quantity and quality of the retelling scores; it also improved deaf readers' comprehension of the moral lessons of the fables. A description of the ASL summary technique and a discussion of its implications for teachers are provided. PMID:7992784

Andrews, J F; Winograd, P; DeVille, G

1994-07-01

301

Reading Comprehension Profiles of High-Functioning Students on the Autism Spectrum: A Grounded Theory  

ERIC Educational Resources Information Center

|Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7-13 with ASD read 16 passages at their instructional reading level.…

Williamson, Pamela; Carnahan, Christina R.; Jacobs, Jennifer A.

2012-01-01

302

Computerised formative assessment of reading comprehension: field trials in the UK  

Microsoft Academic Search

Increased curriculum time allocated to reading might not be effective in raising achievement. Teachers need to closely monitor and manage both the quality and quantity of individualised reading of all their pupils for optimal effectiveness. 'Learning information systems' (LIS) for reading such as the 'Accelerated Reader' (AR) enable this through individualised computerised assessment of pupil comprehension of 'real books', with

Keith J. Topping; Anna M. Fisher

2003-01-01

303

Research Review: Reading Comprehension in Developmental Disorders of Language and Communication  

ERIC Educational Resources Information Center

|Background: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD). Methods: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups. Conclusions: There is substantial evidence for…

Ricketts, Jessie

2011-01-01

304

Text Genre and Science Content: Ease of Reading, Comprehension, and Reader Preference  

Microsoft Academic Search

This study examined ease of reading, comprehension, and recall and preference for the same scientific content under two conditions: an informational text and a fictional narrative text. Seventy-four third and fourth graders were assessed individually around the reading of fictional narrative and informational texts that were about either snails or sand. Students’ accuracy and rate of reading were comparable across

Gina N. Cervetti; Marco A. Bravo; Elfrieda H. Hiebert; P. David Pearson; Carolyn A. Jaynes

2009-01-01

305

Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers  

ERIC Educational Resources Information Center

|Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the…

Guthrie, John T.; McRae, Angela; Coddington, Cassandra S.; Klauda, Susan Lutz; Wigfield, Allan; Barbosa, Pedro

2009-01-01

306

Meet the "Reading Rangers": Curriculum for Teaching Comprehension Strategies to Urban Third Graders  

ERIC Educational Resources Information Center

An innovative reading comprehension curriculum that recruits social cognition in the teaching of visualizing, making inferences, and literature concepts was created, thereby achieving the first aim of the research. The Reading Rangers (RR) program was based on three research-based learning principles that were relied on in converting reading

Lucariello, Joan M.; Butler, Allison G.; Tine, Michele T.

2012-01-01

307

Using Prediction to Improve Reading Comprehension of Low-Achieving Readers.  

ERIC Educational Resources Information Center

Compares the effectiveness of teacher-questioning and prediction-generation as methods of improving the independent reading comprehension abilities of low-achieving readers. Finds a significant difference between the two methods in both literal and inferential comprehension, with prediction-generation demonstrating superior results. (MG)

Hunt, James W.; Joseph, Dennis

1990-01-01

308

Traffic Light Reading: Fostering the Independent Usage of Comprehension Strategies with Informational Text  

ERIC Educational Resources Information Center

|Does fluency need to be an instructional precursor to comprehension? The perceived causal relationship between the two may in fact translate into the creation of word-calling students who can read with adequate speed and expression, but cannot retell story events or make inferences. A discussion of fluency's relationship to comprehension provides…

Marcell, Barclay

2007-01-01

309

The Effect of Lexical Coverage and Dictionary Use on L2 Reading Comprehension  

ERIC Educational Resources Information Center

|This study aims to further understand the role of lexical coverage on L2 reading comprehension. It examines test scores of learners at or near the 90-95% coverage level to determine if this coverage range allows for comprehension of authentic texts. The findings suggest that 92-93% may be a threshold mark at which understanding of a text…

Prichard, Caleb; Matsumoto, Yuko

2011-01-01

310

Comparison of L2 Listening and Reading Comprehension by University Students Learning English in Korea  

ERIC Educational Resources Information Center

|This study compared L2 listening comprehension with L2 reading comprehension in terms of the roles of linguistic knowledge, background knowledge, and question types among 168 university students learning English in Korea. The analyses of the data found that L2 listeners processed inferential information more easily than factual information, while…

Park, Gi-Pyo

2004-01-01

311

Combining Comprehension Reading Instruction with Video Anchors with Middle Level Learners  

ERIC Educational Resources Information Center

|Reading comprehension is a multidimensional process and a key component of this process is the activation of prior knowledge in the comprehension of text. This study utilized video clips as a means to anchor instruction and assist struggling middle-level readers in comprehending text. Participants in this study were 17 seventh- and eighth-grade…

Andreasen, Heidi

2009-01-01

312

Schema and purpose in reading comprehension and learning vocabulary from context  

Microsoft Academic Search

The model of verbal comprehension acquisition proposed by Sternberg suggests that vocabulary acquisition and reading comprehension tap the same basic processes in learning from context. If this is true, then good readers should acquire more new words from context than poor readers. This research was designed to examine Sternberg's position as well as consider the interactions among vocabulary acquisition and

Judy A. y; Dean W. Ginther Barnes; Samuel W. Cochran

1988-01-01

313

Adults with Mild Intellectual Disabilities: Can Their Reading Comprehension Ability Be Improved?  

ERIC Educational Resources Information Center

|Background: Adults with a mild intellectual disability (ID) often show poor decoding and reading comprehension skills. The goal of this study was to investigate the effects of teaching text comprehension strategies to these adults. Specific research goals were to determine (1) the effects of two instruction conditions, i.e. strategy instruction…

van den Bos, K. P.; Nakken, H.; Nicolay, P. G.; van Houten, E. J.

2007-01-01

314

Teaching Reading Comprehension Strategies to Students with Learning Disabilities: A Review of Research.  

ERIC Educational Resources Information Center

|Reviews research on reading comprehension for students with learning disabilities focusing on studies on instruction to improve comprehension of narrative text and expository text. Discusses emerging issues in the field, including use of socially mediated strategies, teaching multiple strategies to students, and teaching specific strategies as…

Gersten, Russell; Fuchs, Lynn S.; Williams, Joanna P.; Baker, Scott

2001-01-01

315

Structured Strategy Instruction: Investigating an Intervention for Improving Sixth-Graders' Reading Comprehension  

ERIC Educational Resources Information Center

Little empirical evidence supporting various instructional strategies for teaching reading comprehension exists. Because difficulties with comprehension are intensified as students reach the intermediate grades, it is essential that middle school educators provide research-based instruction. This study examined the effectiveness of the Directed…

Schorzman, Emma M.; Cheek, Earl H.

2004-01-01

316

Improving Student Reading Comprehension Skills through the Use of Authentic Assessment.  

ERIC Educational Resources Information Center

This report describes an intervention to aid students in demonstrating their comprehension of reading material through an alternative instrument. The target population consisted of fifth grade students in a middle class community in central Illinois. Problems in comprehension were revealed through declining district test scores and teacher…

Cross, B. Jill; Greer, Tracy; Pearce, Mary

317

Improve Reading Comprehension and Self-Esteem through the Use of the Writing Process.  

ERIC Educational Resources Information Center

|This paper describes a practicum in which a comprehensive daily writing program was implemented to determine the effectiveness of the writing process in improving the self-esteem as well as the reading skills of first-grade students. The target group was 11 first graders who, out of a class of 25 students, had failed the comprehension part of the…

Knight, Joyce L.

318

Lexical decision as an endophenotype for reading comprehension: An exploration of an association  

PubMed Central

Based on numerous suggestions in the literature, we evaluated lexical decision (LD) as a putative endophenotype for reading comprehension by investigating heritability estimates and segregation analyses parameter estimates for both of these phenotypes. Specifically, in a segregation analysis of a large sample of families, we established that there is little to no overlap between genes contributing to LD and reading comprehension and that the genetic mechanism behind LD derived from this analysis appears to be more complex than that for reading comprehension. We conclude that in our sample, LD is not a good candidate as an endophenotype for reading comprehension, despite previous suggestions from the literature. Based on this conclusion, we discuss the role and benefit of the endophenotype approach in studies of complex human cognitive functions.

NAPLES, ADAM; KATZ, LEN; GRIGORENKO, ELENA L.

2012-01-01

319

Multimedia-Based System for Foreign Language Listening and Reading Comprehension.  

National Technical Information Service (NTIS)

This report presents a conceptual and functional design for a multimedia-based system for foreign language listening and reading comprehension. It describes how integrating existing and proven multimedia and artificial intelligence technology, and the Wor...

D. E. Lichtblau

1999-01-01

320

An Examination of the Effect of Customized Reading Modules on Diverse Secondary Students' Reading Comprehension and Motivation  

ERIC Educational Resources Information Center

|This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, the effects of technological tools on reading comprehension and reading motivation in diverse secondary students from lower socioeconomic backgrounds. The study implemented an independent silent reading (ISR) program across a 5-month…

Cuevas, Joshua A.; Russell, Roxanne L.; Irving, Miles A.

2012-01-01

321

Impact of an integrated science and reading intervention (INSCIREAD) on bilingual students' misconceptions, reading comprehension, and transferability of strategies  

Microsoft Academic Search

This thesis describes a research study that resulted in an instructional model directed at helping fourth grade diverse students improve their science knowledge, their reading comprehension, their awareness of the relationship between science and reading, and their ability to transfer strategies. The focus of the instructional model emerged from the intersection of constructs in science and reading literacy; the model

Patricia Martinez

2008-01-01

322

The Role of Teachers' Cognitive Support in Motivating Young Hong Kong Chinese Children to Read and Enhancing Reading Comprehension  

ERIC Educational Resources Information Center

|This study analysed the reading lessons of 35 Hong Kong Grade 2 Chinese teachers to investigate whether their instructional practices were related to their students' motivation and reading comprehension scores. The reading lessons of the teachers were analysed according to the five dimensions of the Motivating Instructional Context Inventory.…

Law, Yin-kum

2011-01-01

323

Effect of Phonological and Morphological Awareness on Reading Comprehension in Hebrew-Speaking Adolescents with Reading Disabilities  

ERIC Educational Resources Information Center

|This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for…

Schiff, Rachel; Schwartz-Nahshon, Sarit; Nagar, Revital

2011-01-01

324

The Relations between Children's Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample  

ERIC Educational Resources Information Center

|The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3-5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory…

Goff, Deborah A.; Pratt, Chris; Ong, Ben

2005-01-01

325

The effects of prompting question-asking upon on-task behavior and reading comprehension1  

PubMed Central

This study investigated a teacher-implemented prompting procedure for training students to ask questions. Two special-class (EMR) students who asked no questions were selected as subjects. Baseline data were also collected on reading comprehension and on-task behavior, and these suggested decreasing levels of performance. The results indicated that prompting was effective for initiating question-asking. In addition, increased levels of reading comprehension and on-task behavior were observed.

Knapczyk, Dennis R.; Livingston, Gary

1974-01-01

326

A longitudinal analysis of English language learners’ word decoding and reading comprehension  

Microsoft Academic Search

This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade\\u000a for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years;\\u000a 120 boys; 141 girls) at the initial data collection in first grade. The ELLs’ word decoding and reading comprehension scores\\u000a showed quadratic growth over the course

Jonathan Nakamoto; Kim A. Lindsey; Franklin R. Manis

2007-01-01

327

Comprehension for All  

ERIC Educational Resources Information Center

|Teaching and learning about comprehension is of paramount importance, from the beginning of reading instruction right through all years of school, in all curriculum areas. Research has shown that comprehension instruction can improve the reading comprehension of all readers, even beginning readers and struggling older readers. This article offers…

Snowball, Diane

2006-01-01

328

Reading Comprehension and Fluency Levels Ranges across Diverse Classrooms: The Need for Differentiated Reading Instruction and Content  

ERIC Educational Resources Information Center

|This research examined the range of reading fluency and comprehension scores of 1,149 students in five diverse elementary schools, including a gifted and talented magnet school. Results revealed a range in reading comprehension across all schools of 9.2 grade levels in Grade 3, 11.3 in Grade 4, and 11.6 in Grade 5. A similar wide range of oral…

Firmender, Janine M.; Reis, Sally M.; Sweeny, Sheelah M.

2013-01-01

329

The Effect of Repeated Reading Instruction on Oral Reading Fluency and Its Impact on Reading Comprehension of Grade 5 English Language Learners  

ERIC Educational Resources Information Center

|The Problem. In its meta-analysis on teaching children to read, U.S. National Reading Panel (NICHD & NIH, 2000) found repeated reading to be an effective technique for reading instruction. Specifically, the report determined that repeated reading procedures had a positive impact on word recognition, fluency, and comprehension across a range of…

Wang, W. Maria

2011-01-01

330

The Impact of Cross-Age Peer Tutoring on Third and Sixth Graders' Reading Strategy Awareness, Reading Strategy Use, and Reading Comprehension  

ERIC Educational Resources Information Center

|The present study explores the impact of an experimental reading intervention focusing on explicit reading strategy instruction and cross-age peer tutoring on third and sixth graders' reading strategy awareness, cognitive and metacognitive reading strategy use, and reading comprehension achievement. A quasi-experimental pretest-posttest design…

Van Keer, Hilde; Vanderlinde, Ruben

2010-01-01

331

Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities  

Microsoft Academic Search

This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities\\u000a (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh\\u000a graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and\\u000a 38 third graders matched for reading age (RA). We assessed phonological

Rachel Schiff; Sarit Schwartz-Nahshon; Revital Nagar

2011-01-01

332

An Examination of the Relationship between Reading Comprehension, Higher-Level and Lower-Level Reading Sub-Skills in Adults  

ERIC Educational Resources Information Center

Using a large adult reading database, we examined the relationships between high-level and low-level reading skills and between multiple reading skills, general cognitive ability, and reading comprehension ability. A principal components analysis found partial dissociability between higher-level skills including reading comprehension, vocabulary…

Landi, Nicole

2010-01-01

333

Repeated Reading and Vocabulary-Previewing Interventions to Improve Fluency and Comprehension for Struggling High-School Readers  

ERIC Educational Resources Information Center

Using an adapted alternating treatments design, this study compared the effects of two intervention conditions on the reading fluency, comprehension, and comprehension rate of six high-school students reading below grade level. Students were repeatedly exposed to repeated reading (RR), repeated reading and vocabulary previewing (RR + VP), and no…

Hawkins, Renee O.; Hale, Andrea; Sheeley, Wesley; Ling, Stacy

2011-01-01

334

Individual Differences and Text Genre in L2 French Reading Comprehension  

ERIC Educational Resources Information Center

Reading in another language (L2) is a complex, multidimensional process dependent upon both reader-based and text-based factors. The purpose of this study was to investigate the roles of reader-based individual difference variables and of the text-based variable of genre in reading comprehension in French. The sample included 153 adult learners…

Foss, Julie A.

2009-01-01

335

The Effect of Knowledge-Map and Underlining Training on the Reading Comprehension of Scientific Texts.  

ERIC Educational Resources Information Center

|To help students overcome difficulties in understanding scientific texts in English, the effect of using two reading study strategies (knowledge-map and underlining) on reading comprehension was studied. Both strategies improved performance on open-ended questioning and summarization. (Contains 32 references.) (Author/LB)|

Amer, Aly Anwar

1994-01-01

336

Some General Findings from the IEA Surveys in Science, Reading Comprehension, and Literature.  

ERIC Educational Resources Information Center

|In this paper some general findings from educational surveys in science, reading comprehension, and literature are reported. A brief description of the research methodology is given. Science was tested in 19 countries, reading in 15 countries and literature in 10 countries. The target populations in each country are defined. Outcome measures in…

Postlethwaite, T. Neville

337

The Relationship Between Listening and Reading Comprehension of Different Types of Text at Increasing Grade Levels  

ERIC Educational Resources Information Center

|This study examined the hypotheses that (a) the relationship between listening and reading comprehension becomes stronger after decoding mastery; (b) the difference between listening and reading decreases with increasing grade level; and (c) similar patterns of relationship and difference are obtained with narrative and expository texts. The…

Diakidoy, Irene-Anna; Stylianou, Polyxeni; Karefillidou, Christina; Papageorgiou, Panayiota

2004-01-01

338

Using Art to Assess Reading Comprehension and Critical Thinking in Adolescents  

ERIC Educational Resources Information Center

|In the current testing environment, high school reading teachers may often rely on a multiple-choice assessment as the best practice. This study suggests that a visual arts assessment of reading comprehension can rigorously measure critical thinking. This action research study follows 21 high school juniors through the selection, creation, and…

Holdren, Tara Shoemaker

2012-01-01

339

Text Genre and Science Content: Ease of Reading, Comprehension, and Reader Preference  

ERIC Educational Resources Information Center

|This study examined ease of reading, comprehension, and recall and preference for the same scientific content under two conditions: an informational text and a fictional narrative text. Seventy-four third and fourth graders were assessed individually around the reading of fictional narrative and informational texts that were about either snails…

Cervetti, Gina N.; Bravo, Marco A.; Hiebert, Elfrieda H.; Pearson, P. David; Jaynes, Carolyn A.

2009-01-01

340

Computerized Self-Assessment of Reading Comprehension with the Accelerated Reader: Action Research.  

ERIC Educational Resources Information Center

|A quasi-experimental action research evaluated a program for computerized self-assessment of reading comprehension (The Accelerated Reader) in two schools in severely socio-economically disadvantaged areas. Finds the program, even when less than fully implemented, yielded gains in reading achievement superior to gains from regular classroom…

Vollands, Stacy R.; Topping, Keith J.; Evans, Ryka M.

1999-01-01

341

Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Learning and Other Mild Disabilities  

ERIC Educational Resources Information Center

A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…

Berkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E.

2011-01-01

342

Using Self-Regulation as a Framework for Implementing Strategy Instruction to Foster Reading Comprehension  

ERIC Educational Resources Information Center

Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of…

Souvignier, Elmar; Mokhlesgerami, Judith

2006-01-01

343

The Narrow View of Reading Promotes a Broad View of Comprehension  

ERIC Educational Resources Information Center

|Purpose: This article is a response to A. G. Kamhi's proposal of the narrow view of reading. Method: A descriptive approach is used to review research concerning the cognitive basis of reading comprehension. Educational implications for instruction and assessment are considered. The role of the speech-language pathologist (SLP) in intervention…

Catts, Hugh W.

2009-01-01

344

The Application of Bakhtinian Theories on Second Language Reading Comprehension: A Qualitative Case Study  

ERIC Educational Resources Information Center

|Due to the dominance of behaviorism, applied linguistics, and cognitive psychology since 1960s, many research studies in reading focused on the accuracy and speed required for successful comprehension. There exists a research gap in understanding the individual differences among readers when reading the same text. This study aimed at…

Lee, Yin Lam

2010-01-01

345

Cultural Familiarity in Inferential and Literal Comprehension in L2 Reading  

ERIC Educational Resources Information Center

|This study explores the role of culturally familiar background knowledge in inferential and literal comprehension in L2 reading. Ninety-eight Turkish EFL (English as a Foreign Language) university students were divided into two groups of equivalent English proficiency. They read either the original of an American short story or a "nativized"…

Alptekin, Cem

2006-01-01

346

Variables Predicting Foreign Language Reading Comprehension and Vocabulary Acquisition in a Linear Hypermedia Environment  

ERIC Educational Resources Information Center

|Factors predicting vocabulary learning and reading comprehension of advanced language learners of English in a linear multimedia text were investigated in the current study. Predictor variables of interest were multimedia type, reading proficiency, learning styles, topic interest and background knowledge about the topic. The outcome variables of…

Akbulut, Yavuz

2007-01-01

347

Thematic preorganizers and the reading comprehension of tenth?grade world literature students  

Microsoft Academic Search

In order to investigate the effects which thematic preorganizers might have on secondary students’ comprehension of prose fiction, the authors gave specially prepared organizers to tenth?grade experimental group subjects before they read each of six short stories selected from commercial anthologies. Control group subjects read the stories without benefit of the organizers. The investigation demonstrated that thematic preorganizers did not

Terry C. Ley

1991-01-01

348

Using Self-Regulation as a Framework for Implementing Strategy Instruction to Foster Reading Comprehension  

ERIC Educational Resources Information Center

|Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of…

Souvignier, Elmar; Mokhlesgerami, Judith

2006-01-01

349

CALL-Based versus Paper-Based Glosses: Is There a Difference in Reading Comprehension?  

ERIC Educational Resources Information Center

|Second language (L2) reading comprehension is generally facilitated by both native language and L2 glosses. However, CALL learning opportunities are still not as common as they should be, and, therefore, the present meta-analysis contributes further evidence supporting the inclusion of more CALL experiences in reading contexts. The present study,…

Taylor, Alan M.

2009-01-01

350

Minimum Reading Fluency Rate Necessary for Comprehension: A Potential Criterion for Curriculum-Based Assessments.  

ERIC Educational Resources Information Center

A study examined relationships between reading fluency and comprehension by having 49 students (grades 3-4) orally read four passages with an incrementally increased percentage of scrambled words. A suggested criterion of approximately 50 words/minute was found using the mean fluency rate of the highest passage of demonstrated adequate…

Burns, Matthew K.; Tucker, James A.; Hauser, Andrea; Thelen, Renee L.; Holmes, Katherine J.; White, Kelly

2002-01-01

351

Reading Comprehension in Children with Specific Language Impairment: An Examination of Two Subgroups  

ERIC Educational Resources Information Center

Background: In reading research, children with specific language impairment (SLI) have tended to be included in groups of children expected to have difficulties with both decoding and reading comprehension (generally poor readers). This is because generally children with specific language impairment display difficulties with phonology as well as…

Kelso, Katrina; Fletcher, Janet; Lee, Penny

2007-01-01

352

Self-regulated learning through writing on computers: Consequences for reading comprehension  

Microsoft Academic Search

The overall aim for the present study was to analyze the consequences for reading ability among the children of a computer supported self-regulated learning environment in grade two. By means of a quasi-experimental design in a natural setting, an experimental group (n = 39) was compared to a control group from a national sample (n = 3409) on reading comprehension.

Anne-Mari Folkesson; Lena Swalander

2007-01-01

353

Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills  

ERIC Educational Resources Information Center

|The authors report data from a longitudinal study that addresses the relations between working memory capacity and reading comprehension skills in children aged 8, 9, and 11 years. At each time point, the authors assessed children's reading ability, vocabulary and verbal skills, performance on 2 working memory assessments (sentence-span and digit…

Cain, Kate; Oakhill, Jane; Bryant, Peter

2004-01-01

354

Teaching Comprehension and Critical Literacy: Investigating Guided Reading in Three Primary Classrooms  

ERIC Educational Resources Information Center

|With the introduction of the National Literacy Strategy, England's primary school teachers were asked to replace "listening to children read"--a practice deeply embedded in UK pedagogy--with guided reading, a practice focused on interpretive and critical comprehension rather than accuracy and fluency. This small-scale research project addresses…

Fisher, Annie

2008-01-01

355

Using Moral Dilemmas in Children's Literature as a Vehicle for Moral Education and Teaching Reading Comprehension.  

ERIC Educational Resources Information Center

|Outlines a working model of the 10 elements that make up the teaching method, "instructional conversation." Profiles the use of this method to teach moral education and reading comprehension to an elementary class making the transition from Spanish-reading instruction to English. (MJP)|

Clare, Lindsay; And Others

1996-01-01

356

Teaching Reading Comprehension Strategies to Sixth Grade Students To Improve Critical Thinking.  

ERIC Educational Resources Information Center

|A reading comprehension program was developed and implemented that addressed the needs of sixth-grade students. The program focused on critical thinking skills using a teamwork approach. Each heterogeneous small group used a checklist composed of before, during, and after reading questions and activities. At the conclusion of the 12-week…

Long, Brenda J.

357

Teaching Effective Comprehension Strategies to Students with Learning and Reading Disabilities.  

ERIC Educational Resources Information Center

|Offers an instructional model for teaching several metacognitive strategies which have been shown to improve reading comprehension in students with learning and reading disabilities. Techniques cover summarizing expository text, comprehending story structure, self-questioning, and text lookbacks and question-answer relationships. (DB)|

Swanson, Philip N.; De La Paz, Susan

1998-01-01

358

The Narrow View of Reading Promotes a Broad View of Comprehension  

ERIC Educational Resources Information Center

Purpose: This article is a response to A. G. Kamhi's proposal of the narrow view of reading. Method: A descriptive approach is used to review research concerning the cognitive basis of reading comprehension. Educational implications for instruction and assessment are considered. The role of the speech-language pathologist (SLP) in intervention…

Catts, Hugh W.

2009-01-01

359

Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Learning and Other Mild Disabilities  

ERIC Educational Resources Information Center

|A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of…

Berkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E.

2011-01-01

360

Prior Knowledge, Reading Skill, and Text Cohesion in the Comprehension of Science Texts  

ERIC Educational Resources Information Center

|This study examined how text features (i.e., cohesion) and individual differences (i.e., reading skill and prior knowledge) contribute to biology text comprehension. College students with low and high levels of biology knowledge read two biology texts, one of which was high in cohesion and the other low in cohesion. The two groups were similar in…

Ozuru, Yasuhiro; Dempsey, Kyle; McNamara, Danielle S.

2009-01-01

361

Effects of Studying to Music and Post-Study Relaxation on Reading Comprehension.  

ERIC Educational Resources Information Center

|Twenty female and 20 male college students studied a passage in quiet surroundings or while listening to preferred music and then either relaxed or read unrelated material. Reading comprehension of the passage was facilitated by silent study for subjects who seldom listen to music and by poststudy relaxation. (Author)|

Etaugh, Claire; Ptasnik, Patricia

1982-01-01

362

Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching  

Microsoft Academic Search

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal

Nadine Spörer; Joachim C. Brunstein; Ulf Kieschke

2009-01-01

363

The Substrata-Factor Theory of Reading: Differential Development of Subsystems Underlying Reading Comprehension in the First Year of Instruction.  

ERIC Educational Resources Information Center

A study tested the instructional hypothesis that variation in instructional methods in the initial stages of formal reading development will differentially develop subsystems for attaining comprehension. The 91 kindergarten and first grade students in the study received their usual reading instruction plus supplementary instruction in one of four…

Katz, Ina; Singer, Harry

364

The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 2 Replication  

ERIC Educational Resources Information Center

|The current study is the second in a series of multi-site, multi-year randomized control trials designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) Does CSR improve reading comprehension for adolescent readers attending…

Swanson, Elizabeth; Mohammed, Sarojani S.; Boardman, Alison Gould; Vaughn, Sharon; Klingner, Janette; Roberts, Greg; Leroux, Audrey; Solis, Michael

2011-01-01

365

An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read  

Microsoft Academic Search

This study investigated the effects of the Jigsaw II cooperative learning (CL) model and whole class instruction in improving learners' reading comprehension, vocabulary acquisition, and motivation to read. Forty-four grade five English as a foreign language learners participated in the study, and a posttest-only control group experimental design was employed. The results did not indicate any statistically significant differences between

Kassim Shaaban

2006-01-01

366

The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1  

ERIC Educational Resources Information Center

|This project is a multi-site, multi-year study designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) "Does CSR improve reading comprehension for adolescent readers attending relatively low SES schools?"; and (2) "Does CSR improve…

Mohammed, Sarojani S.; Swanson, Elizabeth; Roberts, Greg; Vaughn, Sharon; Klingner, Janette K.; Boardman, Alison Gould

2010-01-01

367

An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read  

ERIC Educational Resources Information Center

This study investigated the effects of the Jigsaw II cooperative learning (CL) model and whole class instruction in improving learners' reading comprehension, vocabulary acquisition, and motivation to read. Forty-four grade five English as a foreign language learners participated in the study, and a posttest-only control group experimental design…

Shaaban, Kassim

2006-01-01

368

An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read  

ERIC Educational Resources Information Center

|This study investigated the effects of the Jigsaw II cooperative learning (CL) model and whole class instruction in improving learners' reading comprehension, vocabulary acquisition, and motivation to read. Forty-four grade five English as a foreign language learners participated in the study, and a posttest-only control group experimental design…

Shaaban, Kassim

2006-01-01

369

Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation  

ERIC Educational Resources Information Center

Basic reading comprehension and summary tend to be the focus in social studies and history classrooms, if reading and writing are included at all. But such a focus inhibits a conception of history as an interpretive discipline grounded in evidence that is analyzed, not simply accepted. Understanding the past is impossible without such historical…

Monte-Sano, Chauncey

2011-01-01

370

Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related yet Unique Language Systems in Grades 1, 3, 5, and 7  

ERIC Educational Resources Information Center

|Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple…

Berninger, Virginia W.; Abbott, Robert D.

2010-01-01

371

Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related yet Unique Language Systems in Grades 1, 3, 5, and 7  

ERIC Educational Resources Information Center

Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple…

Berninger, Virginia W.; Abbott, Robert D.

2010-01-01

372

The Effects of Three Instructional Methods on the Reading Comprehension and Content Acquisition of Novice Readers  

Microsoft Academic Search

This study explores the effects of 3 instructional methods: Picture Walks (Clay, 1991; Fountas & Pinnell, 1996), KWL (Ogle, 1986), and the Directed Reading-Thinking Activity (Stauffer, 1969) on the reading comprehension and science content acquisition of novice readers. The participants were 31 second-graders with an instructional reading level that was approaching grade level. A replicated Latin Square, within-subjects repeated measures

Katherine A. Dougherty Stahl Scott

2008-01-01

373

Response variability in rapid automatized naming predicts reading comprehension  

Microsoft Academic Search

A total of 37 children ages 8 to 14 years, screened for word-reading difficulties (23 with attention-deficit\\/hyperactivity disorder, ADHD; 14 controls) completed oral reading and rapid automatized naming (RAN) tests. RAN trials were segmented into pause and articulation time and intraindividual variability. There were no group differences on reading or RAN variables. Color- and letter-naming pause times and number-naming articulation

James J. Li; Laurie E. Cutting; Matthew Ryan; Monica Zilioli; Martha B. Denckla; E. Mark Mahone

2009-01-01

374

13 The role of formal definitions in reading comprehension of bilingual students  

Microsoft Academic Search

In upper elementary grades, once word recognition is efficient, reading comprehension is more affected by processes such as vocabulary and background knowledge. One facet of vocabulary knowledge that is closely related to comprehension is the quality of formal definitions, as this knowledge reflects the student's awareness of decontextualized language. Spanish-English fourth-grade students who have just been transitioned to all-English classrooms

Montserrat Mir

2002-01-01

375

Transactional Instruction of Reading Comprehension Strategies. Perspectives in Reading Research No. 5.  

ERIC Educational Resources Information Center

|Focusing on the teaching of comprehension strategies, this paper describes studies designed to identify settings in which effective strategies instruction was being carried out and details the conclusions that can be drawn from the studies. The paper begins with a description of comprehension strategies instruction in the 1970s and 1980s. The…

Pressley, Michael; And Others

376

Developing Comprehension: The Impact of the Directed Reading Lesson.  

ERIC Educational Resources Information Center

|The following assumptions motivated this monograph's analysis of commercial based reading programs: (1) basals represent the state of the art in reading instruction; (2) to offer suggestions for improvement of instruction, existing practices must be understood in detail; and (3) information about instruction contained in the literature at large…

Beck, Isabel L.

377

Helping teacher to develop students' reading comprehension skills  

Microsoft Academic Search

Reading is an interactive- constructive process in which readers comprehend, interpret, and respond to the text according to what they already know. Effective readers have personal expectations about what they will get from a selection, and they bring those expectations to bear as they read by predicting and testing their predictions. The children actively create meaning by constructing, or generating

Shamim Abdul Rahim Moledina

2003-01-01

378

Unlocking Reading Comprehension with Key Science Inquiry Skills  

ERIC Educational Resources Information Center

Middle school classrooms are a natural laboratory where the relationships between science, reading, and writing can be developed and strengthened to provide a foundation for students' learning and future career success. Teachers do not need to know "everything" about science and reading to raise student achievement. Rather, they need to know a few…

Miller, Roxanne Greitz

2006-01-01

379

Review of Reading Comprehension Instruction: 1985-1991.  

ERIC Educational Resources Information Center

The purpose of this paper is to update the review of science-related reading research conducted by Yore and Shymansky (1985) and to provide a current research foundation for a science reading research agenda. This review emphasizes the post-1985 literature and selected pre-1985 literature not included in the earlier summary. This summary addresses…

Rivard, Leonard; Yore, Larry D.

380

Influences of Stimulating Tasks on Reading Motivation and Comprehension  

ERIC Educational Resources Information Center

One theoretical approach for increasing intrinsic motivation for reading consists of teachers using situational interest to encourage the development of long-term individual interest in reading. The authors investigated that possibility by using stimulating tasks, such as hands-on science observations and experiments, to increase situational…

Guthrie, John T.; Wigfield, Allan; Humenick, Nicole M.; Perencevich, Kathleen C.; Taboada, Ana; Barbosa, Pedro

2006-01-01

381

Effect of teacher questions on the reading comprehension of deaf children.  

PubMed

We examined the effect of comprehension questions that require analysis, synthesis, and evaluation on the reading comprehension of deaf children. The subjects were six deaf children ranging in age from 10 years, months to 12 years, 5 months. They were divided into four reading groups for the study. Quantitative analysis of the children's responses to comprehension questions indicated that the children could analyze, synthesize, and evaluate narrative text and their ability to do so did not need to be supported by answering questions related to story details. Qualitative analysis indicated that the children had some difficulty with seven reading tasks: locating pertinent information, applying relevant and accurate background knowledge, expressing themselves unambiguously, understanding the intent of the question, not relying too heavily or too little on background knowledge, considering consequential details, and providing sufficient answers. PMID:15579835

Schirmer, B; Woolsey, M

1997-01-01

382

Modeling the Effects of Intrinsic Motivation, Extrinsic Motivation, Amount of Reading, and Past Reading Achievement on Text Comprehension Between U.S. and Chinese Students  

ERIC Educational Resources Information Center

This study examined the extent that motivational processes facilitate the comprehension of texts and the extent of culture's role in children's motivational processes of text comprehension. Relationships between intrinsic and extrinsic motivation, the amount of reading, past reading achievement, and text comprehension were examined by utilizing…

Wang, Judy Huei-yu; Guthrie, John T.

2004-01-01

383

Brain activation for reading and listening comprehension: An fMRI study of modality effects and individual differences in language comprehension  

PubMed Central

The study compared the brain activation patterns associated with the comprehension of written and spoken Portuguese sentences. An fMRI study measured brain activity while participants read and listened to sentences about general world knowledge. Participants had to decide if the sentences were true or false. To mirror the transient nature of spoken sentences, visual input was presented in rapid serial visual presentation format. The results showed a common core of amodal left inferior frontal and middle temporal gyri activation, as well as modality specific brain activation associated with listening and reading comprehension. Reading comprehension was associated with more left-lateralized activation and with left inferior occipital cortex (including fusiform gyrus) activation. Listening comprehension was associated with extensive bilateral temporal cortex activation and more overall activation of the whole cortex. Results also showed individual differences in brain activation for reading comprehension. Readers with lower working memory capacity showed more activation of right-hemisphere areas (spillover of activation) and more activation in the prefrontal cortex, potentially associated with more demand placed on executive control processes. Readers with higher working memory capacity showed more activation in a frontal-posterior network of areas (left angular and precentral gyri, and right inferior frontal gyrus). The activation of this network may be associated with phonological rehearsal of linguistic information when reading text presented in rapid serial visual format. The study demonstrates the modality fingerprints for language comprehension and indicates how low- and high working memory capacity readers deal with reading text presented in serial format.

Buchweitz, Augusto; Mason, Robert A.; Tomitch, Leda M. B.; Just, Marcel Adam

2010-01-01

384

Computer-Based and Paper-Based Reading Comprehension in Adolescents with Typical Language Development and Language-Learning Disabilities  

ERIC Educational Resources Information Center

|Purpose: With the global expansion of technology, our reading platform has shifted from traditional text to hypertext, yet little consideration has been given to how this shift might help or hinder students' reading comprehension. The purpose of this study was to compare reading comprehension of computer-based and paper-based texts in adolescents…

Srivastava, Pradyumn; Gray, Shelley

2012-01-01

385

Accommodating Remedial Readers in the General Education Setting: Is Listening-while-Reading Sufficient to Improve Factual and Inferential Comprehension?  

ERIC Educational Resources Information Center

|Word reading accommodations are commonly applied in the general education setting in an attempt to improve student comprehension and learning of curriculum content. This study examined the effects of listening-while-reading (LWR) and silent reading (SR) using text-to-speech assistive technology on the comprehension of 25 middle-school remedial…

Schmitt, Ara J.; Hale, Andrea D.; McCallum, Elizabeth; Mauck, Brittany

2011-01-01

386

Predicting Word Reading and Comprehension with Executive Function and Speed Measures Across Development: A Latent Variable Analysis  

PubMed Central

The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, we analyze the constructs simultaneously to test whether each is a unique predictor. We used latent variables from 483 participants (ages 8 to 16) to portion each cognitive and reading construct into its unique and shared variance. In these models we address two specific issues: (a) given that our wide age range may span the theoretical transition from “learning to read” to “reading to learn,” we first test whether the relation between word reading and reading comprehension is stable across two age groups (ages 8 to 10 and 11 to 16); and (b) the main theoretical question of interest: whether what is shared and what is separable for word reading and reading comprehension are associated with individual differences in working memory, inhibition, and measures of processing and naming speed. The results indicated that: (a) the relation between word reading and reading comprehension is largely invariant across the age groups; (b) working memory and general processing speed, but not inhibition or the speeded naming of non-alphanumeric stimuli, are unique predictors of both word reading and comprehension, with working memory equally important for both reading abilities and processing speed more important for word reading. These results have implications for understanding why reading comprehension and word reading are highly correlated yet separable.

Christopher, Micaela E.; Miyake, Akira; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K.

2012-01-01

387

Effect of Frequency and Idiomaticity on Second Language Reading Comprehension  

ERIC Educational Resources Information Center

|A number of studies claim that knowledge of 5,000-8,000 of the most frequent words should provide at least 95% coverage of most unsimplified texts in English, arguably enough to guess or ignore most unknown words while reading (Hirsh & Nation, 1992; Hu & Nation, 2000; Laufer, 1991; Nation, 2006). However, perhaps hidden in that 95% figure are…

Martinez, Ron; Murphy, Victoria A.

2011-01-01

388

The effect of music distraction upon reading rate and comprehension  

Microsoft Academic Search

A selection containing 1315 lines of material on Russian history was given to five groups, each including about 40 students. All except the control group (I) worked while music was played fairly loudly in an adjoining room. Classical, popular, semi-classical, and jazz music were played to groups II to V respectively. The jazz group read significantly faster than the others,

Cecil M. Freeburne; Murray S. Fleischer

1952-01-01

389

An Alternative Method for Teaching and Testing Reading Comprehension.  

ERIC Educational Resources Information Center

|The summary cloze technique offers an alternative to multiple choice. Summary cloze exercises are prepared by summarizing the content of the original text. The shortened text is transformed into a rational cloze exercise. The learner completes the summary text using the list of choices provided. This technique is a good measure of reading

Courchene, Robert

1995-01-01

390

Reading comprehension strategy instruction and attribution retraining for secondary students with learning and other mild disabilities.  

PubMed

A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three treatments: RCS+AR, RCS, or a Read Naturally (Ihnot, 1992) comparison condition. Results indicated that compared to the comparison group, both strategy instruction groups performed better on a summarization measure of comprehension after treatment producing large effect sizes. Both groups also performed better after a 6-week delay; however, only the RCS+AR group maintained a large effect size. In addition, RCS+AR students displayed higher attributions for reading success at post- and delayed posttesting. Implications for practice and future research are discussed. PMID:21335506

Berkeley, Sheri; Mastropieri, Margo A; Scruggs, Thomas E

391

The effect of phonics instruction on the reading comprehension of beginning readers  

Microsoft Academic Search

This study investigated whether two groups of6-year-old beginning readers taught to read by aphonics and by a ``book experience'' non-phonicsapproach would differ in reading comprehension as wellas the processes of word recognition. The two groupswere matched for word recognition but despite this, thephonics taught children had higher readingcomprehension. Phonics taught children produced morecontextually appropriate errors, and in both singleword and

Vincent Connelly; Rhona Johnston; G. Brian Thompson

2001-01-01

392

Relationship of State-Trait Anxiety and Type of Practice to Reading Comprehension  

Microsoft Academic Search

The effects of state-trait anxiety and distribution of practice on reading comprehension were studied in male and female undergraduates of average aptitude. In Experiment 1 no significant differences were found on an 8-item test between 18 high and 18 low A-trait students who studied a reading passage with a 5-sec or 2-min intertrial interval. Experiment 2 employed a total of

Lewis R. Waid; Robert C. Kanoy III; Kenneth A. Blick; William E. Walker

1978-01-01

393

Even versus Uneven Right-hand Margins and the Rate of Comprehension in Reading  

Microsoft Academic Search

Comparison was made between the rate of comprehension when reading material presented with justified (i.e. even) right-hand margins with that when reading the same material printed with ragged margins (unjustified). Eighty-six Ss, who had previously been divided into three classes, were tested with the material arranged in short lines of seven words. The style of printing made no difference for

MARGARET GREGORY; E. C. POULTON

1970-01-01

394

Using Automated Questions to Assess Reading Comprehension, Vocabulary, and Effects of Tutorial Interventions  

Microsoft Academic Search

We describe the automated generation and use of 69,326 comprehension cloze questions and 5,668 vocabulary matching questions in the 2001-2002 version of Project LISTEN's Reading Tutor used by 364 students in grades 1-9 at seven schools. To validate our methods, we used students' performance on these multiple-choice questions to predict their scores on the Woodcock Reading Mastery Test. A model

JACK MOSTOW; JOSEPH BECK; JULIET BEY; ANDREW CUNEO; JUNE SISON; BRIAN TOBIN; JOSEPH VALERI

2004-01-01

395

Effectiveness of skills- versus metacognitive strategy-based approaches on reading comprehension of college developmental students  

Microsoft Academic Search

This study explored the relative value of behavioral and cognitive psychology as the basis of instruction for underprepared college students enrolled in developmental reading courses. Specifically this study examined the effects of a metacognitive strategy-based instructional approach (MSIA) modeling a metacognitive self-questioning technique (MSQT) versus a traditional skills-based instructional approach (SIA) on the Nelson-Denny reading comprehension scores of college developmental

Alda Noronha-Nimmo

2008-01-01

396

Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension  

Microsoft Academic Search

Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of self-regulation. In order to investigate whether all aspects of this model have

Elmar Souvignier; Judith Mokhlesgerami

2006-01-01

397

Reading Skill and the Minimum Distance Principle: A Comparison of Sentence Comprehension in Context and in Isolation.  

ERIC Educational Resources Information Center

|The comprehension of the Minimum Distance Principle was examined in three experiments, using the "tell/promise" sentence construction. Experiment one compared the listening and reading comprehension of singly presented sentences, e.g. "John tells Bill to bake the cake" and "John promises Bill to bake the cake." The comprehension question asked…

Goldman, Susan R.

398

Reading with Meaning: Teaching Comprehension in the Primary Grades. Second Edition  

ERIC Educational Resources Information Center

|In the second edition of "Reading with Meaning," Debbie Miller shares her new thinking about comprehension strategy instruction, the gradual release of responsibility instructional model, and planning for student engagement and independence. It has been ten years since the first edition, in which Debbie chronicled a year in her own classroom.…

Miller, Debbie

2012-01-01

399

Successful Learning of Frequent Vocabulary through CALL also Benefits Reading Comprehension and Speed  

Microsoft Academic Search

This study investigated the effect of direct vocabulary learning using Computer Assisted Language Learning (CALL) on vocabulary knowledge, reading comprehension, and speed of word recognition. It found that students who used Tutorial CALL to learn highly frequent vocabulary did learn a significantly larger number of words than those in a control group. They decreased their reaction time for frequent word

Anjel Tozcu; James Coady

2004-01-01

400

The Mediating Role of Mind Wandering in the Relationship between Working Memory Capacity and Reading Comprehension  

ERIC Educational Resources Information Center

|The primary goal of this study was to investigate the mediating role of mind wandering in the relationship between working memory capacity (WMC) and reading comprehension as predicted by the executive-attention theory of WMC (e.g., Kane & Engle, 2003). I used a latent-variable, structural-equation-model approach with three WMC span tasks, seven…

McVay, Jennifer C.

2010-01-01

401

Effects of Culturally-Responsive Teaching Practices on First Grade Students' Reading Comprehension and Vocabulary Gains  

ERIC Educational Resources Information Center

Accumulating research reveals that children's reading comprehension is influenced by a reader's experiences, knowledge, language structure, and vocabulary. Thus, this researcher investigated the construct, culturally-responsive practice, as a way to provide effective learning opportunities for children from non-mainstream cultures, including…

Underwood, Phyllis Swann

2009-01-01

402

A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits  

ERIC Educational Resources Information Center

Poor comprehenders are generally students who have significant language-learning deficits. A particular problem for students with poor comprehension is that they have difficulty learning new vocabulary because they are inclined to read less, and are unable to apply new meanings to unfamiliar words. This leads to the situation where the gap widens…

Woolley, Gary

2010-01-01

403

The impact of computer use on literacy in reading comprehension and vocabulary skills  

Microsoft Academic Search

This paper presents a pilot study. It was set to investigate a small sample of subjects in a junior high school on whether the increased use of computers, both in domestic and school environments, has affected the students' development of literacy in reading comprehension and vocabulary skills. This stemmed from personal observation as a classroom teacher in the computer studies

Odette Radi

2002-01-01

404

The Influence of English Language and Spanish Language Captions on Foreign Language Listening/Reading Comprehension  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. A total of 213 intermediate (fourth semester) students participated as intact groups in the…

Markham, Paul; Peter, Lizette

2003-01-01

405

Bibliotherapy for All: Enhancing Reading Comprehension, Self-Concept, and Behavior.  

ERIC Educational Resources Information Center

|This article describes using bibliotherapy to improve reading comprehension and enhance self-esteem or improve behavior for students with learning and behavior problems. A step-by-step procedure is provided to ensure success with all students. A list of recommended books to use with students in preschool through second grade is provided.…

Sridhar, Dheepa; Vaughn, Sharon

2000-01-01

406

The Effect of the Accelerated Reader on the Reading Comprehension of Third Graders.  

ERIC Educational Resources Information Center

|This nine-week study examined the effect of the Accelerated Reader program on the reading comprehension scores of third grade students in a socio-economically disadvantaged area of West Virginia. Two separate third grade classes, with different teachers, but within the same school, participated in this study. The experimental group of students…

Facemire, Nancy E.

407

Predicting Item Difficulty in a Reading Comprehension Test with an Artificial Neural Network.  

ERIC Educational Resources Information Center

This paper reports the results of using a three-layer backpropagation artificial neural network to predict item difficulty in a reading comprehension test. Two network structures were developed, one with and one without a sigmoid function in the output processing unit. The data set, which consisted of a table of coded test items and corresponding…

Perkins, Kyle; And Others

408

Spontaneous Comparative Behavior and Categorization: The Links between Mediated Interaction and Reading Comprehension.  

ERIC Educational Resources Information Center

|The study with three profoundly deaf subjects (ages 11-13) investigated whether there is a chain of functional relationships among a method of interaction referred to as a mediation, a cognitive function referred to as spontaneous comparative behavior, the operation of categorization, and the reading comprehension tasks of using lexical cohesion…

Berchin, Janice

409

ARE ELECTRONIC BOOKS EFFECTIVE IN TEACHING YOUNG CHILDREN READING AND COMPREHENSION?  

Microsoft Academic Search

Hardware and software technological devices are required by law under Title 111.4 of ADA to be available for special education students. This article reviews literature on the use of electronic books for teaching and learning including a brief explanation of ways digital integration can be accomplished. Using electronic books in conjunction with other pedagogical methods improves reading comprehension. The research

JAMILLAH M. A. GRANT

410

Conceptual Press Discourse in Reading Comprehension Instruction: Making Every Interaction Count  

ERIC Educational Resources Information Center

|At its most fundamental level, like all instruction, comprehension instruction is composed of moment-to-moment interactions among students and between students and their teacher. Children's competence at making meaning from texts and their motivation to read are shaped by a variety of classroom influences, one of the most important of which may…

McElhone, Dot

2009-01-01

411

Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text  

ERIC Educational Resources Information Center

The use of texts in science classrooms has waned significantly over the past two decades. However, recently, researchers have shown renewed interest in the use of refutation texts as a tool for promoting conceptual change and science learning. In this article, we examine the intersection of conceptual change and reading comprehension research in…

Sinatra, Gale M.; Broughton, Suzanne H.

2011-01-01

412

Students' Comprehension of Science Textbooks Using a Question-Based Reading Strategy  

ERIC Educational Resources Information Center

|Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first-year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory,…

Smith, Betty Lou; Holliday, William G.; Austin, Homer W.

2010-01-01

413

Building Background Knowledge To Improve Reading Comprehension through Use of Technology.  

ERIC Educational Resources Information Center

|This study describes a program designed to increase student background knowledge in order to improve reading comprehension. The targeted first grade class is located in a Midwest, middle class, metropolitan community. More than half of the school's population is identified as low-income. Evidence for the existence of the problem was obtained…

Ferguson, Iyla

414

Effects of Culturally-Responsive Teaching Practices on First Grade Students' Reading Comprehension and Vocabulary Gains  

ERIC Educational Resources Information Center

|Accumulating research reveals that children's reading comprehension is influenced by a reader's experiences, knowledge, language structure, and vocabulary. Thus, this researcher investigated the construct, culturally-responsive practice, as a way to provide effective learning opportunities for children from non-mainstream cultures, including…

Underwood, Phyllis Swann

2009-01-01

415

Reading comprehension of immigrant students in Germany: research evidence on determinants and target points for intervention  

Microsoft Academic Search

International studies, such as the Programme for International Student Assessment (PISA), have shown that, in most participating countries, students who do not typically speak the test language at home reach\\u000a lower levels of reading comprehension than students using the test language at home (Stanat & Christensen, 2006). Results from PISA indicate that Germany is among the countries with the most

Alexandra E. Marx; Petra Stanat

416

Effect of Jigsaw II on Literal and Higher Order EFL Reading Comprehension  

ERIC Educational Resources Information Center

|The present study examines the effect of the cooperative Jigsaw II method on improving literal and higher order reading comprehension in English as a foreign language (EFL). Forty-eight ( n = 48) students of EFL participated in the study and a pretest-posttest control group experimental design was employed. The results indicated no statistically…

Ghaith, Ghazi; El-Malak, Mirna Abd

2004-01-01

417

The Effect of Cooperative Learning Techniques on College Students' Reading Comprehension  

ERIC Educational Resources Information Center

This study investigated the impact of Student Team Achievement Divisions (STAD) and Group Investigation (GI), which are two techniques of Cooperative Learning, on students' reading comprehension achievement of English as a Foreign Language (EFL). After administering an English Language Proficiency test (Fowler and Coe, 1976), 90 homogeneous…

Jalilifar, Alireza

2010-01-01

418

How Hypertext Reading Sequences Affect Understanding of Causal and Temporal Relations in Story Comprehension  

ERIC Educational Resources Information Center

The goal of this study is to examine the comprehension of global causal and temporal relations between events that are represented in single hypertext documents. In two experiments we examined how reading sequences of hypertext nodes affects the establishment of event relations and how this process can be supported by advanced organizers that…

Urakami, Jacqueline; Krems, Josef F.

2012-01-01

419

A Case Study of the Impact of Guided Reading Groups in Second Grade on Comprehension Improvement  

ERIC Educational Resources Information Center

This study combined both qualitative and quantitative research to determine the impact of instructional practices on comprehension improvement in second grade Guided Reading groups. Four second grade teachers and their 73 students ages seven through eight years old participated in this study. Additionally, the study examined the effects of Guided…

Lorent Deegan, Chanin E.

2010-01-01

420

From Conventional to Computer-Adaptive Testing of ESL Reading Comprehension.  

ERIC Educational Resources Information Center

Describes the development of an English-as-a-Second-Language computer-adaptive test of reading comprehension. The article discusses the constraints that apply to Computer Adaptive Testing (CAT) and the advantages of CAT over conventional testing modalities. (29 references) (Author/CK)

Young, Richard; And Others

1996-01-01

421

The Development of a Criterion-Related Reading Comprehension Test for Exposition and Argument.  

ERIC Educational Resources Information Center

The purpose of this study was to provide increased understanding of the process and testing of the comprehension of certain kinds of expository and argumentative prose. A criterion-related reading test was constructed using as a criterion the Finder-Cochrane Task Analysis for Comprehending Exposition and Argument. A panel of three experts ruled on…

Ware, Ralph H.

422

Instructional Effectiveness of a Computer-Supported Program for Teaching Reading Comprehension Strategies  

ERIC Educational Resources Information Center

This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to…

Ponce, Hector R.; Lopez, Mario J.; Mayer, Richard E.

2012-01-01

423

The Effects of CALL versus Traditional L1 Glosses on L2 Reading Comprehension  

ERIC Educational Resources Information Center

|Meta-analytic research of experiments conducted on the effects of native-language (L1) glosses on second-language (L2) reading comprehension have revealed a significant difference between groups of studies with traditional and computer-assisted L1 glosses. This means that learners provided with L1 glosses comprehend significantly more…

Taylor, Alan

2006-01-01

424

Reading Comprehension & Social Information Processing of Students with and without Learning Disabilities  

ERIC Educational Resources Information Center

|Students with learning disabilities (LD) often struggle with reading comprehension (Shaywitz, 2003), even after attaining basic decoding skills. Similar proportions of students with LD have also been found to differ from their typical peers in some aspect of social adjustment (Kavale & Forness, 1996). Yet there is very little known about the…

Kessler, Michele Lynn

2009-01-01

425

Print and Image Integration of Science Texts and Reading Comprehension: A Systemic Functional Linguistics Perspective  

ERIC Educational Resources Information Center

|Systemic functional linguistics (SFL) was the foundation for this study that explored the effect of science text and image integration on grade 9 students' reading comprehension. Two texts in Chinese on the moon phase with different print and image integration were compared--a traditional textbook (TT) used in Taiwanese junior high schools and a…

Hsu, Pei-Ling; Yang, Wen-Gin

2007-01-01

426

Predicting Item Difficulty in a Reading Comprehension Test with an Artificial Neural Network.  

ERIC Educational Resources Information Center

|This paper reports the results of using a three-layer backpropagation artificial neural network to predict item difficulty in a reading comprehension test. Two network structures were developed, one with and one without a sigmoid function in the output processing unit. The data set, which consisted of a table of coded test items and corresponding…

Perkins, Kyle; And Others

427

Increasing the Social Studies Reading Comprehension of Middle School Students with Learning Disabilities  

ERIC Educational Resources Information Center

This action research project sets out to identify which component of multi-text instruction is most effective in increasing the reading comprehension level of middle school students with learning disabilities. The research is going to be conducted over a two-week time period during the Spring 2009 with three male middle school students with…

Bryski, Crystal

2009-01-01

428

Speededness of the Academic Assessment Placement Program (AAPP) Reading Comprehension Test.  

ERIC Educational Resources Information Center

|Whether the time limits of the Academic Assessment Placement Program (AAPP) Reading Comprehension Test of the State Board of Regents (SBR) of Tennessee provide fair treatment for all underprepared students was assessed. Focus was on studying various response patterns and completion rates that indicate whether or not speededness (SP) is critical.…

Davis, Todd; And Others

429

Neural Processing Associated with Comprehension of an Indirect Reply during a Scenario Reading Task  

ERIC Educational Resources Information Center

|In daily communication, we often use indirect speech to convey our intention. However, little is known about the brain mechanisms that underlie the comprehension of indirect speech. In this study, we conducted a functional MRI experiment using a scenario reading task to compare the neural activity induced by an indirect reply (a type of indirect…

Shibata, Midori; Abe, Jun-ichi; Itoh, Hiroaki; Shimada, Koji; Umeda, Satoshi

2011-01-01

430

Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience  

ERIC Educational Resources Information Center

Schools with primarily indigenous and ethnic minorities in low socioeconomic areas have long been associated with low levels of achievement, particularly in literacy. This is true for New Zealand despite high levels of reading comprehension by international comparisons (e.g., PISA). Recent reviews of schooling improvement suggest small gains over…

Lai, Mei Kuin; McNaughton, Stuart; Amituanai-Toloa, Meaola; Turner, Rolf; Hsiao, Selena

2009-01-01

431

Transactional Literature Circles and the Reading Comprehension of English Learners in the Mainstream Classroom  

ERIC Educational Resources Information Center

|This study examines a problem that many mainstream teachers face today: how to successfully improve reading comprehension for English language learners (ELLs) in an English-only environment. The researcher examines both the academic and psychosocial effects of the Transactional Literature Circles (TLC) programme on a treatment group of 75 fourth…

McElvain, Cheryl Marie

2010-01-01

432

Bibliotherapy for All: Enhancing Reading Comprehension, Self-Concept, and Behavior.  

ERIC Educational Resources Information Center

This article describes using bibliotherapy to improve reading comprehension and enhance self-esteem or improve behavior for students with learning and behavior problems. A step-by-step procedure is provided to ensure success with all students. A list of recommended books to use with students in preschool through second grade is provided. (Contains…

Sridhar, Dheepa; Vaughn, Sharon

2000-01-01

433

Predicting Item Difficulty in a Reading Comprehension Test with an Artificial Neural Network.  

ERIC Educational Resources Information Center

|This article reports the results of using a three-layer back propagation artificial neural network to predict item difficulty in a reading comprehension test. Three classes of variables were examined: text structure, propositional analysis, and cognitive demand. Results demonstrate that the networks can consistently predict item difficulty. (JL)|

Perkins, Kyle; And Others

1995-01-01

434

Validity Evidence for the Test of Silent Reading Efficiency and Comprehension (TOSREC)  

ERIC Educational Resources Information Center

|An essential component of a response to intervention (RTI) framework is a screening process that is both accurate and efficient. The purpose of this study was to analyze the validity evidence for the "Test of Silent Reading Efficiency and Comprehension" (TOSREC) to determine its potential for use within a screening process. Participants included…

Johnson, Evelyn S.; Pool, Juli L.; Carter, Deborah R.

2011-01-01

435

The Use of Computers versus Basal Readers for Reading Comprehension in the Primary Grades.  

ERIC Educational Resources Information Center

|A 10-week study examined whether the use of computers could be more effective than basal readers for improving reading comprehension at the primary level. Subjects, 12 students from the second grade, were divided into two groups, 6 in the experimental group using computers only and 6 in the control group using basal readers only. Both groups used…

Goldman, Janet M.

436

Culturally Relevant Reading Material as Related to Comprehension and Recall in African American Children  

Microsoft Academic Search

This research examined the effects of racial imagery (Black and White characters) and cultural themes (African American and Euro-American) in reading content on comprehension and recall in African American children. The participants, consisting of 109 elementary school children attending a developmental research school in Tallahassee, Florida, listened to prerecorded stories while attending to an accompanying story manuscript. The participants were

Yvonne R. Bell; Tangela R. Clark

1998-01-01

437

The Reading Process--The Relationship Between Word Recognition and Comprehension.  

ERIC Educational Resources Information Center

The purpose of this study was to determine the relationship between word recognition and comprehension achieved by second and fifth grade students when reading material at various levels of readability. A random sample of twenty-five second and twenty-five fifth graders, taken from three middle class schools, was administered a…

Hays, Warren S.

438

Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension: An Experimental Study  

ERIC Educational Resources Information Center

|An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught, and whether this instruction improves students' reading comprehension. Lower SES third graders from a variety of cultural backgrounds (M = 8 yr. 7 mo., N = 46) were randomly assigned to treatment and control groups. Those receiving…

Zipke, Marcy; Ehri, Linnea C.; Cairns, Helen Smith

2009-01-01

439

Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact  

ERIC Educational Resources Information Center

|This companion volume to "Collaborative Strategies for Teaching Reading Comprehension," which covered lower grades, completes the educational arc by focusing on adolescent readers in grades 6-12. Drawing on the most current standards from the American Association for School Librarians (AASL) as well as cutting-edge research, this straightforward…

Moreillon, Judi

2012-01-01

440

Cognitive Style as a Factor Affecting Task-Based Reading Comprehension Test Scores  

ERIC Educational Resources Information Center

For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners' overall and task-specific performance on task-based reading comprehension tests. 1743 freshman, sophomore, junior, and senior students all majoring in English at different Iranian universities and colleges…

Salmani-Nodoushan, Mohammad Ali

2005-01-01

441

Investigating Deaf Students' Use of Visual Multimedia Resources in Reading Comprehension  

ERIC Educational Resources Information Center

|A mixed research design was used to examine how deaf students used the visual resources of a multimedia software package that was designed to support reading comprehension. The viewing behavior of 8 deaf students, ages 8-12 years, was recorded during their interaction with multimedia software that included narrative texts enriched with Greek Sign…

Nikolaraizi, Magda; Vekiri, Ioanna; Easterbrooks, Susan R.

2013-01-01

442

Comprehensive Adult Student Assessment Systems Braille Reading Assessment: An Exploratory Study  

ERIC Educational Resources Information Center

Introduction: This exploratory study determined whether transcribing selected test items on an adult life and work skills reading test into braille could maintain the same approximate scale-score range and maintain fitness within the item response theory model as used by the Comprehensive Adult Student Assessment Systems (CASAS) for developing…

Posey, Virginia K.; Henderson, Barbara W.

2012-01-01

443

Comprehensive Adult Student Assessment Systems Braille Reading Assessment: An Exploratory Study  

ERIC Educational Resources Information Center

|Introduction: This exploratory study determined whether transcribing selected test items on an adult life and work skills reading test into braille could maintain the same approximate scale-score range and maintain fitness within the item response theory model as used by the Comprehensive Adult Student Assessment Systems (CASAS) for developing…

Posey, Virginia K.; Henderson, Barbara W.

2012-01-01

444

Reading Comprehension Skills of Young Adults with Childhood Diagnoses of Dyslexia.  

ERIC Educational Resources Information Center

|Adults (ages 17-23) with childhood developmental dyslexia (CD) completed measures of phonological processing, naming speed, working memory, general knowledge, vocabulary and comprehension. Subjects scored lower than chronological age-matched adults, but were similar to reading-level matched children on most processing measures. Results suggest…

Ransby, Marilyn J.; Swanson, H. Lee

2003-01-01

445

Contribution of Working Memory Capacity to Children's Reading Comprehension: A Longitudinal Investigation  

ERIC Educational Resources Information Center

|We examined the contribution of working memory capacity to the development of children's reading comprehension. We present data from three waves of a longitudinal study when the children were 7 years (Grade 1), 8 years (Grade 2) and 9 years (Grade 3). Two questions were raised: The first question concerned the developmental changes of the…

Seigneuric, Alix; Ehrlich, Marie-France

2005-01-01

446

Discourse Analysis and the Testing of Reading Comprehension by Cloze Techniques.  

ERIC Educational Resources Information Center

|The discourse cloze, an alternative cloze procedure, is described. It is argued that in the regular cloze procedure many of the words can be supplied from the "micro" context, and thus the regular cloze is not necessarily a test of reading comprehension on the "macro" level. In the discourse cloze approach, all words deleted from a passage of…

Levenston, E.A.; And Others

447

Training Students in an Occupational Training Program to Self-Regulate Reading Comprehension.  

ERIC Educational Resources Information Center

|A pilot study assessed the effects of training in self-awareness and self-regulation on the reading comprehension of students in a postsecondary occupational training program. Subjects, 11 students enrolled in a community college technical training program in welding, were given training sessions that provided practice in metacognitive methods…

Rush, R. Timothy; Milburn, James L.

448

Teaching Reading Comprehension Strategies to Very Poor Decoders in a Listening Situation.  

ERIC Educational Resources Information Center

|A study investigated the effectiveness of a listening program using the reciprocal teaching procedure and the direct instruction model. Subjects, 95 9- to 11-year-old students from 6 special schools for children with learning disabilities, were chosen based on their very low scores on a decoding test, low scores on a reading comprehension test,…

Aarnoutse, Cor

449

Instructional Effectiveness of a Computer-Supported Program for Teaching Reading Comprehension Strategies  

ERIC Educational Resources Information Center

|This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to…

Ponce, Hector R.; Lopez, Mario J.; Mayer, Richard E.

2012-01-01

450

Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension: An Experimental Study  

ERIC Educational Resources Information Center

An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught, and whether this instruction improves students' reading comprehension. Lower SES third graders from a variety of cultural backgrounds (M = 8 yr. 7 mo., N = 46) were randomly assigned to treatment and control groups. Those receiving…

Zipke, Marcy; Ehri, Linnea C.; Cairns, Helen Smith

2009-01-01

451

The Effects of Cognitive Strategy Instruction on Chinese Reading Comprehension among Hong Kong Low Achieving Students  

ERIC Educational Resources Information Center

|This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a…

Lau, Kit-ling; Chan, David W.

2007-01-01

452

UNDERSTANDING THE DIVERGENT INFLUENCES OF READING ACTIVITIES ON THE COMPREHENSION OF SHORT STORIES  

Microsoft Academic Search

This study aims at understanding how the use of different reading activities affects readers' comprehension of short stories. Forty-seven students with an advanced level of English proficiency participated in the study where a quasi-experimental research design was pursued. The experimental and control groups of students completed different sets of activities on the same short story. The experimental group was given

Hakki ERTEN

2007-01-01

453

A case of exceptional reading accuracy in a child with Down syndrome: Underlying skills and the relation to reading comprehension  

Microsoft Academic Search

We report on a case of a girl with Down syndrome (DS), K.S., whose reading accuracy is exceptional. This ability is associated with robust phonological skills and relative strengths in visual and verbal short-term memory, articulation, and speech fluency. Although her reading comprehension is age appropriate when it comes to the retention of literal information, K.S. has some difficulties in

Margriet A. Groen; Glynis Laws; Kate Nation; Dorothy V. M. Bishop

2006-01-01

454

The Effectiveness of DIBELS Oral Reading Fluency for Predicting Reading Comprehension of High and Low-Income Students  

Microsoft Academic Search

Correlations and sequential analyses between performance on Dynamic Indicators of Basic Early Literacy Skills–Oral Reading Fluency (DORF) and reading achievement on the Stanford Achievement Test–Tenth Edition (SAT-10) during 2003–2004 were examined for high- and low-income children. Participants were 215 third graders, 112 above and 103 below proficiency benchmarks for DORF. For below benchmark students, DORF scores strongly predicted SAT-10 comprehension.

Timon M. Paleologos; Edna G. Brabham

2011-01-01

455

Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence-Based Study  

ERIC Educational Resources Information Center

In this study, we used a randomized design to investigate the effects of an enriched reading program on 226 urban elementary students' (third through sixth grade) reading comprehension, oral reading fluency, and attitude toward reading in 2 elementary schools. The Schoolwide Enrichment Model in Reading Framework (SEM-R) provides enriched reading

Reis, Sally M.; McCoach, D. Betsy; Coyne, Michael; Schreiber, Frederic J.; Eckert, Rebecca D.; Gubbins, E. Jean

2007-01-01

456

Concepts of Reading Comprehension and Their Representation in Current Secondary Reading Professional Textbooks, Instructional Materials and Tests.  

ERIC Educational Resources Information Center

|A search of experimental and theoretical literature and an analysis of professional textbooks, instructional materials, and published tests were carried out in order to (1) determine current concepts of reading comprehension deriving from experimental investigations, verbal statements, and models and (2) establish the extent to which these…

Harker, W. John

457

They Read, but How Well Do They Understand?: An Empirical Look at the Nuances of Measuring Reading Comprehension  

ERIC Educational Resources Information Center

|Much of the literature on reading development focuses on measures of early literacy skills (e.g., phonological awareness, phonics, fluency). Elementary educators interested in improving students' skills in these areas can draw on a wealth of research studies. However, many studies of early literacy skills have not addressed comprehension,…

Alonzo, Julie; Basaraba, Deni; Tindal, Gerald; Carriveau, Ronald S.

2009-01-01

458

[Reciprocal teaching and self-monitoring of strategy use: effects on reading comprehension].  

PubMed

Reciprocal teaching (RT) is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. However, self-monitoring (SM) strategy use can optimize instruction of comprehension. Thus, the present study analyzed: (a) the efficacy of RT in regular classes and (b) the efficacy of RT + SM of strategy use. A sample of 59 students in the fourth year of primary education was selected: 19 children were selected as an RT condition, 18 as an RT + SM condition, while the remaining 22 made up the comparison group. Two types of comprehension measures were used: tasks of specific effects (getting the main idea, writing a summary, comprehension-monitoring test) and transfer effect measures (standardised tests, word meaning inference, and free recall). Thus, the results show that both the RT condition and the RT + SM condition benefited from the instruction, performing better than the comparison group in measures of specific effects and in some of the transfer effect measures. This result shows that SM is not a necessary component in the instruction of reading comprehension with RT. PMID:21266140

Soriano Ferrer, Manuel; Chebaani, Fatma; Soriano Ayala, Encarnación; Descals Tomás, Adela

2011-02-01

459

Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds  

ERIC Educational Resources Information Center

|This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4 children who entered kindergarten with little or no experience with English (ESL) to that of a group…

Lesaux, Nonie K.; Lipka, Orly; Siegel, Linda S.

2006-01-01

460

Second Language Reading Topic Familiarity and Test Score: Test-Taking Strategies for Multiple-Choice Comprehension Questions  

ERIC Educational Resources Information Center

|The main purpose of this study was to compare the strategies used by Chinese-speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts.…

Lee, Jia-Ying

2011-01-01

461

The Effect of Summarization on Intermediate EFL Learners' Reading Comprehension and Their Performance on Display, Referential and Inferential Questions  

ERIC Educational Resources Information Center

|This study examined the effect of summarization as a generative learning strategy of the readers' performance on reading comprehension, in general, and reading comprehension display, referential and inferential questions in particular. The subjects in this study were 61 high school students. They were assigned to two groups--control and…

Ghabanchi, Zargham; Mirza, Fateme Haji

2010-01-01

462

Technical Manual for Forms P and Q of the Wisconsin Tests of Reading Skill Development: Comprehension. Technical Report No. 465.  

ERIC Educational Resources Information Center

|The procedures used in developing test forms P and Q of the "Wisconsin Tests of Reading Skill Development: Comprehension" are described in this report. The criterion-referenced tests assess the 40 skills and objectives of the "Wisconsin Design for Reading Skill Development: Comprehension" commercial edition. The report contains individual test…

Klopp, Pamela M.; And Others

463

The Role of Sustained Attention and Display Medium in Reading Comprehension among Adolescents with ADHD and without It  

ERIC Educational Resources Information Center

|Difficulties in reading comprehension are common in children and adolescents with Attention Deficit/Hyperactivity Disorder (ADHD). The current study aimed at investigating the relation between sustained attention and reading comprehension among adolescents with and without ADHD. Another goal was to examine the impact of two manipulations of the…

Stern, Pnina; Shalev, Lilach

2013-01-01

464

The Role of Vocabulary Knowledge, Syntactic Awareness and Metacognitive Awareness in Reading Comprehension of Adult English Language Learners  

Microsoft Academic Search

The importance of vocabulary knowledge, syntactic awareness and metacognitive awareness in reading comprehension has been established in the first language research. By contrast, fewer studies have documented the role of these components in the reading comprehension of English language learners (ELLs) in the field of second language (L2) research. The proposed study specifically focused on an L2-only model to examine

Ying Guo

2008-01-01

465

The Stickybear Reading Comprehension Series: Sports. School Version with Lesson Plans. For Ages 7-10. Volume 2. Stickybear Software.  

ERIC Educational Resources Information Center

This software product presents multi-level stories to capture the interest of children in grades two through five, while teaching them crucial reading comprehension skills. With stories touching on everything from superstars to sports facts, the open-ended reading comprehension program is versatile and easy to use for educators and children alike.…

1996

466

Embracing the Complexity of Instruction: A Study of the Effects of Teachers' Instruction on Students' Reading Comprehension  

ERIC Educational Resources Information Center

|The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for…

Carlisle, Joanne; Kelcey, Ben; Berebitsky, Dan; Phelps, Geoffrey

2011-01-01

467

Evidence-Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities  

ERIC Educational Resources Information Center

|Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion…

Watson, Silvana M. R.; Gable, Robert A.; Gear, Sabra B.; Hughes, Kimberly C.

2012-01-01

468

The Impact of General and Specific Vocabulary Knowledge on Reading and Listening Comprehension: A Case of Iranian EFL Learners  

ERIC Educational Resources Information Center

|The present study was carried out to determine the effect of general vocabulary knowledge and gaining familiarity with the specific vocabulary content of a reading or listening comprehension test on a group of Iranian EFL learners' reading and listening comprehension ability. Two groups of male and female English majors (N = 58) participated in…

Mehrpour, Saeed; Rahimi, Mohammad

2010-01-01

469

Role of Working Memory in Explaining the Performance of Individuals with Specific Reading Comprehension Difficulties: A Meta-Analysis  

ERIC Educational Resources Information Center

|It is well established that working memory is related to reading comprehension ability. However, its role in explaining specific reading comprehension difficulties is still under debate: the issue mainly concerns whether the contribution of working memory is dependent on task modality (verbal tasks being more predictive than visuo-spatial tasks)…

Carretti, Barbara; Borella, Erika; Cornoldi, Cesare; De Beni, Rossana

2009-01-01

470

Exploration of Strategies for Facilitating the Reading Comprehension of High-Functioning Students with Autism Spectrum Disorders  

Microsoft Academic Search

Many students with autism spectrum disorders show good decoding combined with poor comprehension. Twenty adolescent students with autism spectrum disorders participated in a study concerning the effects of three kinds of facilitation on reading comprehension. In a within-subjects design, each students read passages under four conditions: answering prereading questions, completing cloze sentences embedded in the text, resolving anaphora by identifying

Irene M. O'Connor; Perry D. Klein

2004-01-01

471

The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts.  

PubMed

The aim of the present study was to investigate the effects of prior knowledge and text structure on cognitive processes during comprehension of scientific texts. To investigate the processes online, we used a think-aloud methodology in Experiment 1 and a reading time methodology in Experiment 2. In both experiments, we obtained offline comprehension measures and measures of individual differences in working memory and need for cognition. Across the two experiments, the results indicated that readers adjust their processing as a function of the interaction between prior knowledge and text structure. In particular, adjustments in theactual processes that take place during reading were observed for readers who had erroneous prior knowledge,but only when they read a text that was structured to explicitly refute this prior knowledge. Furthermore, the results showed that readers' memory for the text was affected by differences in their prior knowledge, independently of text structure. These findings contribute to our understanding of the relation between different factorsthat are associated with comprehension of scientific texts and have implications for theories of comprehension and conceptual change. PMID:18062535

Kendeou, Panayiora; Van den Broek, Paul

2007-10-01

472

Reading comprehension: a language intervention target from early childhood through adolescence.  

PubMed

Speech-language pathologists (SLPs) play an important role in helping children and adolescents with language impairments to construct meaning from spoken and written language. They work in collaboration with other professionals and families to provide the optimal learning experiences and to introduce strategies for seeking meaning and monitoring understanding. This article describes language intervention techniques to enhance reading comprehension, including the development and enhancement of background knowledge and schemata, vocabulary, knowledge of text structure, and strategy use. The discussion includes suggestions for young children who are developing language comprehension, as well as for elementary students and secondary students who comprehend text with increasing independence. PMID:11505308

Staskowski, M; Creaghead, N A

2001-08-01

473

How Word Decoding, Vocabulary and Prior Topic Knowledge Predict Reading Comprehension. A Study of Language-Minority Students in Norwegian Fifth Grade Classrooms  

ERIC Educational Resources Information Center

|This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global…

Rydland, Veslemoy; Aukrust, Vibeke Grover; Fulland, Helene

2012-01-01

474

Effects of Teachers' Reading-Aloud Styles on Vocabulary Acquisition and Comprehension of Students in the Early Elementary Grades.  

ERIC Educational Resources Information Center

|Effects of just reading, performance reading, and interactional reading-aloud styles on learning were assessed for 117 first graders and 129 third graders. Results reveal that reading-aloud styles produced statistically significant effects on vocabulary acquisition and comprehension and similar results at each grade level. Vocabulary acquisition…

Brabham, Edna Greene; Lynch-Brown, Carol

2002-01-01

475

Reading Intervention to Improve Narrative Production, Narrative Comprehension, and Motivation and Interest of Children with Hearing Loss  

ERIC Educational Resources Information Center

|This study examined the effects of a reading intervention on narrative production, narrative comprehension, and reading motivation interest in children with hearing loss. Seven school children between the ages of 9 and 11 were paired with younger "reading buddies" (without hearing loss). The children with hearing loss read storybooks to an…

Pakulski, Lori A.; Kaderavek, Joan N.

2012-01-01

476

The Effect of Background Knowledge and Previews on Elementary Native Mandarin-Speaking English Language Learners' Reading Comprehension  

Microsoft Academic Search

The purpose of this study was to explore the effects of background knowledge and previewing texts on the reading comprehension of native Mandarin-speaking English Language Learners (ELLs). Participating in the study were 20 3rd-5th grade ELL students whose first language is Mandarin. Using a within-subjects design, the participants’ reading comprehension was measured after reading culturally familiar and culturally unfamiliar texts,

Chia-I Chen

2008-01-01

477

Examining Passage-Related Local Item Dependence (LID) Using Q3 Indices in an EFL Reading Comprehension Test.  

ERIC Educational Resources Information Center

This paper reports the results of an analysis of a reading comprehension test using the Q subscript 3 (Q3) statistics developed by W. Yen (1984). Yen's Q3 can be a useful tool for examining local item dependence in the context of a reading comprehension test in which a set of related items is followed by a reading passage. Q3 is basically a…

Lee, Yong-Won

478

Comprehension of humor in children with nonverbal learning disabilities, reading disabilities, and without learning disabilities  

Microsoft Academic Search

The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive,\\u000a and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities\\u000a (NVLD). Children with NVLD were compared with children with reading disabilities and a comparison group of children with no\\u000a learning disabilities to assess

Margaret Semrud-Clikeman; Kimberly Glass

2008-01-01

479

Print and Image Integration of Science Texts and Reading Comprehension: A Systemic Functional Linguistics Perspective  

Microsoft Academic Search

Systemic functional linguistics (SFL) was the foundation for this study that explored the effect of science text and image\\u000a integration on grade 9 students’ reading comprehension. Two texts in Chinese on the moon phase with different print and image\\u000a integration were compared—a traditional textbook (TT) used in Taiwanese junior high schools and a systemic functional linguistics\\u000a text (SFLT) created by

Pei-Ling Hsu; Wen-Gin Yang

2007-01-01

480

GENDER, VIOLENCE-ORIENTED PASSAGE CONTENT AND SECOND LANGUAGE READING COMPREHENSION  

Microsoft Academic Search

Various Latin American authors treat violence as a principal theme in their works. This inquiry examines the topic familiarity levels and comprehension of university level male and female second language (L2) readers with two different authentic violence-oriented texts. During two different testing periods 68 participants received: a 700 word reading passage, a written recall task, a multiple-choice test, and a

Cindy Brantmeier

2004-01-01

481

TOWARD AN UNDERSTANDING OF THE RELATIONSHIP BETWEEN L2 READING COMPREHENSION AND GRAMMATICAL COMPETENCE  

Microsoft Academic Search

L2 strategy research has shown that poor readers tend to process language in a word-for- word fashion, directing attention to the words and structures of a passage, whereas more- skilled readers focus on meaningful relations to and within the material. Given these tendencies, a comparison of performance on form-focused grammar activities and meaning-driven reading comprehension activities among beginning students of

Carolyn Gascoigne

482

Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills  

Microsoft Academic Search

The authors examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design. Four- and 6-year-old children were tested on oral language and decoding skills and were retested 2 years later. In all age groups, oral language and decoding skills formed distinct clusters. The 2

Panayiota Kendeou; Paul van den Broek; Mary Jane White; Julie S. Lynch

2009-01-01

483

Individual differences in children's memory and reading comprehension: An investigation of semantic and inhibitory deficits  

Microsoft Academic Search

Three experiments compared the verbal memory skills of children with poor reading comprehension with that of same-age good comprehenders. The aims were to determine if semantic and\\/or inhibitory deficits explained comprehenders’ problems on measures of verbal short-term memory and verbal working memory. In Experiment 1 there were no group differences on word- and number-based measures of short-term storage and no

Kate Cain

2006-01-01

484

The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students  

Microsoft Academic Search

This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension\\u000a of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were\\u000a randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program\\u000a in their regular Chinese language

Kit-ling Lau; David W. Chan

2007-01-01

485

The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001  

ERIC Educational Resources Information Center

|Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply…

Hitchcock, John; Dimino, Joseph; Kurki, Anja; Wilkins, Chuck; Gersten, Russell

2011-01-01

486

Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities.  

PubMed

The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or below. One group was taught using a peer-mediated phonological skill program, Linguistics Skills Training (LST), and a peer-mediated reading comprehension program, Peer Assisted Learning Strategies (PALS). The contrast group was taught in the more traditional whole-class format using a widely implemented remedial reading program. The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter-Word Identification, Word Attack, and Passage Comprehension using the Woodcock-Johnson Test of Achievement-III. Furthermore, large effect sizes for growth were found on Letter-Word Identification, Word Attack, and Passage Comprehension for the LST/PALS treatment group. No differences were found between conditions for reading fluency. Findings are discussed in regard to instruction delivery format (peer tutoring vs. whole class) with respect to best practices for middle school students with reading disabilities. PMID:16329443

Calhoon, Mary Beth

487

Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks  

Microsoft Academic Search

Our study integrates automated natural language-oriented assessment and analysis methodologies into feasible reading comprehension\\u000a tasks. With the newly developed T-MITOCAR toolset, prose text can be automatically converted into an association net which\\u000a has similarities to a concept map. The “text to graph” feature of the software is based on several parsing heuristics and\\u000a can be used both to assess the

Pablo Pirnay-Dummer; Dirk Ifenthaler

488

Reading Speed, Comprehension and Eye Movements While Reading Japanese Novels: Evidence from Untrained Readers and Cases of Speed-Reading Trainees  

Microsoft Academic Search

BackgroundA growing body of evidence suggests that meditative training enhances perception and cognition. In Japan, the Park-Sasaki method of speed-reading involves organized visual training while forming both a relaxed and concentrated state of mind, as in meditation. The present study examined relationships between reading speed, sentence comprehension, and eye movements while reading short Japanese novels. In addition to normal untrained

Hiromitsu Miyata; Yasuyo Minagawa-Kawai; Shigeru Watanabe; Toyofumi Sasaki; Kazuhiro Ueda

2012-01-01

489

Emergent Comprehension: Understanding Comprehension Development among Young Literacy Learners  

ERIC Educational Resources Information Center

|This article hones what is meant by "emergent comprehension". The authors define emergent comprehension as the period when young children, prior to conventional reading, engage in meaningful experiences that stimulate the development and use of meaning-making strategies with potential to affect later reading comprehension. The construct "emergent…

McMunn Dooley, Caitlin; Matthews, Mona W.

2009-01-01

490

Teaching Comprehension through Literature: A Teacher-Research Project To Develop Fifth Graders' Reading Strategies and Motivation.  

ERIC Educational Resources Information Center

Describes a year-long teacher action-research study involving fifth graders that used trade books to teach students various reading-comprehension strategies. Finds that students retained and transferred strategy learning to other texts and contexts; valued reading more and reported reading more; and demonstrated enhanced appreciation for books and…

Baumann, James F.; Hooten, Helene; White, Patricia

1999-01-01

491

The Role of Working Memory and Fluency Practice on the Reading Comprehension of Students Who Are Dysfluent Readers  

ERIC Educational Resources Information Center

|The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with…

Swanson, H. Lee; O'Connor, Rollanda

2009-01-01

492

Predicting Word Reading and Comprehension with Executive Function and Speed Measures across Development: A Latent Variable Analysis  

ERIC Educational Resources Information Center

|The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze the…

Christopher, Micaela E.; Miyake, Akira; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K.

2012-01-01

493

The Compensatory Effectiveness of Optical Character Recognition/Speech Synthesis on Reading Comprehension of Postsecondary Students with Learning Disabilities.  

ERIC Educational Resources Information Center

Thirty-seven college students with learning disabilities were given a reading comprehension task under the following conditions: (1) using an optical character recognition/speech synthesis system; (2) having the text read aloud by a human reader; or (3) reading silently without assistance. Findings indicated that the greater the disability, the…

Higgins, Eleanor L.; Raskind, Marshall H.

1997-01-01

494

Reader–Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension  

Microsoft Academic Search

Current research has shown that comprehension can vary depending on text and question types and that readers' word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntactic awareness, inferencing, and planning or organizing all have also been linked to reading comprehension, but these characteristics have not been examined with regard to specific

Sarah H. Eason; Lindsay F. Goldberg; Katherine M. Young; Megan C. Geist; Laurie E. Cutting

2012-01-01

495

Why Does Working Memory Capacity Predict Variation in Reading Comprehension? On the Influence of Mind Wandering and Executive Attention  

ERIC Educational Resources Information Center

|Some people are better readers than others, and this variation in comprehension ability is predicted by measures of working memory capacity (WMC). The primary goal of this study was to investigate the mediating role of mind-wandering experiences in the association between WMC and normal individual differences in reading comprehension, as…

McVay, Jennifer C.; Kane, Michael J.

2012-01-01

496

Instructional Makeover: Supporting the Reading Comprehension of Students With Learning Disabilities in a Discussion-Based Format  

Microsoft Academic Search

Comprehension instruction for students with learning disabilities (LD) is explored from three perspectives, all within the framework of engaging students in meaningful conversations about text with their general education peers. First, excerpts from lesson transcripts are provided to illustrate one special educator’s emphasis on student-generated questions about text, a comprehension strategy highlighted by the National Reading Panel. This same instruction

Amy Feiker Hollenbeck

2011-01-01

497

Teaching College Level Content and Reading Comprehension Skills Simultaneously via an Artificially Intelligent Adaptive Computerized Instructional System  

ERIC Educational Resources Information Center

|This paper presents a behavioral model for conceptualizing advanced reading comprehension as a "higher order" behavior class. Also discussed are strategies and tactics utilized by an artificially intelligent adaptive tutoring and testing software system designed to shape such comprehension skills while also teaching subject-specific "content" to…

Ray, Roger D.; Belden, Noelle

2007-01-01

498

Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language.  

ERIC Educational Resources Information Center

|Investigated the efficacy of two related reciprocal teaching interventions--with cooperative grouping or with cross-age tutoring--on the reading comprehension of learning disabled English-as-a-Second-Language (ESL) students. Found no significant difference between the two groups: both made comprehension gains and continued to improved when…

Klingner, Janette Kettmann; Vaughn, Sharon

1996-01-01

499

Developmental dissociations between lexical reading and comprehension: evidence from two cases of hyperlexia.  

PubMed

We report two cases of developmental hyperlexia - JY and AD - who performed at normal levels or above in converting print into speech, but who were very impaired in spoken and written word comprehension. Our investigations focussed on whether these cases displayed evidence for normal acquisition of lexical reading skills, as indexed by unimpaired performance for age in reading aloud a set of irregular words, despite poor acquisition of semantic knowledge of the same words. In both cases, this dissociation was evident. The pattern of results was also demonstrated at an item level: the two cases showed no significant differences in reading accuracy for irregular words which they could define than for those which they could not. The results provide further evidence for the existence of a direct-lexical route from orthography to phonology, which is not necessarily mediated by semantic knowledge. PMID:20678759

Castles, Anne; Crichton, Alison; Prior, Margot

2010-07-08

500

Intervention on strategy use and on motivation of Greek pupils' reading comprehension in English classes.  

PubMed

Although less skilled learners may improve their abilities through training in strategies used by successful learners, only a few studies have addressed the question of metacognitive strategy training in contexts in which foreign language is learned. This study intended to investigate whether strategy instruction on semantic mapping would produce more successful comprehension in English as a Foreign Language if a boost to students' integrative motivation was included. A sample of 119 Greek students, 14 to 15 years old, of both sexes participated. Strategy training was provided to two experimental groups, with one of them having motivation boosting. One group received only integrative motivation boosting and the control group received no strategy training or boosting, but participated in pre- and posttesting. Results imply that only the students who received intervention, either in the form of metacognitive strategy training or a boost to their integrative motivation or as a combination of these, improved their performance in English reading comprehension in the posttest phase. PMID:12831252

Pappa, E; Zafiropoulou, M; Metallidou, P

2003-06-01