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1

Improving Science Reading Comprehension  

NSDL National Science Digital Library

Lend your struggling readers a helping hand with strategies that will enhance their comprehension of science reading materials. This article offers a few easy-to-implement strategies that teachers can use before, during, and after reading.

Johnson, Jill C.; Martin-Hansen, Lisa

2005-03-01

2

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

3

Reading Comprehension Strategies  

NSDL National Science Digital Library

This resource guide from the Middle School Portal 2 project, written specifically for teachers, provides links to exemplary resources including background information, lessons, career information, and related national science education standards. Do your middle school students not complete reading assignments or not comprehend them when they do? Is student motivation an issue you struggle with? Do you feel that your students need assistance comprehending the textbook? Students are faced with increasingly difficult text and many situations in which they must learn content by reading. This cross-curricular emphasis on reading comprehension is not just an effort to teach to the high-stakes tests that are so ubiquitous in our education system today. Instead, it is a way to teach students how to interact with text. This Wiki page can be used to help teachers prepare students for a lifetime of reading, comprehension, and reflection.

Fries-Gaither, Jessica

2009-07-01

4

Reading comprehension difficulties in children  

Microsoft Academic Search

This paper reports two studies investigating the nature of comprehension deficits in a group of 7–8 year old children whose decoding skills are normal, but whose reading comprehension skills are poor. The performance of these poor comprehenders was compared to two control groups, Chronological-Age controls and Comprehension-Age controls. The first study examined whether these comprehension difficulties are specific to reading.

Susan E. Stothard; Charles Hulme

1992-01-01

5

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

6

Means of Improving Reading Comprehension.  

ERIC Educational Resources Information Center

Reading comprehension is an important skill that every student needs in order to be successful. It is directly influenced by how readers construct a representation of the information that they are taking in. Overwhelmingly, the processing strategies found in research can appropriately fit into the Into, Through, Beyond strategies used in the…

Bondanza, Amy; Kelly, Katie; Treewater, Adam

7

Individual Differences in Reading Comprehension  

Microsoft Academic Search

Reading comprehension was studied as a function of individual differences in extraversion-introversion, neuroticism and academic and resultant achievement motivation. Seventy-eight college students were categorized into personality or motive groups on the basis of personality test scores, dividing the distribution into top, middle and bottom thirds. Academic achievement motivation was assessed by a recently developed measure previously used with British students;

Frank H. Farley; Anthony L. Truog

1970-01-01

8

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

9

Fun with Reading Comprehension Pranav Anand Harvard  

E-print Network

Fun with Reading Comprehension Pranav Anand Harvard Eric Breck MITRE Brianne Brown Bryn Mawr Marc;1 Introduction The reading comprehension project focused on building a system that can read text passages build systems to take reading comprehension exams? To start with, there are both direct and indirect

Breck, Eric

10

The Acquisition of Reading Comprehension Skill  

E-print Network

13 The Acquisition of Reading Comprehension Skill Charles A. Perfetti, Nicole Landi, and Jane the concept of reading comprehension and what it means to develop it. Introduction: Simple Ideas about Reading language. When that happens, then reading comprehension has devel- oped, for practical purposes, to its

11

Can automated questioning help children's reading comprehension?  

E-print Network

Can automated questioning help children's reading comprehension? Joseph E. BECK, Jack MOSTOW during assisted reading, and experimentally evaluate its effects on their comprehension. In 2002, after and Approach Teachers can improve children's reading comprehension by training them to generate questions [1

Mostow, Jack

12

IMPROVING READING COMPREHENSION THROUGH PHILOSOPHY FOR CHILDREN  

Microsoft Academic Search

The reading comprehension achievement of two groups of fifth grade students, 80 experimental and 20 control, was compared on pre and post measures using the Comprehensive Test of Basic Skills, reading comprehension subtest. The experimental group was exposed once each week to materials from the Philosophy for Children program as a supplement to their regular reading program for eight months

Mary I. Yeazell

1982-01-01

13

Effect of Attention Therapy on Reading Comprehension  

Microsoft Academic Search

This study quantified the influence of visual attention therapy on the reading comprehension of Grade 6 children with moderate reading dis- abilities (RD) in the absence of specific reading remediation. Thirty stu- dents with below-average reading scores were identified using standard- ized reading comprehension tests. Fifteen children were placed randomly in the experimental group and 15 in the control group.

Harold A. Solan; John Shelley-Tremblay; Anthony Ficarra; Michael Silverman; Steven Larson

2004-01-01

14

How Do We Motivate Reading Comprehension?  

ERIC Educational Resources Information Center

Considers the nature of motivation and its place in the development of reading comprehension. Uses A. Maslow's hierarchy of motivation as a heuristic for examining the motivational quality of several teaching methods commonly proposed for comprehension instruction. (FL)

Shanahan, Timothy

1982-01-01

15

Sources of Individual Differences in Reading Comprehension and Reading Fluency  

Microsoft Academic Search

This study examined the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. The 113 4th-grade participants were measured in reading comprehension, read aloud a folktale, and read aloud the folktale's words in a random list. Fluency was scaled as speed (words read

Joseph R. Jenkins; Lynn S. Fuchs; Paul van den Broek; Christine Espin; Stanley L. Deno

2003-01-01

16

Can automated questions scaffold children's reading comprehension?  

E-print Network

Can automated questions scaffold children's reading comprehension? Joseph E. Beck, Jack Mostow questions assist children's reading comprehension? Are their benefits within a story cumulative or transient.Beck, Jack.Mostow}@cs.cmu.edu Abstract. Can automatically generated questions scaffold reading comprehen

Mostow, Jack

17

The Jewell High School Reading Comprehension Test.  

ERIC Educational Resources Information Center

Designed to assess the reading comprehension ability of high school students, this measure contains items which were constructed to test the subskills found by R. T. Lennon, on the basis of factor analysis of thirty studies of comprehension tests, to be the four components of comprehension tests that may be measured reliably. These subskills are a…

Jewell, Cedric B.

18

Measuring Reading Comprehension: an Historical Perspective.  

ERIC Educational Resources Information Center

This review of the history of the measurement of reading comprehension follows the development of formal and informal reading comprehension tests dating from 1913 to the present. Upon reviewing the aspects, procedures, and criteria of these tests, the author noted that most of these tests resembled group verbal intelligence tests. Makeup of the…

Farr, Roger

19

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

20

Reading comprehension skills: Testing the distinctiveness hypothesis  

Microsoft Academic Search

This study was conducted to explore the validity of the reading comprehension skills distinctiveness hypothesis. Students and teachers were randomly assigned to specific comprehension skill training groups: (a) locating details, (b) drawing conclusions, (c) finding the sequence, (d) determining the main idea, and to a control group wherein students engaged in sustained reading of self?selected trade books. After the training

D. Ray Reutzel; Paul M. Hollingsworth

1990-01-01

21

Signals and reading comprehension — theory and practice  

Microsoft Academic Search

This paper describes an investigation of the effects of logical connectives and paragraph headings on reading comprehension among 577 Hong Kong Secondary 6 students who learn English as a second language. An English reading comprehension test was used to allocate subjects into one of the three performance groups: High, Medium and Low. The test instruments used to discriminate between the

Jenny S. L Chung

2000-01-01

22

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.

23

Children's difficulties in reading comprehension  

Microsoft Academic Search

This paper outlines a number of studies that have investigated the difficulties experienced by children who have a specific comprehension problem: Those who have adequate word recognition skills but who, nevertheless, have difficulty understanding text. In the studies I will discuss, the performance of a group of skilled comprehenders was compared with that of a less-skilled group. The first set

Jane Oakhill

1993-01-01

24

Early Identification of Reading Comprehension Difficulties.  

PubMed

Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension difficulties in third grade. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress monitoring probes across the school year. A subset of children also received a 26-week Tier 2 language intervention. Participants' achievement in word reading was assessed at the end of second grade, and their performance in reading comprehension was measured as the end of third grade. Results showed that measures of language ability in kindergarten significantly added to the prediction of reading comprehension difficulties over and above kindergarten word reading predictors and direct measures of word reading in second grade. Response to language intervention also proved to be a unique predictor of reading comprehension outcomes. Findings are discussed in terms of their relevance for the early identification of reading disabilities. PMID:25344060

Catts, Hugh W; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan

2014-10-24

25

Time as a Factor in Reading Comprehension.  

ERIC Educational Resources Information Center

A number of areas concerning the use of pictorial illustrations in the comprehension of instructional materials still need empirical investigation. One such area, the influence of time on the reading comprehension of science materials, was explored in a study involving 108 fourth graders. Selections covering topics with which the students were…

Thomas, James L.

26

Monitoring Local Comprehension Monitoring in Sentence Reading  

ERIC Educational Resources Information Center

on ways to improve children's reading comprehension. However, processes and mechanisms underlying this skill are currently not well understood. This article describes one of the first attempts to study comprehension monitoring using eye-tracking methodology. Students in…

Vorstius, Christian; Radach, Ralph; Mayer, Michael B.; Lonigan, Christopher J.

2013-01-01

27

Working Memory and Reading Comprehension Guest Lecture by Cesare Cornoldi  

E-print Network

Working Memory and Reading Comprehension Guest Lecture by Cesare why Working Memory (WM) is critically involved in reading comprehension are involved in reading comprehension, with particular reference to the mechanisms

Rose, Michael R.

28

Using Automated Questions to Assess Reading Comprehension, Vocabulary, and  

E-print Network

Using Automated Questions to Assess Reading Comprehension, Vocabulary, and Effects of Tutorial, reading comprehension, vocabulary, multiple-choice cloze tests, embedded experiment, within on automatically generating questions to estimate children's reading comprehension and vocabulary for two purposes

Mostow, Jack

29

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

30

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

E-print Network

The neural correlates of strategic reading comprehension: Cognitive control and discourse comprehension Reading strategies fMRI Neuroimaging studies of text comprehension conducted thus far have shed strategies. Reading comprehension strategies are designed to improve a reader's comprehension of a text

VanLehn, Kurt

31

Teaching Vocabulary To Improve Reading Comprehension.  

ERIC Educational Resources Information Center

Based on the best available research, this publication describes the most effective methods of vocabulary instruction for the improvement of reading comprehension. Examples of useful approaches to vocabulary instruction aimed at students past the initial stages of reading are presented for use or adaptation by classroom teachers. The publication's…

Nagy, William E.

32

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 the…

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

2007-01-01

33

Using Image Analysis to Build Reading Comprehension  

ERIC Educational Resources Information Center

Content area reading remains a primary concern of history educators. In order to better prepare students for encounters with text, the authors propose the use of two image analysis strategies tied with a historical theme to heighten student interest in historical content and provide a basis for improved reading comprehension.

Brown, Sarah Drake; Swope, John

2010-01-01

34

Improving Early Reading Comprehension Using Embodied CAI  

ERIC Educational Resources Information Center

An embodied approach to reading comprehension suggests that emerging readers must learn to map words and phrases onto their remembered experiences, but this is made difficult by the necessity of focusing attention on decoding. Having children manipulate toys to correspond to what they are reading overcomes this problem, but introduces its own…

Glenberg, Arthur M.; Goldberg, Andrew B.; Zhu, Xiaojin

2011-01-01

35

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

36

A Cognitive View of Reading Comprehension: Implications for Reading Difficulties  

ERIC Educational Resources Information Center

Our aim in the present paper is to discuss a "cognitive view" of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and…

Kendeou, Panayiota; Broek, Paul; Helder, Anne; Karlsson, Josefine

2014-01-01

37

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

ERIC Educational Resources Information Center

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-…

Ness, Molly

2011-01-01

38

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

39

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

40

Differential Word Knowledge and Reading Comprehension  

Microsoft Academic Search

This study examined the effects of vocabulary pre-instruction on reading comprehension. Two vocabulary training treatments, chosen on the basis of a theoretical framework for vocabulary instruction, and a control were used with 28 average fifth-grade readers. For two of three order groups, both training treatments produced significantly higher scores on passage tests, and, for all children, both training treatments produced

Steven Stahl

1983-01-01

41

Coop-Dis-QA Reading Comprehension Strategy  

Microsoft Academic Search

Improving students' reading comprehension is a pervading instructional challenge. Cooperative learning, discussion, and questioning strategies are several effective means to accomplish this. A new instructional technique, Cooperative Discussion and Questioning (Coop-Dis-Q) was developed by taking all three elements and incorporating them into one strategy. The premise is that the strength of each will augment the benefits of the other two,

2001-01-01

42

Self and External Monitoring of Reading Comprehension  

ERIC Educational Resources Information Center

The present study compared the effectiveness of 2 approaches to remedy the inaccuracy of self-monitoring of reading comprehension. The first approach attempts to enhance self-monitoring by strengthening the cues utilized in monitoring. The second approach replaces self-monitoring with external regulation based on objective evaluative information.…

Shiu, Ling-po; Chen, Qishan

2013-01-01

43

Metacognition and Reading Comprehension Skills. Final Report.  

ERIC Educational Resources Information Center

Proposing that teachers can help children learn more effectively by promoting metacognition and the acquisition of problem solving strategies, this report describes research studying the effectiveness of the experimental curriculum, Informed Strategies for Learning (ISL), in increasing third and fifth grade students' reading comprehension skills.…

Paris, Scott G.

44

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.

45

The Relationship between Reading Comprehension Strategies and Reading Attitudes  

ERIC Educational Resources Information Center

The aim of this study is to determine the relationship between levels of reading comprehension strategy use, reading attitudes, and the amount of reading per year among elementary school students. The study was conducted with 1316 students (649 girls and 667 boys) attending the fourth and fifth grades of 15 elementary schools in Denizli, Turkey.…

Kirmizi, Fatma Susar

2011-01-01

46

Readability and Its Effects on Reading Rate, Subjective Judgments of Comprehensibility and Comprehension.  

ERIC Educational Resources Information Center

Prose passages read aloud or silently were rated for pronounceability and comprehensibility. The relationships of text-derived readability indices to reading rate, comprehensibility ratings and comprehension test scores were explored. Reading rate in syllables per minute was unrelated to readability. The high correlation between rate in words per…

Coke, Esther U.

47

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

48

Modeling Biological Processes for Reading Comprehension Jonathan Berant  

E-print Network

Modeling Biological Processes for Reading Comprehension Jonathan Berant , Vivek Srikumar , Pei, reading a single document (micro-reading) to answer comprehension ques- tions that require deep reasoning reading comprehension questions that test understanding of the underlying structure. In par- ticular, we

49

Promoting Different Reading Comprehension Levels through Online Annotations  

ERIC Educational Resources Information Center

Previous studies have evaluated reading comprehension as the general understanding of reading texts. However, this broad and generic assessment of reading comprehension overlooks the specific aspects and processes that students need to develop. This study adopted Kintsch's Construction-Integration model to tap into reading comprehension at…

Tseng, Sheng-Shiang; Yeh, Hui-Chin; Yang, Shih-hsien

2015-01-01

50

Reading Comprehension Items on the SAT  

NSDL National Science Digital Library

Created by David B. Howell of the University of Vermont, this correlation and regression example compares performance on reading comprehension questions to performance on the SAT. It also compares those who read the passage referred to by the questions to those who did not. The author provides a detailed examination of the topic and then follows it up with the actual data sets behind the problem. The exercise also presents questions and the subsequent answers are also provided. This is an interesting case study which allows students to explore the workings of applied statistical research.

Howell, David

2009-02-24

51

Reading Fluency as an Indicator of Reading Comprehension  

ERIC Educational Resources Information Center

This study examined the relationship between fourth grade primary school students' reading habits/conditions/ situations and their comprehension regarding what they read. For this purpose, a correlational survey method was used in the study. 90 fourth-grade students who were attending a state primary school in the center of Ku¨tahya…

Basaran, Mustafa

2013-01-01

52

Effects of Fluency Training on Second Graders' Reading Comprehension  

Microsoft Academic Search

For years researchers have posited a strong relationship between developing students' reading fluency and concurrent improvements in reading comprehension. Although moderate-to-strong correlations between developing reading fluency and improved reading comprehension have recently been reported, no study has shown that direct training of students' reading fluency would result in improved reading comprehension ability. This study assessed the effects of developing second-grade

D. Ray Reutzel; Paul M. Hollingsworth

1993-01-01

53

Why Reading Comprehension Fails: Insights from Developmental Disorders  

ERIC Educational Resources Information Center

Developmental difficulties with reading comprehension are not uncommon. This article examines the nature of reading comprehension deficits in three groups of children: children identified as having relatively specific impairments in reading comprehension, children with autism spectrum disorder, and children with specific language impairment. The…

Nation, Kate; Norbury, Courtenay Frazier

2005-01-01

54

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

55

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

56

Effects of Print-Storybooks and E-Storybooks with Reading Comprehension Strategies on Fifth Graders’ Reading Comprehension Ability  

Microsoft Academic Search

\\u000a The goal of the study was to develop the instruction module of the e-storybooks reading comprehension in the elementary school\\u000a and test the effect of the instruction module of the e-storybooks reading comprehension. This study was to compare the influences\\u000a of print-storybooks and the instruction module of the e-storybooks reading comprehension among the fifth graders’ reading\\u000a comprehension ability. The results

Hsiu-Shuang Huang; Shang-Liang Chen; Yea-Mei Leou; Ho-Chuan Huang; Ching-Yu Yeh; Yun-Yao Chen; Chun-Lien Chen; Ya-Ying Tseng

57

Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension  

ERIC Educational Resources Information Center

Reading comprehension is strongly associated with academic achievement, including science achievement. A better understanding of reading comprehension processes in science text might hold promise for improving science achievement in the long run. We tested the fit of the direct and inferential mediation (DIME) model of reading comprehension

Cromley, Jennifer G.; Snyder-Hogan, Lindsey E.; Luciw-Dubas, Ulana A.

2010-01-01

58

Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension  

Microsoft Academic Search

Reading comprehension is strongly associated with academic achievement, including science achievement. A better understanding of reading comprehension processes in science text might hold promise for improving science achievement in the long run. We tested the fit of the direct and inferential mediation (DIME) model of reading comprehension (Cromley & Azevedo, 2007) with 737 students in an introductory biology course required

Jennifer G. Cromley; Lindsey E. Snyder-Hogan; Ulana A. Luciw-Dubas

2010-01-01

59

Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?  

PubMed Central

The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling 9 cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than one percent of first- through third-grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary. Although poor reading comprehension certainly qualifies as a major problem rather than a myth, the term specific reading comprehension disability is a misnomer: Individuals with problems in reading comprehension that are not attributable to poor word recognition have comprehension problems that are general to language comprehension rather than specific to reading. Implications for assessment and intervention are discussed. PMID:25143666

Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K.

2013-01-01

60

Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?  

PubMed

The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling 9 cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts: Less than one percent of first- through third-grade students who scored as poor in reading comprehension were adequate in both decoding and vocabulary. Although poor reading comprehension certainly qualifies as a major problem rather than a myth, the term specific reading comprehension disability is a misnomer: Individuals with problems in reading comprehension that are not attributable to poor word recognition have comprehension problems that are general to language comprehension rather than specific to reading. Implications for assessment and intervention are discussed. PMID:25143666

Spencer, Mercedes; Quinn, Jamie M; Wagner, Richard K

2014-02-01

61

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

62

Developmental relations between reading fluency and reading comprehension: A longitudinal study from grade one to two  

PubMed Central

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-grade students. Results showed that list reading fluency was uniquely related to reading comprehension in grade one, but not in grade two 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 two, but not in grade one, after accounting for list reading fluency and listening comprehension. When oral and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in grade one whereas in grade two, silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency. PMID:22726256

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

2012-01-01

63

Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: an exploratory study  

Microsoft Academic Search

While a number of studies have investigated the influence of background knowledge and reading comprehension strategies on\\u000a comprehension, no L2 research exists examining and comparing the unique contributions of these two variables examined together.\\u000a Therefore, the purpose of this exploratory study was to investigate the combined and individual contributions of background\\u000a knowledge and reading comprehension strategies to reading comprehension. Data

Levi McNeil

64

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

65

A Case for the Sentence in Reading Comprehension  

ERIC Educational Resources Information Center

Purpose: This article addresses sentence comprehension as a requirement of reading comprehension within the framework of the narrow view of reading that was advocated in the prologue to this forum. The focus is on the comprehension requirements of complex sentences, which are characteristic of school texts. Method: Topics included in this…

Scott, Cheryl M.

2009-01-01

66

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

67

Second Language Sentence Processing in Reading for Comprehension and Translation  

ERIC Educational Resources Information Center

A self-paced reading and translation task was used with learners of English as a second language (L2) to explore what sorts of information L2 learners use during online comprehension compared to native speakers, and how task (reading for comprehension vs. translation) and proficiency affect L2 comprehension. Thirty-six Korean native speakers of…

Lim, Jung Hyun; Christianson, Kiel

2013-01-01

68

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

69

High and Low Reading Comprehension Achievers' Strategic Behaviors and Their Relation to Performance in a Reading Comprehension Situation  

Microsoft Academic Search

This study aimed at investigating the actual strategic behaviors of high and low achievers in reading comprehension and their relation with respective performance. The participants were 45 individually examined third graders, 20 high and 25 low reading comprehension achievers. Cognitive, metacognitive, and motivational aspects of the participants' strategic behaviors during text comprehension was directly recorded by two observers by means

Irini Dermitzaki; Georgia Andreou; Violetta Paraskeva

2008-01-01

70

Contribution of Morphological Awareness to Second-Language Reading Comprehension  

ERIC Educational Resources Information Center

This study investigates the contribution of second-language (L2) morphological awareness to foreign language reading comprehension. Tenth graders (n = 188) at a South Korean high school were assessed on 6 reading- and language-related variables: phonological decoding, listening comprehension, vocabulary knowledge, passage-level reading

Jeon, Eun Hee

2011-01-01

71

Investigating the causes of reading comprehension failure: The comprehension-age match design  

Microsoft Academic Search

The reading-level (or reading-age) match design has become a widely-used tool for investigating the possible direction of the relation between particular skills and word reading ability: Cause or consequence. This paper outlines an analogous method for identifying can- didate causes of reading comprehension failure, the 'comprehension-age match design' and discusses the strengths and limitations of this design.

KATE CAIN; JANE OAKHILL; PETER BRYANT

2000-01-01

72

Comparison of the Efficiency of Reading Comprehension Strategies on Iranian University Students' Comprehension  

ERIC Educational Resources Information Center

Knowledge of the strategies used by English as a foreign language (EFL) or second language (ESL) readers can help instructors teach these techniques and thereby enhance their students' reading comprehension. The present study compared three categories of reading comprehension strategies (metacognitive, cognitive, and socio-affective) to determine…

Fotovatian, Sepideh; Shokrpour, Nasrin

2007-01-01

73

Improving Reading Comprehension by Predicting, Monitoring Comprehension, Remediation, and Personal Response Strategies.  

ERIC Educational Resources Information Center

This report describes a program for improving inconsistent reading comprehension. The targeted population consisted of first, third, and fifth grade classrooms in a diverse middle class community located in Illinois. The problems of low academic achievement were documented through teacher observation, reading comprehension test scores, and low…

Jacobucci, Leanne; Richert, Judy; Ronan, Susan; Tanis, Ariana

74

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

75

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

76

Improving Reading Comprehension through Higher-Order Thinking Skills  

ERIC Educational Resources Information Center

This action research project report documents the action research project that was conducted to improve reading comprehension with second grade and third grade students. The teacher researchers intended to improve reading comprehension by using higher-order thinking skills such as predicting, making connections, visualizing, inferring,…

McKown, Brigitte A.; Barnett, Cynthia L.

2007-01-01

77

Accessibility of Segmented Reading Comprehension Passages for Students with Disabilities  

ERIC Educational Resources Information Center

This study explores factors that affect the accessibility of reading comprehension assessments for students with disabilities in grade 8 public school classrooms. The study consisted of assessing students using reading comprehension passages that were broken down into shorter "segments" or "chunks" in order to assess the validity and effectiveness…

Abedi, Jamal; Kao, Jenny C.; Leon, Seth; Mastergeorge, Ann M.; Sullivan, Lisa; Herman, Joan; Pope, Rita

2010-01-01

78

The Association between Mathematical Word Problems and Reading Comprehension  

ERIC Educational Resources Information Center

This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9-10 (Grade 4). The children's text comprehension and mathematical word problem-solving performance was tested. Technical reading skills were investigated in order to categorise participants as…

Vilenius-Tuohimaa, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2008-01-01

79

The Impact of Analogy on L3 Reading Comprehension  

ERIC Educational Resources Information Center

Little research has been conducted to investigate the effect of analogy on third language (L3, hereafter) reading comprehension though some experts believe that it has facilitating and debilitating effects on L1 and L2 respectively. This article explores the effect of analogies on reading comprehension of expository texts by students of English as…

Karami, Hossein; Nodoushan, Mohammad Ali Salmani

2014-01-01

80

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 other…

Nergis, Aysegul

2013-01-01

81

Correlates of Early Reading Comprehension Skills: A Componential Analysis  

ERIC Educational Resources Information Center

This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills,…

Babayigit, Selma; Stainthorp, Rhona

2014-01-01

82

Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children  

ERIC Educational Resources Information Center

Purpose: Inference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between…

Tang, Ivy N. Y.; To, Carol K. S.; Weekes, Brendan S.

2013-01-01

83

The Effect of Text Types on Reading Comprehension  

ERIC Educational Resources Information Center

Aim of this study is to determine the effect of narrative and informative text types on Reading Comprehension levels of Primary Education 4th and 5th grade students. Application was fulfilled in 2011-2012 academic year with 134 students in a primary education school in Province Kirsehir. Reading comprehension tests prepared according to text types…

Sahin, Ayfer

2013-01-01

84

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

85

Accountable Talk in Reading Comprehension Instruction. CSE Technical Report 670  

ERIC Educational Resources Information Center

This study examined the relationship between the quality of classroom talk and academic rigor in reading comprehension lessons. In addition, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data were collected as a part of the Instructional Quality Assessment (IQA) pilot. The IQA is a…

Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.

2006-01-01

86

Accessibility of Segmented Reading Comprehension Passages for Students with Disabilities  

Microsoft Academic Search

This study explores factors that affect the accessibility of reading comprehension assessments for students with disabilities in grade 8 public school classrooms. The study consisted of assessing students using reading comprehension passages that were broken down into shorter “segments” or “chunks” in order to assess the validity and effectiveness of segmenting and the reliability of assessment in segmenting. The results

Jamal Abedi; Jenny C. Kao; Seth Leon; Ann M. Mastergeorge; Lisa Sullivan; Joan Herman; Rita Pope

2010-01-01

87

Mining Student Behavior Patterns in Reading Comprehension Tasks  

ERIC Educational Resources Information Center

Reading comprehension is critical in life-long learning as well as in the workplace. In this paper, we describe how multidimensional k-means clustering combined with Bloom's Taxonomy can be used to determine positive and negative cognitive skill sets with respect to reading comprehension tasks. This information could be used to inform environments…

Peckham, Terry; McCalla, Gord

2012-01-01

88

Uneven profiles: Language minority learners' word reading, vocabulary, and reading comprehension skills  

Microsoft Academic Search

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

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

89

Role of Reading Engagement in Mediating Effects of Reading Comprehension Instruction on Reading Outcomes  

ERIC Educational Resources Information Center

The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for…

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

2008-01-01

90

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

91

Effects of Two Comprehension Treatments in a College Reading Laboratory.  

ERIC Educational Resources Information Center

To compare the effects of two different comprehension treatments on the reading of university students enrolled in a developmental reading laboratory, 74 students were administered pretests measuring reading achievement and reading attitudes and were given five weeks of instruction in text organizing strategies and vocabulary development. After…

Heerman, Charles E.

92

An Investigation of Reading Comprehension at the Primary Level.  

ERIC Educational Resources Information Center

This report describes a program that will improve reading comprehension. The targeted population consists of second grade students at a rural northwestern Illinois school. Evidence for the existence of reading problems included daily teacher observations, student reading surveys, and assessments that indicated the level of student reading

Johns, Wendi; Peterson, Gina; Spivey, Lisa

93

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

94

Teaching Text Structure To Improve Reading Comprehension.  

ERIC Educational Resources Information Center

This article discusses how to teach children with mild disabilities to identify the five different types of expository text structures: main idea, list, order, compare/contrast, and classification. It then explains a strategy for each text structure type that can be taught to children to improve comprehension in content area classes. (Contains…

Bakken, Jeffrey P.; Whedon, Craig K.

2002-01-01

95

An Analysis of the Linguistic and Reading Comprehension Abilities of Severely Reading Disabled School Aged Children.  

ERIC Educational Resources Information Center

The study utilized standardized testing procedures to identify the reading comprehension and verbal language characteristics of 12 fourth and fifth grade disabled readers. Reading comprehension was assessed with a standardized test of reading comprehension. Verbal language was assessed with a standardized test of verbal language. Descriptive,…

Tracy, John Michael

96

Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?  

ERIC Educational Resources Information Center

In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word…

Kim, Young-Suk; Park, Chea Hyeong; Wagner, Richard K.

2014-01-01

97

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 reading

Palmer, Mary Leonard

2010-01-01

98

The Role of Reading Time Complexity and Reading Speed in Text Comprehension  

ERIC Educational Resources Information Center

Reading speed is commonly used as an index of reading fluency. However, reading speed is not a consistent predictor of text comprehension, when speed and comprehension are measured on the same text within the same reader. This might be due to the somewhat ambiguous nature of reading speed, which is sometimes regarded as a feature of the reading

Wallot, Sebastian; O'Brien, Beth A.; Haussmann, Anna; Kloos, Heidi; Lyby, Marlene S.

2014-01-01

99

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

100

Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?  

ERIC Educational Resources Information Center

The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling nine cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts:…

Spencer, Mercedes; Quinn, Jamie M.; Wagner, Richard K.

2014-01-01

101

Reading comprehension and syntactic responses in good and poor readers  

Microsoft Academic Search

Examined sentence comprehension and the use of syntactic cues during silent reading. A disabled group, an old normal group, and a young normal group (n = 12 each) were given a meaningful sentence selection task. Disabled readers were inferior to both normal control groups (p < .01) in comprehension of materials for which they possessed adequate sight vocabulary. Young normals

John T. Guthrie

1973-01-01

102

EFFECTS OF MAPPING STRATEGIES ON READING COMPREHENSION AND WRITING PERFORMANCE  

Microsoft Academic Search

Three studies were conducted to examine the extent to which mapping strategies used in conjunction with basal reader stories enhanced the comprehension and writing performance of fifth-grade students. In Experiment 1, significant differences on a reading comprehension measure were found in favor of a group receiving key concept mapping strategies when compared to a control group, but no differences were

Doris L. Prater; C. Ann Terry

1988-01-01

103

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

104

Reader and Text Factors in Reading Comprehension Processes  

ERIC Educational Resources Information Center

The effects of epistemic beliefs and text structure on cognitive processes during comprehension of scientific texts were investigated. On-line processes were measured using think-aloud (Experiment 1) and reading time (Experiment 2) methodologies. Measures of off-line comprehension, prior knowledge and epistemic beliefs were obtained. Results…

Kendeou, Panayiota; Muis, Krista R.; Fulton, Sandra

2011-01-01

105

Schema Theory, Linguistic Theory, and Representations of Reading Comprehension.  

ERIC Educational Resources Information Center

Two research areas, schema theory and linguistic theory, are described which have contributed to theories about language comprehension. Models of language comprehension conceptualized by Roger Schank, Carl Frederiksen, and Walter Kintsch are discussed in relation to the research and evaluated for practical use in reading instruction. (Author/PP)

Richgels, Donald J.

1982-01-01

106

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

107

Conceptual Change, Text Comprehension and Eye Movements during Reading  

ERIC Educational Resources Information Center

In the two studies presented in this article, we examine the interplay of conceptual change, text comprehension, and eye-movements during reading and develop and test methods suitable for such explorations. In studies 1 and 2, university students (N = 15 and 23) read a text on photosynthesis, explained their reading processes retrospectively cued…

Penttinen, Marjaana; Anto, Erkki; Mikkilä-Erdmann, Mirjamaija

2013-01-01

108

Working memory and updating processes in reading comprehension  

Microsoft Academic Search

In this study, we examine the relation between reading comprehension ability and success in working memory updating tasks.\\u000a Groups of poor and good comprehenders, matched for logical reasoning ability, but different in reading comprehension ability,\\u000a were administered various updating tasks in a series of experiments. In the first experiment, the participants were presented\\u000a with lists of words, the length of

Paola Palladino; Cesare Cornoldi; Rossana De Beni; Francesca Pazzaglia

2001-01-01

109

The association between mathematical word problems and reading comprehension  

Microsoft Academic Search

This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9–10 (Grade 4). The children’s text comprehension and mathematical word problem?solving performance was tested. Technical reading skills were investigated in order to categorise participants as good or poor readers. The results showed that performance on maths word problems was

Kaisa Aunola

2008-01-01

110

The role of reading time complexity and reading speed in text comprehension.  

PubMed

Reading speed is commonly used as an index of reading fluency. However, reading speed is not a consistent predictor of text comprehension, when speed and comprehension are measured on the same text within the same reader. This might be due to the somewhat ambiguous nature of reading speed, which is sometimes regarded as a feature of the reading process, and sometimes as a product of that process. We argue that both reading speed and comprehension should be seen as the result of the reading process, and that the process of fluent text reading can instead be described by complexity metrics that quantify aspects of the stability of the reading process. In this article, we introduce complexity metrics in the context of reading and apply them to data from a self-paced reading study. In this study, children and adults read a text silently or aloud and answered comprehension questions after reading. Our results show that recurrence metrics that quantify the degree of temporal structure in reading times yield better prediction of text comprehension compared to reading speed. However, the results for fractal metrics are less clear. Furthermore, prediction of text comprehension is generally strongest and most consistent across silent and oral reading when comprehension scores are normalized by reading speed. Analyses of word length and word frequency indicate that the observed complexity in reading times is not a simple function of the lexical properties of the text, suggesting that text reading might work differently compared to reading of isolated word or sentences. PMID:24999710

Wallot, Sebastian; O'Brien, Beth A; Haussmann, Anna; Kloos, Heidi; Lyby, Marlene S

2014-11-01

111

Clarifying Linguistic Comprehension in the Simple View of Reading: The Influence of Word-, Sentence-, and Discourse-Level Linguistic Skills on Reading Comprehension  

ERIC Educational Resources Information Center

There are a high number of students who struggle with reading comprehension beyond the primary grades and understanding the skills involved in successful reading comprehension continues to be a topic of investigation. The Simple View of Reading (SVR) is a viable theory of reading that suggests reading comprehension results from developing skills…

Santoro, Julie Kay

2012-01-01

112

Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension among Chinese Learners of English  

ERIC Educational Resources Information Center

This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

2012-01-01

113

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

114

Is Oral/Text Reading Fluency a “Bridge” to Reading Comprehension?  

PubMed Central

In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency.

Kim, Young-Suk Grace; Park, Chea Hyeong; Wagner, Richard K.

2015-01-01

115

How Does Speed and Accuracy in Reading Relate to Reading Comprehension in Arabic?  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the potential contribution of decoding efficiency to the development of reading comprehension among skilled adult native Arabic speakers. In addition, we tried to investigate the influence of Arabic vowels on reading accuracy, reading speed, and therefore to reading comprehension. Seventy-five Arabic…

Abu-Leil, Aula Khateeb; Share, David L.; Ibrahim, Raphiq

2014-01-01

116

READING COMPREHENSION TEST (60 MINUTES-including the reading of the directions and examples)  

E-print Network

READING COMPREHENSION TEST (60 MINUTES-including the reading of the directions and examples) No dictionaries allowed DIRECTIONS AND EXAMPLES In this test you will read seven passages. Each one is followed

Vásquez, Carlos

117

Reading Comprehension, Learning Styles, and Seventh Grade Students  

ERIC Educational Resources Information Center

Reading is a basic life skill. Unfortunately, in 2007, only 29% of all eighth graders were able to comprehend at or above a proficient reading comprehension level. Sensory learning styles (kinesthetic, tactile, auditory, and visual) affect the way that students prefer to learn and the areas in which they will have difficulty learning. This study…

Williams, Judy

2010-01-01

118

RC-MAPS: Bridging the Comprehension Gap in EAP Reading  

ERIC Educational Resources Information Center

In academic environments, reading is assigned not simply to transmit information; students are required to take the information, and based on the task set by the instructor, assess, analyze, and critique it on the basis of personal experiences, prior knowledge, and other readings (Grabe, 2009). Thus text-based comprehension (Kintsch, 1998) alone…

Sterzik, Angela Meyer; Fraser, Carol

2012-01-01

119

Using Top-Down Skills to Increase Reading Comprehension.  

ERIC Educational Resources Information Center

This paper discusses how to change English-as-a-Second-Language reading instruction within Japanese senior high schools into communication, or interaction between students and the text. It focuses on the use of top-down skills to increase reading comprehension, noting that Japanese teachers tend to naturally emphasize bottom-up skills and neglect…

Nagao, Hirotaka

120

Incidence of Executive Functions on Reading Comprehension Performance in Adolescents  

ERIC Educational Resources Information Center

Introduction: Reading comprehension is a complex cognitive skill that has been associated with executive functions such as working memory (WM) and inhibition. Given that the development of these abilities continues through late adolescence, this study seeks to explore the role that both processes play with respect to varying levels of reading

Demagistri, Maria Silvina; Richards, Maria Marta; Canet Juric, Lorena

2014-01-01

121

Relationship between single word decoding and reading comprehension skill  

Microsoft Academic Search

Conducted a study with 64 3rd and 5th graders from a predominantly White, working-class neighborhood. Ss classified as skilled and less skilled in reading comprehension, on the basis of their scores on the Reading Subtest of the Metropolitan Achievement Test, differed in vocalization latencies to single printed words. Overall, vocalization latencies were shorter for the skilled group than the less

Charles A. Perfetti; Thomas Hogaboam

1975-01-01

122

Item Bias in a Test of Reading Comprehension  

Microsoft Academic Search

The possibility that certain features of items on a reading comprehension test may lead to biased esti mates of the reading achievement of particular sub groups of students was investigated. Eight nonover lapping subgroups of students were defined by the combinations of three factors: student grade level (fifth or sixth), income level of the neighborhood in which the school was

Robert L. Linn; Michael V. Levine; C. Nicholas Hastings; James L. Wardrop

1981-01-01

123

EFFECTS OF STRESSING ORAL READING ACCURACY ON COMPREHENSION  

Microsoft Academic Search

Recently, authorities have argued that the traditional demand for accuracy in oral reading may in fact retard comprehension. This study investigates the validity of that argument. Thirty third?grade students of average ability individually read aloud a 109?word passage and immediately retold as much of it as they could remember. Half of the students (the high criterial group) were instructed to

David W. Furniss; Michael F. Graves

1980-01-01

124

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

125

R-WISE: A Learning Environment for Teaching Reading Comprehension.  

ERIC Educational Resources Information Center

R-WISE (Reading and Writing in a Supportive Environment), a computerized package for teaching critical literacy, is described, focusing on its use in developing reading comprehension. The program eases demands on short-term memory, highlights strategically important aspects of comprehending text, guides internalization and self-initiation of…

Carlson, Patricia A.; Larralde, Veronica

1995-01-01

126

EFL Reading Comprehension, Individual Differences and Text Difficulty  

ERIC Educational Resources Information Center

This study explores the relative contribution to EFL reading comprehension of the following individual-difference variables: prior knowledge, topic interest, linguistic proficiency, gender, reading motivation, and metacognitive awareness. It also investigates the relationship between the aforementioned individual differences and the role of text…

Bilikozen, Neslihan; Akyel, Ayse

2014-01-01

127

Effects of Discourse Structure Graphic Organizers on EFL Reading Comprehension  

ERIC Educational Resources Information Center

This study investigated the effects of a 16-week reading instruction program with discourse structure graphic organizers (DSGOs) on the development of English reading comprehension among college-level English as a Foreign Language (EFL) students. A total of 340 first and third semester students of non-English majors at a Chinese university…

Jiang, Xiangying

2012-01-01

128

A theory of reading: From eye fixations to comprehension  

Microsoft Academic Search

Presents a model of reading comprehension that accounts for the allocation of eye fixations of 14 college students reading scientific passages. The model deals with processing at the level of words, clauses, and text units. Readers made longer pauses at points where processing loads were greater. Greater loads occurred while readers were accessing infrequent words, integrating information from important clauses,

Marcel A. Just; Patricia A. Carpenter

1980-01-01

129

Research on Reading Comprehension Difficulties After Year Four: Actioning Appropriately  

Microsoft Academic Search

About 10%-20% of students in Australian schools experience ongoing literacy problems. Many students exhibit average intelligence and ongoing reading and comprehension difficulties after year four. Their reading problems are not linked to factors such as sensory acuity deficits or socioeconomic disadvantage. Recent research suggests that many of these problems may be related to language difficulties. Other researchers have sought to

Gary Woolley

130

CHILDREN'S READING--SYNTACTIC STRUCTURE AND COMPREHENSION DIFFICULTY. FINAL REPORT.  

ERIC Educational Resources Information Center

THE CONCERN OF THIS STUDY WAS THE EFFECT OF SENTENCES OF VARYING STRUCTURAL COMPLEXITY ON PRIMARY GRADE CHILDREN'S ORAL READING, SILENT READING, AND LISTENING COMPREHENSION. THE AUTHOR PREPARED 36 ONE-SENTENCE "STORIES" WHICH VARIED IN STRUCTURAL COMPLEXITY AS ASSESSED BY THE DEPTH HYPOTHESIS OF STRUCTURAL DEPTH (YNGVE, 1960), SECTOR ANALYSIS OF…

NURSS, JOANNE R.

131

Rethinking Reading Comprehension. Solving Problems in the Teaching of Literacy.  

ERIC Educational Resources Information Center

This practical book grew out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. In the book, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. The book explains research-based ways to plan…

Sweet, Anne Polselli, Ed.; Snow, Catherine E., Ed.

132

The CPT Reading Comprehension Test: A Validity Study.  

ERIC Educational Resources Information Center

Describes a study done at Suffolk County Community College (New York) that assessed the validity of the College Board's Computerized Placement Test in Reading Comprehension (CPT-R) by comparing test results of 1,154 freshmen with the results of the Degree of Power Reading Test. Results confirmed the CPT-R's reliability in identifying basic…

Napoli, Anthony R.; Raymond, Lanette A.; Coffey, Cheryl A.; Bosco, Diane M.

1998-01-01

133

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

134

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

ERIC Educational Resources Information Center

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

Coiro, Julie

2011-01-01

135

The schema strategies in reading comprehension tasks of fourth-grade students with reading difficulties  

Microsoft Academic Search

This mixed method study investigated the schema strategy uses of fourth-grade boys with reading challenges; specifically, their ability to understand text based on two components within schema theory: tuning and restructuring. Based on the reading comprehension scores from the Iowa Test of Basic Skills (Form 2010), four comparison groups were determined: (a) fourthgrade boys with reading comprehension challenges, (b) fourth-grade

Rebeka Chaia Gutkind

2012-01-01

136

A review of research and theory on the relation between oral reading rate and reading comprehension  

Microsoft Academic Search

We review the conceptual and empirical literature on the relation between oral reading rate and reading comprehension. Three lines of conceptual analysis converge on this relation: (a) application of basic behavior analytic principles suggests that fluent decoding should produce better reading comprehension through direct and indirect relations, (b) behavior analytic understanding of the importance of the rate of behavior as

Timothy A. Slocum; Guy Gilberts

1995-01-01

137

Simple View of Reading in Down's Syndrome: The Role of Listening Comprehension and Reading Skills  

ERIC Educational Resources Information Center

Background: According to the "Simple View of Reading" (Hoover and Gough 1990), individual differences in reading comprehension are accounted for by decoding skills and listening comprehension, each of which makes a unique and specific contribution. Aims: The current research was aimed at testing the Simple View of Reading in individuals with…

Roch, Maja; Levorato, M. Chiara

2009-01-01

138

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

139

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

ERIC Educational Resources Information Center

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…

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

2010-01-01

140

Elementary Reading Fluency and Comprehension: Do Laptops Make a Difference?  

ERIC Educational Resources Information Center

This study examined whether a one-to-one laptop program had an effect on the reading-fluency and comprehension scores of fourth- and fifth-grade students over a half-year period. Pre- and post-test scores on the AIMSweb R-CBM fluency and Maze-CBM comprehension tests were collected for 1,048 students attending six diverse, high-poverty elementary…

Bryan, Andrew

2011-01-01

141

Reading Amount as a Mediator of the Effects of Intrinsic and Extrinsic Reading Motivation on Reading Comprehension  

ERIC Educational Resources Information Center

This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph-and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount…

Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah

2013-01-01

142

Comprehension of Written Sentences as a Core Component of Children's Reading Comprehension  

ERIC Educational Resources Information Center

Two experiments were conducted to test the hypothesis that sentence processing is an essential mediatory skill between word recognition and text comprehension in reading. In Experiment 1, a semantic similarity judgement task was used with children from Grade 2 to Grade 9. They had to say whether two written sentences had the same (or very similar)…

Ecalle, Jean; Bouchafa, Houria; Potocki, Anna; Magnan, Annie

2013-01-01

143

Exploring Written Narrative in Children with Poor Reading Comprehension  

Microsoft Academic Search

This study investigated written language production in 10?year?old children with impaired reading comprehension. Despite fluent and accurate reading, these children are poor at understanding what they read. Participants completed a spelling test, and were asked to write an extended narrative, prompted by a series of pictures. Poor comprehenders showed age?appropriate spelling skills, and their narratives did not differ from those

Lucy Cragg; Kate Nation

2006-01-01

144

Improving text comprehension: scaffolding adolescents into strategic reading.  

PubMed

Understanding and learning from academic texts involves purposeful, strategic reading. Adolescent readers, particularly poor readers, benefit from explicit instruction in text comprehension strategies, such as text preview, summarization, and comprehension monitoring, as part of a comprehensive reading program. However, strategies are difficult to teach within subject area lessons where content instruction must take primacy. Speech-language pathologists (SLPs) have the expertise and service delivery options to support middle and high school students in learning to use comprehension strategies in their academic reading and learning. This article presents the research evidence on what strategies to teach and how best to teach them, including the use of explicit instruction, spoken interactions around text, cognitive modeling, peer learning, classroom connections, and disciplinary literacy. The article focuses on how to move comprehension strategies from being teaching tools of the SLP to becoming learning tools of the student. SLPs can provide the instruction and support needed for students to learn and apply of this important component of academic reading. PMID:25633141

Ukrainetz, Teresa A

2015-02-01

145

The Effects of an Integrated Reading Comprehension Strategy: A Culturally Responsive Teaching Approach for Fifth-Grade Students' Reading Comprehension  

ERIC Educational Resources Information Center

The study evaluated the effects of the Integrated Reading Comprehension Strategy on two levels. The Integrated Reading Comprehension Strategy integrated story grammar instruction and story maps, prior knowledge and prediction method, and word webs through a culturally responsive teaching framework; the Integrated Reading Comprehension Strategy…

Bui, Yvonne N.; Fagan, Yvette M.

2013-01-01

146

Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension  

PubMed Central

The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth grade students (N = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for general knowledge and vocabulary. Based on the lexical quality hypothesis (Perfetti, 2007), it was expected that morphological awareness would have a stronger effect on comprehension for children with poor word reading skills, suggesting possible use of morphological awareness for word identification support. Results indicated that neither morphological awareness nor word reading was uniquely associated with reading comprehension when both were included in the model along with vocabulary and general knowledge. Instead, the interaction between word reading and morphological awareness explained significant additional variance in reading comprehension. By probing this interaction, it was determined that the effect of morphological awareness on reading comprehension was significant for the 39% of the sample that had more difficulty reading multisyllabic words), but not for students at the higher end of the multisyllabic word reading continuum. We conclude from these results that the relation between morphological awareness and reading comprehension is moderated by multisyllabic word reading ability, providing support for the lexical quality hypothesis (Perfetti, 2007). Although we have only correlational data, we suggest tentative instructional practices for improving the reading skill of upper elementary struggling readers. PMID:24219914

Gilbert, Jennifer K.; Goodwin, Amanda P.; Compton, Donald L.; Kearns, Devin M.

2013-01-01

147

Cognitive Processes in Reading Comprehension. Final Report.  

ERIC Educational Resources Information Center

Part of a research project designed to develop a theory of the cognitive processes involved in skilled reading by the analysis of the location and duration of eye fixations, this paper concentrates on how eye fixations can be used to determine when encoding, lexical access, parsing, and integration processes are executed and how they are affected…

Carpenter, Patricia A.

148

Reading Comprehension Student Template: Thinking About Text  

NSDL National Science Digital Library

This template is an instructional tool that helps students ask questions, visualize content, and make connections while reading. It was designed for use with nonfiction text and students in grades 2-5. It was designed to be used with the Feature Story, Life on the Ice (Cube), but can be used with other texts as well. It is a PDF that can be copied and distributed to students.

Allen, Tracey; Reeson, Clarissa

149

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

150

Reading the Graphics: What Is the Relationship between Graphical Reading Processes and Student Comprehension?  

ERIC Educational Resources Information Center

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

Norman, Rebecca R.

2012-01-01

151

Assessing Comprehension during Reading with the Reading Strategy Assessment Tool (RSAT)  

ERIC Educational Resources Information Center

Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment of these processes as they operate during reading. This study assessed the viability of the Reading

Magliano, Joseph P.; Millis, Keith K.; Levinstein, Irwin; Boonthum, Chutima

2011-01-01

152

Do First Language Writing and Second Language Reading Equal Second Language Reading Comprehension? An Assessment Dilemma.  

ERIC Educational Resources Information Center

A study focused on enhancing the validity of foreign language (L2) reading comprehension assessment measures. Subjects included 131 cadets (88 beginners and 43 non-beginners) enrolled in French courses at the United States Air Force Academy in Colorado Springs, Colorado. First language (L1) reading comprehension was measured using the…

Brisbois, Judith E.

153

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

154

The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension  

ERIC Educational Resources Information Center

The authors used data from a large, national sample to examine the interaction of various literacy measures among young children with disabilities. Using structural equation modeling, they examined the relationships among measures of phonemic awareness, decoding, vocabulary, and reading comprehension. Child and family factors, including sex,…

Carlson, Elaine; Jenkins, Frank; Li, Tiandong; Brownell, Mary

2013-01-01

155

Exploring language teachers’ practical knowledge about teaching reading comprehension  

Microsoft Academic Search

The focus of this study was language teachers’ practical knowledge with respect to the teaching of reading comprehension to 16 to 18-year-old students. Based on the assumption that teachers are professionals, an attempt was made to define their shared knowledge. However, the results revealed such a wide diversity in teachers’ practical knowledge that, instead of defining the shared knowledge, a

Paulien C. Meijer; Nico Verloop; Douwe Beijaard

1999-01-01

156

The New Literacies of Online Reading Comprehension: Future Directions  

ERIC Educational Resources Information Center

Research in four areas has the potential to dramatically improve how practitioners address the challenges of integrating digital texts and tasks into their literacy curriculum. Advances in defining and measuring key components of online reading comprehension are rapidly emerging. In addition, instructional models, such as Internet reciprocal…

Coiro, Julie

2012-01-01

157

Developmental and Instructional Analyses of Children's Metacognition and Reading Comprehension  

Microsoft Academic Search

Children's understanding of their own cognitive skills, or metacognition, has been hypothesized to play a major role in learning and development. In this study, we examine the developing relation between children's metacognition and reading comprehension. Children in third- and fifth-grade classes were given an experimental curriculum, Informed Strategies for Learning (ISL), designed to increase their awareness and use of effective

David R. Cross; Scott G. Paris

1988-01-01

158

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

159

Developmental Relationships between Reading Comprehension and Deductive Reasoning  

Microsoft Academic Search

A reading comprehension test and a deductive reasoning test were administered to 720 students in Grades 5 through 8. Each item on the deductive reasoning test consisted of a prose passage containing the premises of a basic logical rule and a question that required students to evaluate a conclusion drawn from these premises. Students' scores on the deductive reasoning test

James J. Roberge; Patricia A. Craven

1982-01-01

160

Reading Comprehension Programs in a Statistical-Language-Processing Class  

Microsoft Academic Search

We present-some new results for the reading comprehension task described in (3) that im- prove on the best published results - from 36% in (3) to 41% (the best of the systems described herein). We discuss a variety of techniques that tend to give small improve- ments, ranging from the fairly simple (give verbs more weight in answer selection) to

Eugene Charniak; Yasemin Altun; Rodrigo de Salvo; Benjamin Garrett Braz; Margaret Kosmala; Tomer Moscovich; Lixin Pang; Changhee Pyo; Ye Sun; Wei Wy; Zhongfa Yang; Shawn Zeller; Lisa Zorn

2000-01-01

161

Stepping Stones: Guided Questioning in Teaching Reading Comprehension.  

ERIC Educational Resources Information Center

Presents excerpts from a discussion in an English-as-a-Second-Language classroom to illustrate the role of group discussion in assessing reading comprehension and shaping realizations through a type of scaffolded instruction. Discusses the "stepping stones" technique with a classroom transcript illustrating its use. (nine references) (Author/CK)

Winer, Lise; Benson, Scott

1997-01-01

162

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

163

Effects of Reciprocal Teaching Strategies on Reading Comprehension  

ERIC Educational Resources Information Center

Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. This article discusses how "reciprocal teaching strategies" could help low-proficiency Sixth-Form students improve their…

Choo, Tan Ooi Leng; Eng, Tan Kok; Ahmad, Norlida

2011-01-01

164

Activity and Imagined Activity Can Enhance Young Children's Reading Comprehension  

ERIC Educational Resources Information Center

The Indexical Hypothesis suggests a new method for enhancing children's reading comprehension. Young readers may not consistently "index," or map, words to the objects the words represent. Consequently, these readers fail to derive much meaning from the text. The instructional method involves manipulating toy objects referred to in the text (e.g.,…

Glenberg, Arthur M.; Gutierrez, Tiana; Levin, Joel R.; Japuntich, Sandra; Kaschak, Michael P.

2004-01-01

165

Effects of Three Questioning Strategies on EFL Reading Comprehension.  

ERIC Educational Resources Information Center

This study investigated the effects of three classroom questioning strategies on the reading comprehension of learners of English as a Foreign Language (EFL). Subjects were 86 first-year EFL students in the school of education of Suez Canal University (Egypt), randomly assigned to three treatment groups. The same instructor taught the three groups…

El-Koumy, Abdel Salam A.

166

Gender Effect on Reading Comprehension with Korean EFL Learners  

ERIC Educational Resources Information Center

This paper examines the effect of gender on English reading comprehension for Korean EFL (English as a Foreign Language) learners. The gender effect was measured using a DIF (Differential Item Functioning) methodology. Specifically, gender DIF was investigated for a random sample of 14,000 Korean examinees (7,000 males and 7,000 females) who took…

Pae, Tae-Il

2004-01-01

167

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

168

Children's Inferential Comprehension of Pragmatic Causal Relations in Reading.  

ERIC Educational Resources Information Center

A study investigated the separate and combined effects of the syntactic organization of the sentence, the contextual framework in which a message is embedded, and the readers' past experiences on children's inferential reading comprehension of pragmatic cause/effect statements. The subjects, 144 fourth grade students, were asked to specify the…

Morgan, Argiro Louchis

169

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

170

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

171

The Correlation of IQ and Emotional Intelligence with Reading Comprehension  

ERIC Educational Resources Information Center

The aim of this study was to determine the impact of both IQ and emotional intelligence on reading comprehension in Iran. Forty-five EFL college students from Payame Noor University of Gonbad and Azad University of Gorgan participated in this study. Three independent tests were administrated, including Bar-On's emotional intelligence…

Ghabanchi, Zargham; Rastegar, Rabe'e

2014-01-01

172

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 with…

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

2011-01-01

173

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

174

Assessing Comprehension During Reading with the Reading Strategy Assessment Tool (RSAT).  

PubMed

Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment of these processes as they operate during reading. This study assessed the viability of the Reading Strategy Assessment Tool (RSAT), which is an automated computer-based reading assessment designed to measure readers' comprehension and spontaneous use of reading strategies while reading texts. In the tool, readers comprehend passages one sentence at a time, and are asked either an indirect ("What are your thoughts regarding your understanding of the sentence in the context of the passage?") or direct (e.g., why X?) question after reading each pre-selected target sentence. The answers to the indirect questions are analyzed on the extent that they contain words associated with comprehension processes. The answers to direct questions are coded for the number of content words in common with an ideal answer, which is intended to be an assessment of emerging comprehension. In the study, the RSAT approach was shown to predict measures of comprehension comparable to standardized tests. The RSAT variables were also shown to correlate with human ratings. The results of this study constitute a "proof of concept" and demonstrate that it is possible to develop a comprehension skills assessment tool that assesses both comprehension and comprehension strategies. PMID:23901332

Magliano, Joseph P; Millis, Keith K; Levinstein, Irwin

2011-08-01

175

Assessing Comprehension During Reading with the Reading Strategy Assessment Tool (RSAT)  

PubMed Central

Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment of these processes as they operate during reading. This study assessed the viability of the Reading Strategy Assessment Tool (RSAT), which is an automated computer-based reading assessment designed to measure readers’ comprehension and spontaneous use of reading strategies while reading texts. In the tool, readers comprehend passages one sentence at a time, and are asked either an indirect (“What are your thoughts regarding your understanding of the sentence in the context of the passage?”) or direct (e.g., why X?) question after reading each pre-selected target sentence. The answers to the indirect questions are analyzed on the extent that they contain words associated with comprehension processes. The answers to direct questions are coded for the number of content words in common with an ideal answer, which is intended to be an assessment of emerging comprehension. In the study, the RSAT approach was shown to predict measures of comprehension comparable to standardized tests. The RSAT variables were also shown to correlate with human ratings. The results of this study constitute a “proof of concept” and demonstrate that it is possible to develop a comprehension skills assessment tool that assesses both comprehension and comprehension strategies. PMID:23901332

Magliano, Joseph P.; Millis, Keith K.; Levinstein, Irwin

2011-01-01

176

Children’s Reading Comprehension and Oral Reading Fluency in Easy Text  

Microsoft Academic Search

This study explored third-graders’ oral reading fluency (ORF) in easy text in relation to their third- and fourth-grade reading\\u000a comprehension. It also examined the children’s performance on two different measures of text exposure, a self-report questionnaire\\u000a and a title-recognition test. Although third-graders’ ORF related significantly to their reading comprehension, oral language\\u000a comprehension accounted for most of the variance in reading

Louise Spear-Swerling

2006-01-01

177

Reading Comprehension of Flemish Deaf Children in Belgium: Sources of Variability in Reading Comprehension after Cochlear Implantation  

ERIC Educational Resources Information Center

This paper reports the results of two studies of reading comprehension of Flemish children in Belgium. In the northern part of Belgium (Flanders), Dutch is the official language. The Dutch-speaking inhabitants of Flanders are called Flemish. Dutch is also the national language of the Netherlands. Despite both groups using Dutch, cultural…

van der Kant, Anne; Vermeulen, Anneke; De Raeve, Leo; Schreuder, Robert

2010-01-01

178

Syntactic priming without lexical overlap in reading comprehension.  

PubMed

Syntactic priming without lexical overlap is well-documented in language production. In contrast, reading-time comprehension studies, which typically use locally ambiguous sentences, generally find syntactic priming only with lexical overlap. This asymmetry has led some researchers to propose that distinct mechanisms underlie the comprehension and production of syntactic structure. Instead, we propose that methodological differences in how priming is assessed are largely responsible for the asymmetry: in comprehension, lexical biases in a locally ambiguous target sentence may overwhelm the influence of syntactic priming effects on a reader's interpretation. We addressed these issues in a self-paced reading study by (1) using target sentences containing global attachment ambiguities, (2) examining a syntactic structure which does not involve an argument of the verb, and (3) factoring out the unavoidable lexical biases associated with the target sentences in a mixed-effects regression model. Under these conditions, syntactic priming affected how ambiguous sentences were parsed, and facilitated reading times when target sentences were parsed using the primed structure. This resolves discrepancies among previous findings, and suggests that the same mechanism underlies syntactic priming in comprehension and production. PMID:25102605

Kim, Christina S; Carbary, Kathleen M; Tanenhaus, Michael K

2014-06-01

179

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

180

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

181

Pictures, Titles, Reading Accuracy and Reading Comprehension: a research review (1973?95)  

Microsoft Academic Search

For which readers and texts are different types of Pictures and\\/or Titles ‘worth a thousand words'? Pictures and Titles are extensively used in reading materials under the assumption that they enhance individuals’ motivation for reading, and that they also facilitate reading. This paper presents findings from studies into the effects of Pictures and\\/or Titles on the reading and comprehension of

Diamanto Filippatou; Peter D. Pumfrey

1996-01-01

182

Effectiveness of Corrective Reading on Reading Comprehension and Fluency in At-Risk Students  

ERIC Educational Resources Information Center

One of the greatest predictors and characteristics of a high school dropout has been poor reading skills. Students with low achievement levels in reading by the end of third grade are at greater risk of becoming a dropout. The study sought to determine whether the Corrective Reading Program impacted reading comprehension and fluency skills of…

Weaver, Barbara Jean Alexander

2012-01-01

183

Ways of reading: How knowledge and use of strategies are related to reading comprehension  

Microsoft Academic Search

Two studies investigated whether there is a direct relation between children' s reading comprehension, their knowledge about the goals and processes of reading, and their skill in applying such knowledge. An interview revealed that less skilled comprehen- ders differed from same-age skilled comprehenders in their knowledge about reading and reading strategies, but they did not differ signié cantly from a

Kate Cain

1999-01-01

184

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

185

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

186

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

187

The role of assembled phonology in reading comprehension.  

PubMed

The contribution of assembled phonology to phonological effects in reading comprehension was assessed. In Experiment 1, subjects judged the acceptability of sentences with regular, exception, and nonword homophone substitutions and orthographic controls. Significantly more errors occurred to sentences with regular-word homophones than to exception words, and error rates for nonword homophones were low and not significant. Experiment 2 showed that this was not due to differences in the sentence frames. In Experiment 3, the subjects judged as unacceptable those sentences containing an exception word that sounded correct when read according to spelling-to-sound rules. Significantly higher error rates occurred only for low-frequency exception words. Experiment 4 showed that task conditions affect semantic-categorization error rates for nonword homophones. These results indicate that both assembled and addressed phonology contribute to sentence and word comprehension, but the low error rate for nonwords suggests that an early lexical check may be applied. PMID:1895949

Coltheart, V; Avons, S E; Masterson, J; Laxon, V J

1991-07-01

188

Effects of Orthographic Depth on Literacy Performance: Reading Comprehension Difficulties Across Languages  

E-print Network

factor in reading comprehension for this group is whether orgroups (Hemphill &Vanneman, 2011). Reading comprehensionreading comprehension scores than students with complete data in all countries, datasets, and language groups.

McClung, Nicola Ann

2012-01-01

189

Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension  

ERIC Educational Resources Information Center

The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth-grade students ("N" = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for…

Gilbert, Jennifer K.; Goodwin, Amanda P.; Compton, Donald L.; Kearns, Devin M.

2014-01-01

190

Print Exposure as a Predictor of Word Reading and Reading Comprehension in Disabled and Nondisabled Readers  

Microsoft Academic Search

The relation of print exposure, measured by a revised version of Cunningham and Stanovich's (1990) Title Recognition Test (TRT), to word reading and reading comprehension was examined in disabled and nondisabled readers, Grades 5–9. In disabled readers, the TRT was a significant predictor of word reading when phonological skill was accounted for but not when orthographic ability was added to

Catherine McBride-Chang; Franklin R. Manis; Mark S. Seidenberg; Rebecca G. Custodio; Lisa M. Doi

1993-01-01

191

The Effect of Reading with a Partner and Participating in a Literature Discussion on Reading Comprehension.  

ERIC Educational Resources Information Center

The purpose of this study was to determine if reading with a buddy and participating in a literature discussion would have an effect on reading comprehension achievement. For six weeks, seven pairs of third grade students met three times a week to read assigned material and participate in small group literature discussions to construct meaning and…

Bower, Nancy L.

192

Improving Reading Comprehension of At-Risk High-School Students: The ART of Reading Program  

ERIC Educational Resources Information Center

Participants (115 low-socioeconomic-status [SES], inner-city, high-school students) were exposed to three reading conditions: (1) a control condition in which students silently read brief selected passages; (2) an experimental condition in which students were prompted to perform a three-part (Ask, Read, and Tell [ART]) comprehension enhancement…

McCallum, R. Steve; Krohn, Katherine R.; Skinner, Christopher H.; Hilton-Prillhart, Angela; Hopkins, Michael; Waller, Steven; Polite, Fritz

2011-01-01

193

Reading Linear Texts on Paper versus Computer Screen: Effects on Reading Comprehension  

ERIC Educational Resources Information Center

Objective: To explore effects of the technological interface on reading comprehension in a Norwegian school context. Participants: 72 tenth graders from two different primary schools in Norway. Method: The students were randomized into two groups, where the first group read two texts (1400-2000 words) in print, and the other group read the same…

Mangen, Anne; Walgermo, Bente R.; Bronnick, Kolbjorn

2013-01-01

194

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

195

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

196

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

197

Substance Dependency's Effect on Reading Decoding and Comprehension: Reading Decoding and Comprehension Levels as Indicators of Brain Dysfunctioning with Ramifications for Traditional Rehabilitation Programming.  

ERIC Educational Resources Information Center

This paper discusses the outcomes of a study that investigated the effects of substance dependency on the reading decoding and comprehension of 497 adolescents (ages 12-18) involved in an inpatient drug and alcohol rehabilitation program. The first part of the study involved the formal assessment of reading decoding and reading comprehension

Schadler, Debbie E.

198

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

ERIC Educational Resources Information Center

In the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency…

Kim, Young-Suk; Wagner, Richard K.; Foster, Elizabeth

2011-01-01

199

Using a New Reading Comprehension Assessment to Measure Discourse Representations and Identify Types of Comprehenders  

ERIC Educational Resources Information Center

Many researchers focus on assessing the cognitive components of reading comprehension. However, researchers are challenged to find the best way to measure the cognitive components of reading comprehension because many reading comprehension assessments differ in terms of format (i.e., cloze, multiple-chose, open-ended); presentation (i.e., print);…

Carlson, Sarah; Seipel, Ben; McMaster, Kristen

2011-01-01

200

Toward Unobtrusive Measurement of Reading Comprehension Using Low-Cost EEG  

E-print Network

Toward Unobtrusive Measurement of Reading Comprehension Using Low-Cost EEG Yueran Yuan, Kai, PA 1 706 267 7370 yuerany@andrew.cmu.edu ABSTRACT Assessment of reading comprehension can be costly and obtrusive. In this paper, we use inexpensive EEG to detect reading comprehension of readers in a school

201

Improving early reading comprehension using embodied Arthur M. Glenberg Andrew B. Goldberg  

E-print Network

Improving early reading comprehension using embodied CAI Arthur M. Glenberg Ã? Andrew B. Goldberg Ã? Springer Science+Business Media B.V. 2009 Abstract An embodied approach to reading comprehension suggests- relevant images as an educational technology for enhancing early reading comprehension. The findings also

Zhu, Xiaojin "Jerry"

202

Predictors of Reading Comprehension in Children with Cerebral Palsy and Typically Developing Children  

Microsoft Academic Search

Predictors of reading comprehension were evaluated in 41 children with cerebral palsy and 74 typically developing children between the ages of 6 and 12 years. Regression analyses were conducted to determine the relative contributions of measures of phonemic awareness, receptive vocabulary, and general reasoning to variance in reading comprehension. All three independent variables were statistically significant predictors of reading comprehension

Shana Asbell; Jacobus Donders; Marie Van Tubbergen; Seth Warschausky

2010-01-01

203

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

Microsoft Academic Search

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 fourth-grade English-language learners (ELLs). In the contextualized vocabulary instruction (CVI) framework, four reading comprehension strategies were integrated with two

Ana Taboada; Vanessa Rutherford

2011-01-01

204

Effects of Direct Instruction on the Reading Comprehension of Students with Autism and Developmental Disabilities  

ERIC Educational Resources Information Center

This study investigated effects of a Direct Instruction reading comprehension program implemented with students with autism spectrum disorders (ASD) and developmental disabilities (DD). There is little research in the area of reading comprehension for students with ASD and no research as to the effectiveness of reading comprehension Direct…

Flores, Margaret M.; Ganz, Jennifer B.

2009-01-01

205

The Reading Comprehension Strategies of Second Language Learners: A Spanish-English Study  

ERIC Educational Resources Information Center

Reading comprehension of school-aged students is an important topic of research; however, research on the reading comprehension of adult foreign/second language learners whose first language is English is limited, especially studies investigating the reading comprehension strategies that readers of different proficiency levels use when they…

Acosta Caballero, Karen Anelice

2012-01-01

206

Reading comprehension in French 1st and 2nd grade children: Contribution of decoding and language comprehension  

Microsoft Academic Search

This paper reports a study conducted with French first-grade and second-grade children (mean age: 6;8 and 7;8 respectively).\\u000a The first aim was to re-examine the Gough and Tunmer’s (1986) Simple View in assessing the specific contribution of decoding\\u000a ability and language comprehension to reading comprehension. The second one was to analyse the difficulties of children in\\u000a reading comprehension. Reading and

Hakima Megherbi; Alix Seigneuric; Marie-France Ehrlich

2006-01-01

207

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

208

The Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension  

PubMed Central

This study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting reading comprehension as a function of student reading fluency level and to compare the screening accuracy of these score types in predicting student reading comprehension. The results revealed that the relation between oral reading fluency and reading comprehension varied as a function of students' oral reading fluency and that different score types had varying predictive validity for year-end reading comprehension. The mean of all three passages demonstrated a marginally better balance in screening efficiency from September to December of grade one (especially for low-performing students), whereas in grades two and three, the median score was the best predictor. Furthermore, across all grades, increasing reading rates were observed for the three administered passages within an assessment period. The observed patterns mimicked previous experimental studies (Francis et al., 2008; Jenkins, Graff, & Miglioretti, 2009), suggesting that practice effects are an important consideration in the administration of multiple passages assessing oral reading fluency. PMID:21215838

Petscher, Yaacov; Kim, Young-Suk

2015-01-01

209

Conceptual Change, Text Comprehension and Eye Movements During Reading  

NASA Astrophysics Data System (ADS)

In the two studies presented in this article, we examine the interplay of conceptual change, text comprehension, and eye-movements during reading and develop and test methods suitable for such explorations. In studies 1 and 2, university students (N = 15 and 23) read a text on photosynthesis, explained their reading processes retrospectively cued with their own gaze videos, and answered written pre- and posttests. In Study 1, a case study demonstrated connections between re-readings and high-level cognitive processing. Out of all of the participants' retrospective reports, categories were formed based on the expressions referring to either situation model or textbase construction during reading. In Study 2, conceptual change learners differed from other learner groups in terms of prolonged overall reading time and a relatively high amount of expressing textbase construction at the beginning of the retrospective reporting. The results emphasise the importance of careful construction of the textbase in conceptual change and point to the benefits of complementing the eye tracking with cued retrospective reporting when examining high-level cognitive processes during reading.

Penttinen, Marjaana; Anto, Erkki; Mikkilä-Erdmann, Mirjamaija

2013-08-01

210

Reading comprehension in autism spectrum disorders: the role of oral language and social functioning.  

PubMed

Reading comprehension is an area of difficulty for many individuals with autism spectrum disorders (ASD). According to the Simple View of Reading, word recognition and oral language are both important determinants of reading comprehension ability. We provide a novel test of this model in 100 adolescents with ASD of varying intellectual ability. Further, we explore whether reading comprehension is additionally influenced by individual differences in social behaviour and social cognition in ASD. Adolescents with ASD aged 14-16 years completed assessments indexing word recognition, oral language, reading comprehension, social behaviour and social cognition. Regression analyses show that both word recognition and oral language explain unique variance in reading comprehension. Further, measures of social behaviour and social cognition predict reading comprehension after controlling for the variance explained by word recognition and oral language. This indicates that word recognition, oral language and social impairments may constrain reading comprehension in ASD. PMID:22843036

Ricketts, Jessie; Jones, Catherine R G; Happé, Francesca; Charman, Tony

2013-04-01

211

Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction  

Microsoft Academic Search

Based on an engagement perspective of reading development, we investigated the extent to which an instructional framework of combining motivation support and strategy instruction (Concept-Oriented Reading Instruction—CORI) influenced reading outcomes for third-grade children. In CORI, five motivational practices were integrated with six cognitive strategies for reading comprehension. In the first study, we compared this framework to an instructional framework emphasizing

John T. Guthrie; Allan Wigfield; Pedro Barbosa; Kathleen C. Perencevich; Ana Taboada; Marcia H. Davis; Nicole T. Scafiddi; Stephen Tonks

2004-01-01

212

The Incremental Variance of Morphological Knowledge to Reading Comprehension in Grades 3-10 beyond Prior Reading Comprehension, Spelling, and Text Reading Efficiency  

ERIC Educational Resources Information Center

We know that knowledge of word structure--morphology--relates to reading, but there is limited research on its unique contribution to reading comprehension, especially with students in middle and high schools and with the nesting of students within classrooms taken into account. In this study with 4780 students in grades 3 to 10, we examined how…

Foorman, Barbara R.; Petscher, Yaacov; Bishop, M. Denise

2012-01-01

213

Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention  

ERIC Educational Resources Information Center

The primary purpose of our research was to determine if a comprehensive, phonics-based, direct instruction reading program would be effective in teaching early reading and language skills to students with moderate intellectual disabilities (ID). Participants were 28 elementary students from 10 public schools in an urban school district and one…

Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Jones, Francesca G.; Champlin, Tammi M.

2010-01-01

214

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

215

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

216

Reading motivation and reading comprehension growth in the later elementary years  

Microsoft Academic Search

Reading motivation has been viewed as a multifaceted construct with multiple constituents. Our investigation of motivational multiplicity expanded on previous literature by including motivation constructs (interest, perceived control, collaboration, involvement, and efficacy), text genres, specific versus general contexts, and the self-versus other evidence sources about motivation. We expected that this multiplicity would influence the identification of reading comprehension growth predictors.

John T. Guthrie; A. Laurel W. Hoa; Allan Wigfield; Stephen M. Tonks; Nicole M. Humenick; Erin Littles

2007-01-01

217

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

218

The Schema Strategies in Reading Comprehension Tasks of Fourth-Grade Students with Reading Difficulties  

ERIC Educational Resources Information Center

This mixed method study investigated the schema strategy uses of fourth-grade boys with reading challenges; specifically, their ability to understand text based on two components within schema theory: tuning and restructuring. Based on the reading comprehension scores from the Iowa Test of Basic Skills (Form 2010), four comparison groups were…

Gutkind, Rebeka Chaia

2012-01-01

219

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 speed,…

Shen, Helen H.; Jiang, Xin

2013-01-01

220

Reading Comprehension--The Reader and the Read in College Classrooms in Japan.  

ERIC Educational Resources Information Center

Some problems facing Japanese learners reading English as a Second Language at the college level are discussed, based on classroom experience with first- and fourth-year English majors. In one group of tasks, students were asked to respond to an open-ended question, perform a reading comprehension exercise, and find specific constructions in…

Christensen, Torkil

1990-01-01

221

The Effect of Reading Strategies on Reading Comprehension in Teaching Turkish as a Foreign Language  

ERIC Educational Resources Information Center

The purpose of this study is to determine which reading strategies students use while learning Turkish as a foreign language and investigate the effects of these strategies on reading comprehension skill. Conducted in compliance with "pretest-posttest control group model" as the experimental design, this research involved totally 36…

Bolukbas, Fatma

2013-01-01

222

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

223

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

224

Contribution of Discourse and Morphosyntax Skills to Reading Comprehension in Chinese Dyslexic and Typically Developing Children  

ERIC Educational Resources Information Center

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic…

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

2012-01-01

225

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

226

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 effects…

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

2013-01-01

227

Choice of Reading Comprehension Test Influences the Outcomes of Genetic Analyses  

ERIC Educational Resources Information Center

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.…

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

2011-01-01

228

Passageless Comprehension on the "Nelson-Denny Reading Test": Well above Chance for University Students  

ERIC Educational Resources Information Center

The comprehension section of the "Nelson-Denny Reading Test" (NDRT) is widely used to assess the reading comprehension skills of adolescents and adults in the United States. In this study, the authors explored the content validity of the NDRT Comprehension Test (Forms G and H) by asking university students (with and without at-risk status for…

Coleman, Chris; Lindstrom, Jennifer; Nelson, Jason; Lindstrom, William; Gregg, K. Noel

2010-01-01

229

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

230

Imagery-Based Learning: Improving Elementary Students' Reading Comprehension With Drama Techniques  

Microsoft Academic Search

The causal relationship between drama-based reading instruction and reading comprehension among 4th-grade students was examined. Cognitive theories related to the role of imagery in memory were used to develop a drama-based reading comprehension program. A randomized pretest-posttest control-group design was then employed to assess the impact of the drama-based instruction on students' test scores on the reading comprehension portion of

Dale S. Rose; Michaela Parks; Karl Androes; Susan D. McMahon

2000-01-01

231

Reading and Comprehension Levels in a Sample of Urban, Low-Income Persons  

ERIC Educational Resources Information Center

Objective: Because health literacy is related to healthcare outcomes, this study looked at reading and comprehension levels in a sample of urban, low-income persons. Design: This was a descriptive exploration of reading comprehension levels, controlled for medical problems that could impact on vision and therefore ability to read. Setting: Ninety…

Delgado, Cheryl; Weitzel, Marilyn

2013-01-01

232

The Relation between Morphological Awareness and Reading Comprehension: Evidence from Mediation and Longitudinal Models  

ERIC Educational Resources Information Center

We examined the role of a hypothesized factor in reading comprehension: morphological awareness, or the awareness of and ability to manipulate the smallest meaningful units or morphemes. In this longitudinal study, we measured English-speaking children's morphological awareness, word reading skills, and reading comprehension at Grades 3 and…

Deacon, S. Hélène; Kieffer, Michael J.; Laroche, Annie

2014-01-01

233

The Role of Morphological Awareness in Reading Comprehension among Typical and Learning Disabled Native Arabic Speakers  

ERIC Educational Resources Information Center

This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills,…

Mahfoudhi, Abdessatar; Elbeheri, Gad; Al-Rashidi, Mousa; Everatt, John

2010-01-01

234

A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum  

ERIC Educational Resources Information Center

This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading

Brown, Heather M.; Oram-Cardy, Janis; Johnson, Andrew

2013-01-01

235

Reading Comprehension among Swedish Students: a comparative analysis of IEA studies from 1970 and 1991  

Microsoft Academic Search

This article makes references to two International Association for the Evaluation of Educational Achievement (IEA) studies of reading comprehension, one in 1970 and one in 1991. According to these studies Swedish students showed good results in reading comprehension in comparison with many other countries. In order to investigate if in fact Swedish students’ ability to read and understand print is

Karin Taube

1993-01-01

236

The Role of Vocabulary, Working Memory and Inference Making Ability in Reading Comprehension in Down Syndrome  

ERIC Educational Resources Information Center

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…

Nash, Hannah; Heath, James

2011-01-01

237

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 strategies…

Concannon-Gibney, Tara; McCarthy, Mary Jean

2012-01-01

238

Peer interaction through student-made questions: does it facilitate reading comprehension?  

Microsoft Academic Search

The present study was carried out to compare the effect of text simplification versus peer interaction generated by student-made questions on the reading comprehension of 83 Iranian adult English as a foreign language students. Three groups of participants were involved in the study. The first experimental group read two unmodified reading passages and answered 15 multiple-choice comprehension questions. They were

Sasan Baleghizadeh

2011-01-01

239

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

240

READING COMPREHENSION EXERCISES ONLINE: THE EFFECTS OF FEEDBACK, PROFICIENCY AND INTERACTION Paginated PDF Version  

Microsoft Academic Search

This paper describes an ongoing project to create an online version of a reading programme, a custom-designed English language proficiency course at a university in Japan. Following an interactionist view of second language acquisition, it was hypothesised that comprehension of a reading passage could be enhanced by online materials promoting interaction between students as they completed a multiple-choice reading comprehension

Philip Murphy

2007-01-01

241

The Role of First Language Literacy and Second Language Proficiency in Second Language Reading Comprehension  

ERIC Educational Resources Information Center

This study examined the interrelationships of first language (L1) literacy, second language (L2) proficiency, and L2 reading comprehension with 246 Chinese college students learning English. L1 literacy and L2 proficiency were measured with college admission exams in Chinese and English. L2 reading comprehension was measured with the reading

Jiang, Xiangying

2011-01-01

242

Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning  

ERIC Educational Resources Information Center

Reading comprehension is an area of difficulty for many individuals with autism spectrum disorders (ASD). According to the Simple View of Reading, word recognition and oral language are both important determinants of reading comprehension ability. We provide a novel test of this model in 100 adolescents with ASD of varying intellectual ability.…

Ricketts, Jessie; Jones, Catherine R. G.; Happe, Francesca; Charman, Tony

2013-01-01

243

Minimum Reading Fluency Necessary for Comprehension among Second-Grade Students  

ERIC Educational Resources Information Center

The current study examined the relationship between oral reading fluency (ORF) and reading comprehension for students in second grade. A total of 84 participants were randomly assigned to one of four conditions that involved reading a grade-appropriate passage with either 0%, 10%, 20%, or 30% scrambled words and answering subsequent comprehension

Burns, Matthew K.; Kwoka, Heather; Lim, Becky; Crone, Melissa; Haegele, Katherine; Parker, David C.; Petersen, Shawna; Scholin, Sarah E.

2011-01-01

244

Choice of Reading Comprehension Test Influences the Outcomes of Genetic Analyses  

PubMed Central

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.

2010-01-01

245

Lexical Quality and Reading Comprehension in Primary School Children  

ERIC Educational Resources Information Center

In a cross-sectional study, we examined the relationship between the quality of lexical representations and text comprehension skill in German primary school children (Grades 1-4). We measured the efficiency and accuracy of orthographical, phonological, and meaning representations by means of computerized tests. Text comprehension skill was…

Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne

2013-01-01

246

The importance of intrinsic motivation for high and low ability readers' reading comprehension performance  

Microsoft Academic Search

The study examined how cognitive and motivational factors predicted reading skill and whether intrinsic reading motivation would explain significantly more variance in low ability readers' reading performance. One hundred and eleven children (aged 9–11) completed assessments of reading comprehension skill, verbal IQ, decoding skill and intrinsic reading motivation. Based on performance on the reading assessment, sixty-nine children were identified as

Sarah Logan; Emma Medford; Naomi Hughes

2011-01-01

247

Why Intensive Interventions Matter: Longitudinal Studies of Adolescents With Reading Disabilities and Poor Reading Comprehension.  

PubMed

We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 (n = 1,083) and then randomized to treatment or comparison conditions. Beginning in sixth grade, students assigned to intervention were provided treatment for 1, 2, or 3 years based on their response to instruction in each preceding year. Screening procedures, progress monitoring tools, tiers of instruction, and findings from each year of the study are reported. Additional studies investigating reading and behavioral outcomes through multi-level, growth modeling, and studies of the cognitive and neural correlates of inadequate response are also reported. PMID:25378799

Solis, Michael; Miciak, Jeremy; Vaughn, Sharon; Fletcher, Jack M

2014-11-01

248

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

249

Effectiveness of false correction strategy on science reading comprehension  

NASA Astrophysics Data System (ADS)

False-correction reading strategy theoretically prompted college students to activate their prior knowledge when provided false statements linked to a portion of their biology textbook. This strategy is based in elaborative interrogation theory, which suggests that prompting readers to answer interrogatives about text students are reading increases their comprehension of that text. These interrogatives always asked "why" statements pulled from a text, one sentence in length, were "true." True statements in this study based on a text were converted by the experimenter into false statements, one sentence in length. Students were requested to rewrite each statement (n=12) on average every 200 words in a text as they were reading, converting each false statement into a true statement. These students outperformed other students requested to reread the same biology text twice (an established placebo-control strategy). These students, in turn, outperformed still other students reading an unrelated control text taken from the same textbook used only to establish a prior knowledge baseline for all students included in this study. Students participating in this study were enrolled students in an undergraduate introductory general biology course designed for non-majors. A three-group, posttest-only, randomized experimental control-group design was used to prevent pretest activation of students' prior knowledge thus increasing chances of producing evidence of false-correction effectiveness and to begin augmenting potential generalizability to science classrooms. Students' (n=357) general biology knowledge, verbal ability, and attempts to use the false correction strategy were collected and analyzed. Eight of the participants were interviewed by the researcher in a first attempt in this domain to collect data on participants' points of view about the strategy. The results of this study are not yet recommended for use in authentic school settings as further research is indicated.

Ghent, Cynthia Anne

250

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

251

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

252

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

253

Examining the Impact of Audio Presentation on Tests of Reading Comprehension  

Microsoft Academic Search

This study examined the impact of a read-aloud accommodation on standardized test scores of reading comprehension at grades 4 and 8. Under a repeated measures design, students with and without reading-based learning disabilities took both a standard administration and a read-aloud administration of a reading comprehension test. Results show that the mean score on the audio version was higher than

Cara Cahalan Laitusis

2010-01-01

254

Syntactic Comprehension in Reading and Listening: A Study with French Children with Dyslexia  

ERIC Educational Resources Information Center

This study examined syntactic comprehension in French children with dyslexia in both listening and reading. In the first syntactic comprehension task, a partial version of the Epreuve de Comprehension syntaxico-semantique (ECOSSE test; French adaptation of Bishop's test for receptive grammar test) children with dyslexia performed at a lower level…

Casalis, Severine; Leuwers, Christel; Hilton, Heather

2013-01-01

255

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

256

Evaluating the Efficacy of Using a Digital Reading Environment to Improve Reading Comprehension within a Reading Clinic  

ERIC Educational Resources Information Center

This study examined the effectiveness of using the online digital reading environment to increase elementary students' comprehension within a reading clinic. Preservice teachers at a four-year university in the Midwest worked one-on-one with 58 fourth-grade students from three schools who were assigned to one of three conditions: print-based…

Ortlieb, Evan; Sargent, Stephan; Moreland, Meagan

2014-01-01

257

Predicting Reading Comprehension on the Internet: Contributions of Offline Reading Skills, Online Reading Skills, and Prior Knowledge  

ERIC Educational Resources Information Center

This study investigated the extent to which new reading comprehension proficiencies may be required when adolescents read for information on the Internet. Seventh graders (N = 109) selected from a stratified random sample of diverse middle school students completed a survey of topic-specific prior knowledge and parallel scenario-based measures of…

Coiro, Julie

2011-01-01

258

The effects of reading comprehension and launch site on frequency-predictability interactions during paragraph reading.  

PubMed

We used eye movement measures of paragraph reading to examine whether word frequency and predictability interact during the earliest stages of lexical processing, with a specific focus on whether these effects are modulated by individual differences in reading comprehension or launch site (i.e., saccade length between the prior and currently fixated word--a proxy for the amount of parafoveal word processing). The joint impact of frequency and predictability on reading will elucidate whether these variables additively or multiplicatively affect the earliest stages of lexical access, which, in turn, has implications for computational models of eye movements during reading. Linear mixed effects models revealed additive effects during both early- and late-stage reading, where predictability effects were comparable for low- and high-frequency words. Moreover, less cautious readers (e.g., readers who engaged in skimming, scanning, mindless reading) demonstrated smaller frequency effects than more cautious readers. Taken together, our findings suggest that during extended reading, frequency and predictability exert additive influences on lexical and postlexical processing, and that individual differences in reading comprehension modulate sensitivity to the effects of word frequency. PMID:24205888

Whitford, Veronica; Titone, Debra

2014-01-01

259

The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency  

PubMed Central

This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 2nd graders and 974 3rd graders. Participants were assessed using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Woodcock Reading Mastery Test (WRMT) Passage Comprehension subtest. Results from this study further illuminate the significant relationships between error rate, oral reading fluency, and reading comprehension performance, and grade-specific guidelines for appropriate error rate levels. Low oral reading fluency and high error rates predict the level of passage comprehension performance. For second grade students below benchmark, a fall assessment error rate of 28% predicts that student comprehension performance will be below average. For third grade students below benchmark, the fall assessment cut point is 14%. Instructional implications of the findings are discussed. PMID:24319307

Abbott, Mary; Wills, Howard; Miller, Angela; Kaufman, Journ

2013-01-01

260

Effects of Question-Generation Training on Reading Comprehension  

Microsoft Academic Search

In this study, we explored the effects of training in question generation on comprehension question performance, on quality and form of generated questions, and on accuracy of predicted comprehension. Sixth-grade students were instructed during five sessions to generate good think-type questions for expository passages. The group trained in question generation outperformed four comparison groups (no-question control, question-generation practice, literal question-response

Beth Davey; Susan McBride

1986-01-01

261

Examining NAEP: The Effect of Item Format on Struggling 4th Graders' Reading Comprehension  

E-print Network

group membership negatively affects latent ability on the reading comprehensiongroup membership negatively affects latent ability on the reading comprehensionreading comprehension, directionality of DIF items were fairly evenly distributed across groups

Griffo, Vicki

2011-01-01

262

Effects of Orthographic Depth on Literacy Performance: Reading Comprehension Difficulties Across Languages  

E-print Network

mathematics, and science literacy in an internationalof literacy in reading, mathematics, and science compared toSciences (IES) asserts that reading comprehension is the most critical issue in the area of literacy

McClung, Nicola Ann

2012-01-01

263

Longitudinal Stability in Reading Comprehension Is Largely Heritable from Grades 1 to 6  

PubMed Central

Reading comprehension is a foundational academic skill and significant attention has focused on reading development. This report is the first to examine the stability and change in genetic and environmental influences on reading comprehension across Grades 1 to 6. This developmental range is particularly important because it encompasses the timespan in which most children move from learning how to read to using reading for learning. Longitudinal simplex models were fitted separately for two independent twin samples (N = 706; N = 976). Results suggested that the shared environment contributed to variance in early but not later reading. Instead, stability in reading development was largely mediated by continuous genetic influences. Thus, although reading is clearly a learned skill and the environment remains important for reading development, individual differences in reading comprehension appear to be also influenced by a core of genetic stability that persists through the developmental course of reading. PMID:25602760

Soden, Brooke; Christopher, Micaela E.; Hulslander, Jacqueline; Olson, Richard K.; Cutting, Laurie; Keenan, Janice M.; Thompson, Lee A.; Wadsworth, Sally J.; Willcutt, Erik G.; Petrill, Stephen A.

2015-01-01

264

Longitudinal stability in reading comprehension is largely heritable from grades 1 to 6.  

PubMed

Reading comprehension is a foundational academic skill and significant attention has focused on reading development. This report is the first to examine the stability and change in genetic and environmental influences on reading comprehension across Grades 1 to 6. This developmental range is particularly important because it encompasses the timespan in which most children move from learning how to read to using reading for learning. Longitudinal simplex models were fitted separately for two independent twin samples (N = 706; N = 976). Results suggested that the shared environment contributed to variance in early but not later reading. Instead, stability in reading development was largely mediated by continuous genetic influences. Thus, although reading is clearly a learned skill and the environment remains important for reading development, individual differences in reading comprehension appear to be also influenced by a core of genetic stability that persists through the developmental course of reading. PMID:25602760

Soden, Brooke; Christopher, Micaela E; Hulslander, Jacqueline; Olson, Richard K; Cutting, Laurie; Keenan, Janice M; Thompson, Lee A; Wadsworth, Sally J; Willcutt, Erik G; Petrill, Stephen A

2015-01-01

265

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

266

An Explanatory Mixed Methods Study of EFL College Students' Vocabulary Knowledge, Syntactic Knowledge and Reading Comprehension  

ERIC Educational Resources Information Center

Success in reading comprehension is usually seen as fundamental to the academic success of foreign language learners. Many language factors affect second language learners' reading comprehension, such as vocabulary, and syntactic or grammatical knowledge. In practice, vocabulary breadth and depth knowledge can not be discussed separately with…

Chen, Kuang Yu

2009-01-01

267

Comparing Effects of Different Writing Activities on Reading Comprehension: A Meta-Analysis  

ERIC Educational Resources Information Center

The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students' reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving…

Hebert, Michael; Simpson, Amy; Graham, Steve

2013-01-01

268

Building Comprehension in Adolescents: Powerful Strategies for Improving Reading and Writing in Content Areas  

ERIC Educational Resources Information Center

Comprehension problems have become an epidemic: One out of every four secondary school students is unable to read and comprehend the material in textbooks. Start addressing the root of the problem today with this practical guidebook, designed to strengthen adolescents' reading comprehension and written expression so they can master academic…

Mason, Linda H.; Reid, Robert; Hagaman, Jessica L.

2012-01-01

269

In Search of Factors in Deaf and Hearing Children's Reading Comprehension  

ERIC Educational Resources Information Center

The present study examined whether specific item characteristics, such as mode of acquisition (MoA) of word meanings, make reading comprehension tests particularly difficult for deaf children. Reading comprehension data on nearly 13,000 hearing 7-to-12-year-olds and 253 deaf 7-to-20-year-olds were analyzed, divided across test levels from second…

Wauters, Loes N.; van Bon, Wim H. J.; Tellings, Agnes E. J. M.; van Leeuwe, Jan F. J.

2006-01-01

270

An Investigation of the Effect of Listening Instruction upon the Reading Comprehension of First Grade Pupils.  

ERIC Educational Resources Information Center

The purpose of this study was to determine the effect of specific instructional strategies in listening upon the reading comprehension of first grade pupils. Listening instruction was hypothesized to positively affect reading comprehension. Eighteen first grade classrooms were randomly assigned to three treatment groups: (1) specific listening…

Schulwitz, Bonnie Smith

271

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

272

Causal Comparative Analysis: Comprehensive Literacy Approach or the Traditional Reading Approach  

ERIC Educational Resources Information Center

A comparative analysis study, examining the significance in reading achievement between students in the Comprehensive Literacy Program to students in the Traditional Basal Reading Approach was conducted. Implementation of the Comprehensive Literacy Program was an effort to lessen the achievement gap between proficient and low progressing students.…

Fuda, Jessica Ann

2009-01-01

273

Influence of Phonological Awareness, Morphological Awareness and Non-Verbal Ability on Reading Comprehension in Malayalam  

ERIC Educational Resources Information Center

In the context of observations that students lack mastery of elementary reading comprehension in Malayalam even by the end of 5-7 years of formal schooling, this study applies multiple regression analysis for reading comprehension. Longitudinal survey data from a representative sample of 159 lower primary students from grade 2 to 4 revealed…

Abdul Gafoor, K.; Remia, K. R.

2013-01-01

274

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

275

Knowledge, Writing, and Language Outcomes for a Reading Comprehension and Writing Intervention  

ERIC Educational Resources Information Center

Many students struggle with gaining knowledge and writing about content text material and therefore require effective intervention. In a randomized controlled trial study, 77 low-achieving fourth-grade students received reading comprehension instruction or reading comprehension plus writing instruction or were assigned to a no-treatment control.…

Mason, Linda H.; Davison, Megan Dunn; Hammer, Carol Scheffner; Miller, Carol A.; Glutting, J. James

2013-01-01

276

The Role of Structured Cooperative Learning Groups for Enhancing Chinese Primary Students' Reading Comprehension  

ERIC Educational Resources Information Center

The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students' reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and…

Law, Yin-Kum

2014-01-01

277

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

278

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

279

Can Cloze Tests Really Improve Second Language Learners' Reading Comprehension Skills?  

ERIC Educational Resources Information Center

Cloze testing is a widely-used procedure to test learners' reading comprehension in learning a language, but little is known if it can really improve learners' reading comprehension skills. This paper attempts to seek answers to this question by comparing the cloze test scores of two groups of students (Experimental versus Control) undertaking…

Ren, Guanxin

2011-01-01

280

A Computer-Based Spatial Learning Strategy Approach That Improves Reading Comprehension and Writing  

ERIC Educational Resources Information Center

This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic…

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

2013-01-01

281

A Dramatic Approach to Reading Comprehension: Strategies and Activities for Classroom Teachers  

ERIC Educational Resources Information Center

Integration occurs when separate parts or elements are combined into a unified whole. This book focuses on classroom arts integration--equally incorporating skills in drama and reading comprehension into all lessons. Drama and reading comprehension share a multitude of authentic connections, including meaning making and interpretation. Each…

Kelner, Lenore Blank; Flynn, Rosalind M.

2006-01-01

282

Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension.  

ERIC Educational Resources Information Center

Explored the relationships between depth and breadth of vocabulary knowledge and reading comprehension in English as a Second Language. Results support the hypotheses that scores on vocabulary size, depth of vocabulary knowledge, and reading comprehension are highly and positively correlated; and scores on depth of vocabulary knowledge can make a…

Qian, David D.

1999-01-01

283

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

Microsoft Academic Search

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 working memory), and component skills of comprehension. At each

Kate Cain; Jane Oakhill; Peter Bryant

2004-01-01

284

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

285

Computer-Assisted Metacognitive Strategies and the Reading Comprehension Skills of ESL Elementary School Students.  

ERIC Educational Resources Information Center

With the advent of the computer as an instructional tool many curriculum specialists have been designing software for reading instruction. However, most of the software designed to help develop reading comprehension skills does not consider the inclusion of monitoring comprehension strategies, therefore limiting the instructional potential of the…

Carrasquillo, Angela; Nunez, Dulcinea

286

A note on silent reading comprehension and success in academic achievement in a state teachers college  

Microsoft Academic Search

For a group of 502 students, scores in reading comprehension on the Thorndike Intelligence Examination for High School Graduates seem to increase directly with average grade points. With another group of 171 students the correlation between reading comprehension (Thorndike Intelligence Examination) and average grade points was .395. A correlation of .513 was obtained between intelligence-test score and average grade points.

M. E. Broom

1934-01-01

287

Reading Comprehension of High School Students on Print vs. Microcomputer-Generated Text.  

ERIC Educational Resources Information Center

A study examined the relative comprehension difficulty and the influence of reader and text characteristics on reading comprehension for texts presented in traditional print or on the microcomputer screen. Two urban samples of mixed ethnicity were used, 95 low reading level high school students (grades 9 through 12) and 112 high ability eighth…

Feldmann, Shirley C.; Fish, Marian C.

288

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

2011-01-01

289

Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study.  

PubMed

The present study followed a sample of first-grade (N = 316, Mage  = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed. PMID:25201552

Quinn, Jamie M; Wagner, Richard K; Petscher, Yaacov; Lopez, Danielle

2015-01-01

290

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

291

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

292

Elementary students' prior knowledge and the Cooperative Integrated Reading and Composition (CIRC) model in second-language reading comprehension  

Microsoft Academic Search

This study first examined the effects of prior knowledge of Chinese and the Cooperative Integrated Reading and Composition (CIRC) model on Chinese reading comprehension, listening comprehension, usage\\/grammar, and overall Chinese proficiency as assessed by the SAT II Chinese Subject Tests with Listening. The effects were studied in terms of high and low prior knowledge fluency in Chinese as a second-language

Yi-Fang Yeh

2007-01-01

293

Are Electronic Books Effective in Teaching Young Children Reading and Comprehension?  

ERIC Educational Resources Information Center

Whether electronic books, CD-ROM'S, or interactive media are beneficial in teaching reading should be determined on evidence that they aid reading comprehension. Reading is worthless unless one comprehends. In order to examine the effectiveness of electronic books in a reading program, the characteristics and attributes of how…

Grant, Jamillah M. A.

2004-01-01

294

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

295

Online versus Paper-Based Instruction: Comparing Two Strategy Training Modules for Improving Reading Comprehension  

ERIC Educational Resources Information Center

This study investigates the effectiveness of online versus paper-based reading strategy instruction on EFL learners' reading comprehension. Fifty-seven university students from two intact reading classes with comparable proficiency levels were assigned to participate in either a paper-based or an online reading instructional module. Both…

Huang, Hsin-chou

2014-01-01

296

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

297

Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities  

ERIC Educational Resources Information Center

Teaching reading strategies and guiding students towards self-regulated reading routines are promising approaches to fostering reading comprehension in students with learning disabilities. The aim of this study was to evaluate in a sample of 73 fifth to eighth graders with learning disabilities (IQ higher than 85 and reading skills below…

Antoniou, Faye; Souvignier, Elmar

2007-01-01

298

Sustained Silent Reading with English as a Second Language High School Students: Impact on Reading Comprehension, Reading Frequency, and Reading Enjoyment.  

ERIC Educational Resources Information Center

High school English as a Second Language (ESL) students in a 16-week sustained silent reading program showed gains in reading comprehension, reported greater frequency and enjoyment of reading, and utilized more sources of books. Results suggest that free reading is an effective means of literacy development with ESL students. (Contains 13…

Pilgreen, Janice; Krashen, Stephen

1993-01-01

299

Effect of Hypertextual Reading on Academic Success and Comprehension Skills  

ERIC Educational Resources Information Center

As computer technology developed, hypertexts emerged as an influential environment for developing language skills. This study aims to evaluate a text prepared in a hypertextual environment and its effects on academic success and comprehension skills. In this study, "preliminary test final test control group experimental pattern" was used…

Durukan, Erhan

2014-01-01

300

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

301

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

302

Involvement of the right hemisphere in reading comprehension: a DTI study.  

PubMed

The Simple View of reading emphasizes the critical role of two factors in normal reading skills: word recognition and reading comprehension. The current study aims to identify the anatomical support for aspects of reading performance that fall within these two components. Fractional anisotropy (FA) values were obtained from diffusion tensor images in twenty-one typical adolescents and young adults using the tract based spatial statistics (TBSS) method. We focused on the arcuate fasciculus (AF) and inferior longitudinal fasciculus (ILF) as fiber tracts that connect regions already implicated in the distributed cortical network for reading. Our results demonstrate dissociation between word-level and narrative-level reading skills: the FA values for both left and right ILF were correlated with measures of word reading, while only the left ILF correlated with reading comprehension scores. FA in the AF, however, correlated only with reading comprehension scores, bilaterally. Correlations with the right AF were particularly robust, emphasizing the contribution of the right hemisphere, especially the frontal lobe, to reading comprehension performance on the particular passage comprehension test used in this study. The anatomical dissociation between these reading skills is supported by the Simple View theory and may shed light on why these two skills dissociate in those with reading disorders. PMID:24909792

Horowitz-Kraus, Tzipi; Wang, Yingying; Plante, Elena; Holland, Scott K

2014-09-25

303

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.  

PubMed

The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ? .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ? .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed. PMID:25350926

Tighe, Elizabeth L; Schatschneider, Christopher

2014-10-16

304

The Relationship of Reading Comprehension Success with Metacognitive Awareness, Motivation, and Reading Levels of Fifth Grade Students  

ERIC Educational Resources Information Center

This research aims to investigate the relationship between metacognitive awareness, reading motivations, reading levels and reading comprehension success of fifth grade students using comparative relative scan model. There were 577 students. In the result of the research, in which data were collected with four scales, it was concluded that reading

Memis, Aysel; Bozkurt, Metin

2013-01-01

305

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

306

Dogmatism and Reading: The Effects of Dogmatism upon Reading Comprehension, Amount of Voluntary Reading, and Response to a Literary Selection.  

ERIC Educational Resources Information Center

Two purposes underlay this study--to determine the relationship between closed-mindedness and reading comprehension, and to test a particular rationale for the teaching of literature. Serving as background material were research findings in three areas: (1) dogmatism, tests of dogmatism, the Rokeach Dogmatism Scale, and education-oriented research…

Dauterman, Philip

307

The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis  

ERIC Educational Resources Information Center

Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students' reading comprehension in computerized…

Lan, Yi-Chin; Lo, Yu-Ling; Hsu, Ying-Shao

2014-01-01

308

Evaluating a Brief Measure of Reading Comprehension for Narrative and Expository Text: The Convergent and Predictive Validity of the Reading Retell Rubric  

ERIC Educational Resources Information Center

Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial…

Thomas, Lisa B.

2012-01-01

309

Instruction in Metacognitive Strategies to Increase Deaf and Hard-of-Hearing Students' Reading Comprehension.  

PubMed

The purpose of this intervention study was to examine the use of a metacognitive strategy-the Comprehension, Check, and Repair Strategy-on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher-student dyads. Frequency data were collected on students' strategic reading behavior. Reading comprehension was assessed by counting the number of details the students retold after reading a content area passage. Results showed (a) an increase in strategic reading behavior for Students A, B, and C; and (b) an increase in reading comprehension for Student A, and possibly for Student B. Social validity data indicated high acceptability of the intervention. Teachers not only continued to use the strategy with their students after the study ended but also introduced it to other students with whom they worked. Instruction in metacognitive strategies to increase strategic reading behavior may be an effective means by which to increase reading comprehension for D/HH students. PMID:25157089

Benedict, Kendra M; Rivera, Maria C; Antia, Shirin D

2015-01-01

310

Reading Comprehension II. Bibliographies and Summaries of Selected Articles. Volume 6. Research Review Series.  

ERIC Educational Resources Information Center

Summaries of several papers are presented to develop a working theoretical analysis of reading comprehension and an understanding of development in language comprehension based upon empirical studies. Contributions from the areas of assessment, artificial intelligence, cognition (including schema theory), instruction, linguistics, learning…

MacGinitie, Walter H.; And Others

311

Training reading comprehension in adequate decoders\\/poor comprehenders: Verbal versus visual strategies  

Microsoft Academic Search

Third through fifth grade adequate decoders who were poor comprehenders were trained for 10 weeks in either the verbally based reciprocal teaching (RT) program (n = 22) or the visually based visualizing\\/ verbalizing (V\\/V) program (n = 23), or they were assigned to an untreated control group (n = 14). Training reading comprehension strategies in small groups enhanced comprehension as

Mina C. Johnson-Glenberg

2000-01-01

312

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

313

Expanding the environment: Gene × School-Level SES Interaction on Reading Comprehension  

PubMed Central

Background Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school-level SES as a moderator of reading comprehension. Methods The sample included 577 pairs of twins from the Florida Twin Project on Reading, Behavior and Environment. Reading comprehension was measured by the Florida Comprehensive Achievement Test (FCAT) Reading in third or fourth grade. School-level SES was measured by the mean Free and Reduced Lunch Status (FRLS) of the schoolmates of the twins. Results The best-fitting univariate G × E moderation model indicated greater genetic influences on reading comprehension when fewer schoolmates qualified for FRLS (i.e., “higher” school-level SES). There was also an indication of moderation of the shared environment; there were greater shared environmental influences on reading comprehension at higher school-level SES. Conclusions The results supported the bioecological model; greater genetic variance was found in school environments in which student populations experienced less poverty. In general, “higher” school-level SES allowed genetic and probably shared environmental variance to contribute as sources of individual differences in reading comprehension outcomes. Poverty suppresses these influences. PMID:23725549

Hart, Sara A.; Soden, Brooke; Johnson, Wendy; Schatschneider, Christopher; Taylor, Jeanette

2013-01-01

314

How Fifth-Grade Students Use Story Mapping to Aid Their Reading Comprehension  

ERIC Educational Resources Information Center

This thesis examined the reading comprehension process of three fifth-grade students who demonstrated the ability to read and write fluently but had difficulties remembering and understanding important information about what they read. The aim of this research was to develop and implement an effective teaching strategy for low-achieving students…

Weih, Timothy G.

2000-01-01

315

Effects of Reading Comprehension on Passage Fluency in Spanish and English for Second-Language Learners  

ERIC Educational Resources Information Center

We empirically examined the effect of reading comprehension on passage fluency in English and Spanish in the context of Cummins interdependence hypothesis (1979) and Perfetti's blueprint of the General Components of Reading (1999). Participants were 96 second-grade English learners being taught to read in Spanish and English. Measures in both…

Baker, Doris Luft; Stoolmiller, Mike; Good, Roland H., III; Baker, Scott K.

2011-01-01

316

Growth and Predictors of Change in English Language Learners' Reading Comprehension  

ERIC Educational Resources Information Center

This study modelled reading comprehension trajectories in Grades 4 to 6 English language learners (ELLs = 400), with different home language backgrounds, and in English monolinguals (EL1s = 153), and examined an augmented Simple View of Reading model. The contribution of Grade 1 (early) and Grade 4 (late) cognitive, language and word-level reading

Farnia, Fataneh; Geva, Esther

2013-01-01

317

Roles of General versus Second Language (L2) Knowledge in L2 Reading Comprehension  

ERIC Educational Resources Information Center

We examined the roles of metacognitive awareness of reading strategies, syntactic awareness in English, and English vocabulary knowledge in the English reading comprehension of Chinese-speaking university students (n = 278). Results suggested a two-factor model of a General Reading Knowledge factor (metacognitive awareness employed during the…

Guo, Ying; Roehrig, Alysia D.

2011-01-01

318

ENHANCING READING COMPREHENSION VIA INSTRUCTION OF A METACOGNITIVE STRATEGY: A CASE STUDY OF IRANIAN EFL LEARNERS  

Microsoft Academic Search

Although many studies have confirmed the importance and usefulness of metacognitive strategies in enhancing reading comprehension, instructing the exact use of these strategies has been an area that has been relatively neglected. There are various reading strategies and in this study, the strategy of scanning, that is, one of the SQ3R strategies (Survey, Question, Read, Recite and Review) is investigated.

Karen Yip; Cheng KOW

2008-01-01

319

Effect of Value Analysis Discussions on Students' Political Attitudes and Reading Comprehension  

Microsoft Academic Search

This study investigated the effects of value analysis discussion and of reading controversial news articles on students' political attitudes and reading comprehension. Fifteen intact classes were selected randomly and assigned to one of three treatments; Value analysis of controversial issues, reading without analysis, and control, A cloze test and a political attitudes scale were used in a pretest\\/posttest design. Analysis

Carole L. Hahn; Patricia G. Avery

1985-01-01

320

L1 and L2 Strategy Use in Reading Comprehension of Chinese EFL Readers  

ERIC Educational Resources Information Center

This study revealed the relationship between L1 (Mandarin Chinese) and L2 (English) strategy use in L2 reading comprehension by focusing on the correlation of L1 reading ability, L2 proficiency and employed reading strategies. The participants, 222 undergraduates learning English as a foreign language (EFL), were classified into skilled and…

Tsai, Yea-Ru; Ernst, Cheryl; Talley, Paul C.

2010-01-01

321

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

322

The Integration of Literacy and Geography: The Arizona GeoLiteracy Program's Effect on Reading Comprehension  

ERIC Educational Resources Information Center

To provide the first interstate quasi-experimental assessment on the power of content integration in building reading skills, the authors studied the effects on reading comprehension of GeoLiteracy--a K-8 package of 85 lessons that teaches geography in the context of practicing reading and writing skills. Ninety-six third through eighth grade…

Hinde, Elizabeth R.; Osborn Popp, Sharon E.; Dorn, Ronald I.; Ekiss, Gale Olp; Mater, Martha; Smith, Carl B.; Libbee, Michael

2007-01-01

323

Relationships between sixth-graders’ reading comprehension and two different measures of print exposure  

Microsoft Academic Search

This study examined sixth-graders’ reading comprehension and component reading abilities in relation to two measures of print\\u000a exposure: an author recognition test (ART) involving fiction authors and a reading habits questionnaire (RHQ) about children’s\\u000a voluntary reading for enjoyment across various genres. The ART correlated only with children’s fiction book reading habits,\\u000a not with other habits such as nonfiction book or

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

2010-01-01

324

The Main Idea Strategy: A Strategy to Improve Reading Comprehension through Inferential Thinking  

ERIC Educational Resources Information Center

This article introduces the Main Idea Strategy, a strategy to improve the performance of students with disabilities and students who perform poorly on reading comprehension tasks. The rationale, research background, and detailed implementation information are presented.

Boudah, Daniel J.

2014-01-01

325

Neural activity tied to reading predicts individual differences in extended-text comprehension  

PubMed Central

Reading comprehension depends on neural processes supporting the access, understanding, and storage of words over time. Examinations of the neural activity correlated with reading have contributed to our understanding of reading comprehension, especially for the comprehension of sentences and short passages. However, the neural activity associated with comprehending an extended text is not well-understood. Here we describe a current-source-density (CSD) index that predicts individual differences in the comprehension of an extended text. The index is the difference in CSD-transformed event-related potentials (ERPs) to a target word between two conditions: a comprehension condition with words from a story presented in their original order, and a scrambled condition with the same words presented in a randomized order. In both conditions participants responded to the target word, and in the comprehension condition they also tried to follow the story in preparation for a comprehension test. We reasoned that the spatiotemporal pattern of difference-CSDs would reflect comprehension-related processes beyond word-level processing. We used a pattern-classification method to identify the component of the difference-CSDs that accurately (88%) discriminated good from poor comprehenders. The critical CSD index was focused at a frontal-midline scalp site, occurred 400–500 ms after target-word onset, and was strongly correlated with comprehension performance. Behavioral data indicated that group differences in effort or motor preparation could not explain these results. Further, our CSD index appears to be distinct from the well-known P300 and N400 components, and CSD transformation seems to be crucial for distinguishing good from poor comprehenders using our experimental paradigm. Once our CSD index is fully characterized, this neural signature of individual differences in extended-text comprehension may aid the diagnosis and remediation of reading comprehension deficits. PMID:24223540

Mossbridge, Julia A.; Grabowecky, Marcia; Paller, Ken A.; Suzuki, Satoru

2013-01-01

326

All university students know how to read, but not all know how to read for comprehension. Proper reading is a slow and active process; it takes thinking, time, and effort. Most students, when they sit  

E-print Network

All university students know how to read, but not all know how to read for comprehension. Proper not mean that you have properly read it. Seven Steps to Reading for Comprehension The trick to reading to the main structure. Improving Reading Comprehension and Note-taking 1. #12;Step 3: Read the Introduction

Brierley, Andrew

327

On the Construct Validity of Multiple Choice Items for Reading Comprehension  

Microsoft Academic Search

In this study 590 third-grade students took one of four reading comprehension tests with either multiple- choice items or open-ended items. Each also took 32 tests indicating 16 semantic Structure-of-Intellect (si) abilities. Four conditions or groups were distinguished on the basis of the reading comprehension tests. The four 33 x 33 correlation matrices were analyzed si multaneously with a four-group

Huub van den Bergh

1990-01-01

328

Using the LLTM to evaluate an item-generating system for reading comprehension  

Microsoft Academic Search

Due to inconclusive findings concerning the components responsible for the difficulty of reading comprehension items, this paper attempts to set up an item-generating system using hypothesis-driven modeling of item complexity applying Fischer's (1973) linear logistic test model (LLTM) to a German reading comprehension test. This approach guarantees an evaluation of the postulated item-generating system; moreover construct validity of the administered

PHILIPP SONNLEITNER

2008-01-01

329

Examining the Efficacy of an Intervention to Improve Fluency and Reading Comprehension in Spanish Children with Reading Disabilities  

ERIC Educational Resources Information Center

The main goal of the present study was to examine the efficacy of a multi-component programme to improve reading fluency and text comprehension in Spanish children with reading disabilities (RD). Special needs teachers were trained in the application of the programme, which included repeated reading plus phonological awareness training and…

Soriano, Manuel; Miranda, Ana; Soriano, Emilia; Nievas, Francisco; Felix, Vicente

2011-01-01

330

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

331

Predicting Reading Comprehension of Narrative and Expository Texts among Hebrew-Speaking Readers with and without a Reading Disability  

ERIC Educational Resources Information Center

The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with…

Primor, Liron; Pierce, Margaret E.; Katzir, Tami

2011-01-01

332

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

333

Examining the Efficacy of an Intervention to Improve Fluency and Reading Comprehension in Spanish Children with Reading Disabilities  

Microsoft Academic Search

The main goal of the present study was to examine the efficacy of a multi?component programme to improve reading fluency and text comprehension in Spanish children with reading disabilities (RD). Special needs teachers were trained in the application of the programme, which included repeated reading plus phonological awareness training and grapheme–phoneme decoding training. Instruction was delivered one to one. Participants

Manuel Soriano; Ana Miranda; Emilia Soriano; Francisco Nievas; Vicente Félix

2011-01-01

334

Biofeedback Induced Suppression of Subvocalization in Sixth Grade Reading Disabled Children; Effects on Reading Comprehension and Vocabulary.  

ERIC Educational Resources Information Center

This study investigated the efficacy of four different reading treatments for reading disabled children. EMG biofeedback training for suppression of subvocalization and individualized reading instruction were combined in an orthogonal design to assess their independent and combined effects on subvocalization, comprehension, and vocabulary mastery.…

Parsky, Larry Melvin

335

Concurrent and Predictive Validity of Reading Retell as a Brief Measure of Reading Comprehension for Narrative Text  

ERIC Educational Resources Information Center

Concurrent and predictive validity between the Retell Reading Rubric (RRR), Oral Reading Fluency (ORF), an adaptation of the DIBELS Retell Fluency (RTF-A), and a state assessment emphasizing reading comprehension were examined across students in grades 3 and 5. Results showed the RRR to have moderate and statistically significant relationships to…

Shapiro, Edward S.; Fritschmann, Nanette S.; Thomas, Lisa B.; Hughes, Cheyenne L.; McDougal, James

2014-01-01

336

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

Microsoft Academic Search

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 that, after controlling for variance associated with word reading ability, listening

Oddny Judith Solheim

2011-01-01

337

New Ways of Reading: The Impact of an Interactive Book on Young Children's Story Comprehension and Parent-Child Dialogic Reading Behaviors  

E-print Network

reading a book on-screen impact a child’s story comprehension? Although interactivity across combined groups (reading tests of story comprehension than children who used the non-interactive book. Additionally, for the two groups

Robb, Michael Benjamin

2010-01-01

338

Der "Reading Comprehension Test"--eine neue Form der Abschlusspruefung? (The Reading Comprehension Test--A New Form of the Graduation Examination?)  

ERIC Educational Resources Information Center

Discussing G. Neuner's article on the reading comprehension test in issue no. 2, 1977, of this journal, the construction of the test, the distribution of points, problem design, and choice of texts are criticized. Suggestions for correcting are given. (Text is in German.) (IFS/WGA)

Kahl, Peter W.

1977-01-01

339

"Reading Comprehension Test"--eine neue Form der Abschlusspruefung fuer die Realschule (The Reading Comprehension Test--A New Form of the Graduation Examination for the High School)  

ERIC Educational Resources Information Center

Reports on the newly devised optional Reading Comprehension Test in the high school graduation examination for Realschulen. Proposes a coordination of learning goals and teaching procedures with the various parts of the test. Offers suggestions for grading. Many examples are given. (Text is in German.) (IFS/WGA)

Neuner, Gerhard

1977-01-01

340

The Relationship between Different Measures of Oral Reading Fluency and Reading Comprehension in Second-Grade Students Who Evidence Different Oral Reading Fluency Difficulties  

ERIC Educational Resources Information Center

Purpose: The purpose of this study was to examine whether different measures of oral reading fluency relate differentially to reading comprehension performance in two samples of second-grade students: (a) students who evidenced difficulties with nonsense-word oral reading fluency, real-word oral reading fluency, and oral reading fluency of…

Wise, Justin C.; Sevcik, Rose A.; Morris, Robin D.; Lovett, Maureen W.; Wolf, Maryanne; Kuhn, Melanie; Meisinger, Beth; Schwanenflugel, Paula

2010-01-01

341

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

342

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

343

Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study.  

PubMed

Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in Grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, inattention only, and hyperactivity/impulsivity only), showed similar patterns of results; therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior, and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments. PMID:25349092

Little, Callie W; Hart, Sara A; Schatschneider, Christopher; Taylor, Jeanette

2014-10-27

344

Expository Content Area Texts, Cognitive Style and Gender: Their Effects on Reading Comprehension  

ERIC Educational Resources Information Center

The purpose of this investigation was to determine if cognitive style (field dependence/independence [FD/I]) and gender interact with passage content to affect reading comprehension. Research on FD/I and its relationship to reading-related and other academic tasks served as the theoretical and empirical basis for the study. While most of the…

Hite, Clare E.

2004-01-01

345

Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, Affect, and Psychopathology  

ERIC Educational Resources Information Center

Attempts to evaluate the cognitive-motivational profiles of students with reading comprehension difficulties have been scarce. The purpose of the present study was twofold: (a) to assess the discriminatory validity of cognitive, motivational, affective, and psychopathological variables for identification of students with reading difficulties, and…

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

2006-01-01

346

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

347

The Effects of Two Levels of Microcomputer Graphics on Reading Comprehension.  

ERIC Educational Resources Information Center

To gain insight into the relationship between computer graphics (computer generated visuals used for the purpose of illustrating text) and computer assisted instruction (CAI), a study examined the effects of two levels of microcomputer graphics on three measures of reading comprehension using a teacher made CAI reading program. Subjects included…

Edyburn, Dave Lee

348

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

349

Increasing Reading Comprehension of Elementary Students through Fluency-Based Interventions  

ERIC Educational Resources Information Center

The authors of this action research project report implemented oral reading fluency-based interventions for the purpose of improving students' reading comprehension. Six students in grade three, six students in grade five and six students in grade six participated in the study from Monday, August 27 through Friday, December 7, 2007. Researchers…

Neumann, Veda S.; Ross, Dorothy K.; Slaboch, Anita F.

2008-01-01

350

The Impact of Thinking Maps on the Reading Comprehension of Elementary School Students  

ERIC Educational Resources Information Center

This study used a mixed measures design to explore the impact of a specific set of graphic organizers, Thinking Maps, on the reading comprehension achievement of students over a two-year period, and further analyzed the impact on the reading achievement of students when compared by socio-economic status, ethnicity, gender, and Limited English…

Russell, Leslie

2010-01-01

351

On the Use of the Recall Task to Measure L2 Reading Comprehension.  

ERIC Educational Resources Information Center

Much research in second language reading uses a free written recall task to measure comprehension. The significance of differences in research design is analyzed. Sixteen groups of college Spanish students (N=20 each group) were given a recall task (in appendix). Research variables, including level of study, language of recall, and pre-reading

Lee, James F.

1986-01-01

352

Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers  

ERIC Educational Resources Information Center

The purpose of this study was to compare the word processing and reading comprehension skilled in and less skilled readers. Forty-nine, 2nd graders (26 skilled and 23 less skilled readers) participated in this study. They were tested with two experiments assessing their processing of isolated real word and pseudoword pairs as well as their reading

Guldenoglu, I. Birkan; Kargin, Tevhide; Miller, Paul

2012-01-01

353

Investigating English Reading Comprehension Growth in Adolescent Language Minority Learners: Some Insights from the Simple View  

ERIC Educational Resources Information Center

The development of reading skills in language minority (LM) learners, particularly during the middle school years, remains unclear despite the increasing need for educators to serve this rapidly growing population. In this study, the English reading comprehension growth of middle school LM learners was investigated using a longitudinal design and…

Mancilla-Martinez, Jeannette; Kieffer, Michael J.; Biancarosa, Gina; Christodoulou, Joanna A.; Snow, Catherine E.

2011-01-01

354

Classroom success of an intelligent tutoring system for lexical practice and reading comprehension  

Microsoft Academic Search

We present an intelligent tutoring system called REAP that provides reader-specific lexical practice for improved reading comprehension. REAP offers individualized practice to students by presenting authentic and appropriate reading materials selected automatically from the web. We encountered a number of challenges that must be met in order for the system to be effective in a classroom setting. These include general

Michael Heilman; Kevyn Collins-Thompson; Jamie Callan; Maxine Eskenazi

2006-01-01

355

Contributions of phonological and orthographic processing to reading comprehension in second through fourth graders  

Microsoft Academic Search

The study examined various component skills of reading in second through fourth graders to determine which underlying skills were most related to reading comprehension at these grade levels. While much research has been done in the areas of orthographic and phonological processing, this study sought to further decompose these skills into accuracy and speed components and to answer the question

Julie Adriana Mayring

2002-01-01

356

A COMPARATIVE STUDY OF USING BILINGUAL AND MONOLINGUAL DICTIONARIES IN READING COMPREHENSION OF INTERMEDIATE EFL STUDENTS  

Microsoft Academic Search

Reading as a basic and complementary skill in language learning is remarkable in keeping one abreast of new findings and increasing one's academic and professional position. In this regard, dictionaries can play crucial role in different processes of language learning including reading comprehension. The purpose of this study was to investigate the impact of bilingual dictionary compared with monolingual on

A. Majid Hayati; Majid Pour-Mohammadi

357

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

358

The effects of an English teacher's teaching methods on students' reading comprehension skills  

Microsoft Academic Search

In Pakistan, English is taught as a second or foreign language in the government schools with minimal opportunities to practice it both in and outside the school. Teachers still use traditional ways for teaching reading. They are not familiar with the latest ways and appropriate trends of teaching reading in ESL\\/EFL contexts. This affects students' comprehension skills. They still struggle

Attiullah Abdullah

2005-01-01

359

The Role of Oral Language Development in Reading Comprehension: Evidence from Greek Elementary School Students  

Microsoft Academic Search

Reading efficiency is a major accomplishment that has an enormous impact on the child's academic and personal life. The purpose of the present study was to identify the potential contribution of language skills to the development of fluent reading and comprehension. In the present study, children in grades 2-4 (representing a random sample of 587 students in 17 Greek schools)

Angeliki Mouzaki; Athanassios Protopapas; Ioannis Spantidakis

2006-01-01

360

Critical Factors in Reading Comprehension Instruction for Students with Learning Disabilities: A Research Synthesis  

ERIC Educational Resources Information Center

This review examined the effectiveness of critical factors in instruction for improving the reading comprehension of middle school students with learning disabilities. Five critical factors were identified: (i) type of instructional methods, (ii) self-monitoring, (iii) components of reading incorporated, (iv) fidelity of instruction (scripted vs.…

Kim, Woori; Linan-Thompson, Sylvia; Misquitta, Radhika

2012-01-01

361

Using Literature Circles to Increase Reading Comprehension in Third Grade Elementary Students  

ERIC Educational Resources Information Center

Reading comprehension strategies are important skills for a child to learn. Good strategies support struggling students to be more successful in all subjects at school as reading is the basis for subsequent mastery of most subjects (Bender & Larkin, 2003). This action research project examined the use of literature circles in a third grade class.…

Briggs, Shawna R.

2010-01-01

362

The Use of Signed English Pictures to Facilitate Reading Comprehension by Deaf Students  

Microsoft Academic Search

Many deaf students have severe difficulty acquiring literacy and developing reading comprehension beyond an elementary school level. This difficulty apparently results from a combination of perceptual, communication, instructional, linguistic, and experiential deficits. Although some deaf students develop a degree of signed English proficiency, this does not necessarily translate into reading proficiency. Recent studies examining the possible association between signed English

Tamara Wilson; Merv Hyde

1997-01-01

363

Age Differences and Similarities in the Shift From Computation to Retrieval During Reading Comprehension  

Microsoft Academic Search

Previous research has established that 1 mechanism underlying speed-ups in task performance with practice involves a shift from computational processing to retrieval of information encoded earlier in practice. To what extent do young and older adults differ in shifts from computation to retrieval with practice in reading comprehension? Young and older adults read short stories containing an unfamiliar noun–noun combination

Katherine A. Rawson; Dayna R. Touron

2009-01-01

364

Enhancing reading comprehension with text-to-speech (DECtalk) computer system  

Microsoft Academic Search

The study aimed at enhancing text comprehension, assessed through inferencing questions in expository prose passages, in adolescent readers. A total of 67 grades 6, 7, and 8 readers, dichotomized into above and below average subgroups in reading, first read unaided the 12 computerized passages of about 200 words each. They were then provided with explanations of difficult words and sentence

Che Kan Leong

1992-01-01

365

Emphasizing reading comprehension through the use of selected themes in children's literature  

Microsoft Academic Search

This article describes how a teacher used themes in children's literature as a means for stressing higher levels of reading comprehension. Groups were formed around themes rather than being based on reading levels. Individual conferences were held with children; these were followed by group discussions, where emphasis was placed on similarities and differences in the ways authors dealt with the

Kenneth Cadenhead; Nadine M. Carmichael

1979-01-01

366

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

367

Eye vs. Text Movement: Which Technique Leads to Faster Reading Comprehension?  

ERIC Educational Resources Information Center

Eye fixation is a frequent problem that faces foreign language learners and hinders the flow of their reading comprehension. Although students are usually advised to read fast/skim to overcome this problem, eye fixation persists. The present study investigates the effect of using a paper-based program as compared to a computer-based software in…

Abdellah, Antar Solhy

2009-01-01

368

Reading Comprehension Exercises Online: The Effects of Feedback, Proficiency and Interaction  

ERIC Educational Resources Information Center

This paper describes an ongoing project to create an online version of a reading programme, a custom-designed English language proficiency course at a university in Japan. Following an interactionist view of second language acquisition, it was hypothesised that comprehension of a reading passage could be enhanced by online materials promoting…

Murphy, Philip

2007-01-01

369

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

370

Statistical procedures for research on L2 reading comprehension: An examination of ANOVA and Regression Models  

Microsoft Academic Search

Through a discussion of research that examines a plethora of variables involved in second language (L2) reading comprehension, the present study attempts to examine and analyze the statistical procedures utilized in studies of this nature. A review of recent research from the past five and a half years from four leading scientific journals of reading is offered. Research questions that

Cindy Brantmeier

371

L2 Reading Comprehension and Its Correlates: A Meta-Analysis  

ERIC Educational Resources Information Center

The present meta-analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between passage-level second language (L2) reading comprehension and 10 key reading component variables investigated in the research domain. Four high-evidence correlates (with 18 or more accumulated effect sizes: L2…

Jeon, Eun Hee; Yamashita, Junko

2014-01-01

372

A Novel Approach for Enhancing Student Reading Comprehension and Assisting Teacher Assessment of Literacy  

ERIC Educational Resources Information Center

For students of English as a Foreign Language (EFL), reading exercises are critical not only for developing strong reading comprehension, but also for developing listening, speaking, and writing skills. Prior research suggests that social, collaborative learning environments are best suited for improving language ability. However, opportunities…

Chen, Jun-Ming; Chen, Meng-Chang; Sun, Yeali S.

2010-01-01

373

The Intriguing Role of Spanish Language Vocabulary Knowledge in Predicting English Reading Comprehension  

ERIC Educational Resources Information Center

This study explored a holistic model of English reading comprehension among a sample of 135 Spanish-English bilingual Latina and Latino 4th-grade students This model took into account Spanish language reading skills and language of initial literacy instruction. Controlling for language of instruction, English decoding skill, and English oral…

Proctor, C. Patrick; August, Diane; Carlo, Maria S.; Snow, Catherine

2006-01-01

374

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

ERIC Educational Resources Information Center

This longitudinal study examined the process of English reading comprehension at age 11 years for 173 low-achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5 years) to pre-adolescence (age 11 years), in vocabulary and word reading skills on this complex process were evaluated with structural equation…

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

2010-01-01

375

The Role of Derivational Morphology in the Reading Comprehension of Spanish-Speaking English Language Learners  

ERIC Educational Resources Information Center

This study examined the relationship between morphological awareness and reading comprehension in English among Spanish-speaking English language learners (ELLs) followed from fourth through fifth grade. Students' ability to decompose derived words while reading was assessed using an experimental task. Multiple regression analyses were used to…

Kieffer, Michael J.; Lesaux, Nonie K.

2008-01-01

376

Background Knowledge and Its Effect on Standardized Reading Comprehension Test Performance  

ERIC Educational Resources Information Center

An investigation of the relationship between background knowledge and reading comprehension performance on standardized reading tests (the California STAR Test) was conducted with sixth, seventh, and eighth-grade ethnic minority children from low-income backgrounds (N = 68). Predictor variables examined included perceived background knowledge…

Awabdy, Graziella Whipple

2012-01-01

377

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

378

The Effects of the Directed Reading-Thinking Activity on EFL Students' Referential and Inferential Comprehension  

ERIC Educational Resources Information Center

A study investigated the effects of the Directed Reading Thinking Activity on Egyptian first-year secondary stage EFL students' referential and inferential reading comprehension. The study utilized a pretest-posttest control group experimental design. The subjects consisted of 72 first-year secondary students in Menouf Secondary School for Boys at…

El-Koumy, Abdel Salam Abdel Khalek

2006-01-01

379

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 investigating…

Lee, Yin Lam

2010-01-01

380

An Initial Study of Reading and Comprehension Rates for Students Who Received Optical Devices.  

ERIC Educational Resources Information Center

Initial reading speeds across grades show points at which children with low vision are at risk of developing low literacy skills. Outcome group measures showed that 185 children (grades preK-12) who received optical devices increased their silent reading speeds and comprehension rates. Findings indicate optical devices assist in deciphering text.…

Corn, Anne L.; Wall, Robert S.; Jose, Randall T.; Bell, Jennifer K.; Wilcox, Karen; Perez, Ana

2002-01-01

381

Predictors of English Reading Comprehension: Cantonese-Speaking English Language Learners in the U.S.  

ERIC Educational Resources Information Center

In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs…

Uchikoshi, Yuuko

2013-01-01

382

Reading comprehension interventions for students with autism spectrum disorders: a synthesis of research.  

PubMed

The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. PMID:24218240

El Zein, Farah; Solis, Michael; Vaughn, Sharon; McCulley, Lisa

2014-06-01

383

The Predictive Utility of DIBELS Reading Assessment for Reading Comprehension among Third Grade English Language Learners and English Speaking Children  

ERIC Educational Resources Information Center

The study addresses the extent to which subtests on the Dynamic Indicators of Basic Early Literacy Skills Reading Assessment (DIBELS; Good & Kaminski, 2002) predict student success on a measure of reading comprehension and if prediction is consistent for native and second English Language Learners. 2,649 elementary students were assessed on a…

Scheffel, Debora; Lefly, Dianne; Houser, Janet

2012-01-01

384

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

385

A path analysis of reading comprehension for adults with low literacy  

PubMed Central

Adult literacy interventions often rely on models of reading validated with children or adult populations with a broad range of reading. Such models do not fully satisfy the need for intervention research and development for adults with low literacy. Thus, the authors hypothesized that a model representing the relationship between reading component skills would be predictive of reading comprehension for an adult population with low literacy and beneficial to adult literacy researchers. Using data from 174 adults participating in adult basic education and secondary education programs, the authors performed a path analysis of component skills' contribution to reading comprehension. The findings are clear that existing reading models do not describe this population. The implications are discussed in terms of instructional and curricular interventions. PMID:20179309

Mellard, Daryl F.; Fall, Emily; Woods, Kari L.

2010-01-01

386

Using computer-based readers to improve reading comprehension of students with dyslexia  

Microsoft Academic Search

Twenty-eight middle school students, diagnosed as dyslexic and attending a school using the Slingerland approach to remediation\\u000a of dyslexia, used a computer-based reading system for reading literature for about one-half hour a day for a semester. The\\u000a system proved to be a strong compensatory aid, enabling 70 percent of the students to read with greater comprehension, approximately\\u000a one grade level

Jerome Elkind; Karen Cohen; Carol Murray

1993-01-01

387

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

388

Tips for Reading Textbooks Reading without a purpose leads to lesser comprehension and longterm memory many students who read this way find it difficult to participate in class  

E-print Network

Tips for Reading Textbooks Reading without a purpose leads to lesser comprehension and longterm memory many students who read this way find it difficult to participate in class discussions and do as well on their exams, as they would like. If you read in 10page chunks broken up over segments of time

Snider, Barry B.

389

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

390

An Investigation of the Effects of Reader Characteristics on Reading Comprehension Of a General Chemistry Text  

NASA Astrophysics Data System (ADS)

There is great concern in the scientific community that students in the United States, when compared with other countries, are falling behind in their scientific achievement. Increasing students' reading comprehension of scientific text may be one of the components involved in students' science achievement. To investigate students' reading comprehension this quantitative study examined the effects of different reader characteristics, namely, students' logical reasoning ability, factual chemistry knowledge, working memory capacity, and schema of the chemistry concepts, on reading comprehension of a chemistry text. Students' reading comprehension was measured through their ability to encode the text, access the meanings of words (lexical access), make bridging and elaborative inferences, and integrate the text with their existing schemas to make a lasting mental representation of the text (situational model). Students completed a series of tasks that measured the reader characteristic and reading comprehension variables. Some of the variables were measured using new technologies and software to investigate different cognitive processes. These technologies and software included eye tracking to investigate students' lexical accessing and a Pathfinder program to investigate students' schema of the chemistry concepts. The results from this study were analyzed using canonical correlation and regression analysis. The canonical correlation analysis allows for the ten variables described previously to be included in one multivariate analysis. Results indicate that the relationship between the reader characteristic variables and the reading comprehension variables is significant. The resulting canonical function accounts for a greater amount of variance in students' responses then any individual variable. Regression analysis was used to further investigate which reader characteristic variables accounted for the differences in students' responses for each reading comprehension variable. The results from this regression analysis indicated that the two schema measures (measured by the Pathfinder program) accounted for the greatest amount of variance in four of the reading comprehension variables (encoding the text, bridging and elaborative inferences, and delayed recall of a general summary). This research suggest that providing students with background information on chemistry concepts prior to having them read the text may result in better understanding and more effective incorporation of the chemistry concepts into their schema.

Neiles, Kelly Y.

391

Reading VITALS (Visualizing, Interacting, and Talking while Applying Literacy Strategies) and Seventh-grade Students’ Reading Comprehension  

Microsoft Academic Search

This quasi-experimental, concurrent mixed methods study investigated whether less-proficient readers in seventh-grade language arts classes using the Reading VITALS supplemental curricular intervention exhibited improved reading comprehension. VITALS is an acronym for Visualizing, Interacting, and Thinking while Applying Literacy Strategies. VITALS used a balanced approach of explicit reading instruction and collaborative classroom discussions in which the teacher shifted to the role

Barbara J. Radcliffe

2010-01-01

392

Repeated Reading for Developing Reading Fluency and Reading Comprehension: The Case of EFL Learners in Vietnam  

ERIC Educational Resources Information Center

Reading in a foreign or second language is often a laborious process, often caused by underdeveloped word recognition skills, among other things, of second and foreign language readers. Developing fluency in L2/FL reading has become an important pedagogical issue in L2 settings and one major component of reading fluency is fast and accurate word…

Gorsuch, Greta; Taguchi, Etsuo

2008-01-01

393

The Effect of a Course Management System (CMS)-Supported Strategy Instruction on EFL Reading Comprehension and Strategy Use  

ERIC Educational Resources Information Center

This paper reports on the effect of a Moodle-supported strategy instruction on both reading comprehension and strategy use among EFL (English as a Foreign Language) students. Specific reading strategy training was first integrated into a Moodle system, which included reading exercises on problem identification, monitoring comprehension,…

Tsai, Yea-Ru; Talley, Paul C.

2014-01-01

394

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

395

The Utility of Maze Accurate Response Rate in Assessing Reading Comprehension in Upper Elementary and Middle School Students  

ERIC Educational Resources Information Center

This study examined the predictive utility of five formative reading measures: words correct per minute, number of comprehension questions correct, reading comprehension rate, number of maze correct responses, and maze accurate response rate (MARR). Broad Reading cluster scores obtained via the Woodcock-Johnson III (WJ III) Tests of Achievement…

McCane-Bowling, Sara J.; Strait, Andrea D.; Guess, Pamela E.; Wiedo, Jennifer R.; Muncie, Eric

2014-01-01

396

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 or…

Beck, Isabel L.

397

Sound It Out! Phonics in a Comprehensive Reading System  

ERIC Educational Resources Information Center

Rather than treating phonics as an end in itself, this brief text shows how phonics fits into the overall process of a child's learning to read. It helps students understand how phonics can be integrated successfully into an effective classroom reading program. While it includes a wealth of suggestions for practical classroom applications, the…

Savage, John

2006-01-01

398

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

399

Thoughtful Reading: Teaching Comprehension to Adolescents. [Videotapes and Viewing Guide].  

ERIC Educational Resources Information Center

This 4-part videotape series and viewing guide shows Cris Tovani, a high school teacher, working with a wide range of students, from college-bound seniors to students who have been referred to her classroom because of their struggles with reading. The viewing guide is designed to help teachers use the video series "Thoughtful Reading" in workshop…

Tovani, Cris

400

Matthew Effects in Reading Comprehension: Myth or Reality?  

ERIC Educational Resources Information Center

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…

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

2011-01-01

401

Summarizing with Drawings: A Reading-Comprehension Strategy  

NSDL National Science Digital Library

The development of literacy skills is essential for student success. According to the National Science Education Standards , "Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of conclusions" (NRC 1996). Teachers can help students develop these skills by finding methods that not only motivate but also engage students in the reading process. One such method is described in this article wherein students draw after reading science content. When students summarize by drawing they must form a visual representation of the information they're trying to convey. This provides an opportunity for students to elaborate and encode the information in a personally meaningful way. In addition, drawing after reading encourages students to reflect on what they have read and allows time to process the information.

Elliott, Janine

2007-01-01

402

Unlocking Reading Comprehension with Key Science Inquiry Skills  

NSDL National Science Digital Library

As secondary science teachers, we must remember that scientific literacy cannot be attained without fundamental literacy--the ability to read and comprehend textual information and write competently about the subject under study. To achieve literacy success, the Science-Cognition-Literacy Framework (Figure 1) was designed to give science teachers a basis for visualization of the sequencing of cognitive processes and instructional activities for developing science inquiry skills, and applying them to reading (and writing) activities based in science.

Miller, Roxanne G.

2006-09-01

403

Repeated Reading versus Continuous Reading: Influences on Reading Fluency and Comprehension  

ERIC Educational Resources Information Center

In this research we evaluated two methods to improve the reading fluency of struggling readers. Poor readers in Grades 2 and 4 with (n = 17) and without (n = 20) learning disabilities were randomly assigned to one of two fluency practice variations or to a control group. Students in the treatments practiced reading aloud under repeated or…

O'Connor, Rollanda E.; White, Annika; Swanson, H. Lee

2007-01-01

404

Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically-sensitive design  

PubMed Central

Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mathematics is differentially related to word decoding and reading comprehension. The current study examined these relationships at both a phenotypic and etiological level in a population-based cohort of 5162 twin pairs at age 12. Multivariate genetic analyses of latent phenotypic factors of mathematics, word decoding and reading comprehension revealed substantial genetic and shared environmental correlations among all three domains. However, the phenotypic and genetic correlations between mathematics and reading comprehension were significantly greater than between mathematics and word decoding. Independent of mathematics, there was also evidence for genetic and nonshared environmental links between word decoding and reading comprehension. These findings indicate that word decoding and reading comprehension have partly distinct relationships with mathematics in the middle school years. PMID:24319294

Harlaar, Nicole; Kovas, Yulia; Dale, Philip S.; Petrill, Stephen A.; Plomin, Robert

2013-01-01

405

Validity of CBM Measures of Oral Reading Fluency and Reading Comprehension on High-Stakes Reading Assessments in Grades 7 and 8  

ERIC Educational Resources Information Center

We examined the criterion validity and diagnostic efficiency of oral reading fluency (ORF), word reading accuracy, and reading comprehension (RC) for students in Grades 7 and 8 taking into account form effects of ORF, time of assessment, and individual differences, including student designations of limited English proficiency and special education…

Baker, Doris Luft; Biancarosa, Gina; Park, Bitnara Jasmine; Bousselot, Tracy; Smith, Jean-Louise; Baker, Scott K.; Kame'enui, Edward J.; Alonzo, Julie; Tindal, Gerald

2015-01-01

406

The Effects of Homogeneous versus Heterogeneous Reading-Style Grouping on EFL Students' Non-Preferred Reading Style and Reading Comprehension  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the effects of homogeneous versus heterogeneous reading-style grouping on EFL students' non-preferred reading style and reading comprehension. The study used a pretest-posttest experimental design. The original subjects of the study (N=86) were Egyptian English major senior students during the 2005/2006…

El-Koumy, Abdel Salam Abdel Khalek

2009-01-01

407

A New Tool for Measuring and Understanding Individual Differences in the Component Processes of Reading Comprehension  

Microsoft Academic Search

We propose a new measure of individual differences in reading comprehension ability that is theoretically motivated, is easy to administer, and that has high predictive power. Participants read 3-sentence paragraphs that describe the relations among a set of real and artificial terms, and then they respond to true–false statements that assess their ability to access and integrate long-term memory knowledge

Brenda Hannon; Meredyth Daneman

2001-01-01

408

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

409

Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation  

Microsoft Academic Search

We examined the contribution of working memory capacity to the development of children’s reading comprehension. We present\\u000a data from three waves of a longitudinal study when the children were 7 years (Grade 1), 8 years (Grade 2) and 9 years (Grade\\u000a 3). Two questions were raised: The first question concerned the developmental changes of the relative contribution of working\\u000a memory in predicting reading

Alix Seigneuric; Marie-France Ehrlich

2005-01-01

410

L1 glosses: Effects on EFL learners' reading comprehension and vocabulary retention  

Microsoft Academic Search

The present study examines the effects of 3 kinds of glosses—first-language (L1) Chinese glosses plus second-language (L2) English example sentences, L1 in-text glosses, and L1 marginal glosses—in comparison with a no-gloss condition in reading an English passage, to explore whether providing glosses can facilitate reading comprehension and vocabulary acquisition. A total of 135 undergraduate business and engineering students at 4

Ying-Hsueh Cheng; Robert L. Good

2009-01-01

411

Expository content area texts, cognitive style and gender: Their effects on reading comprehension  

Microsoft Academic Search

The purpose of this investigation was to determine if cognitive style (field dependence\\/independence [FD\\/I]) and gender interact with passage content to affect reading comprehension. Research on FD\\/I and its relationship to reading?related and other academic tasks served as the theoretical and empirical basis for the study. While most of the research has centered on the holistic versus analytic processing differences,

Clare E. Hite

2004-01-01

412

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

413

Online Reading Comprehension Strategies among Fifth- and Sixth-Grade General and Special Education Students  

ERIC Educational Resources Information Center

The present study targeted the online reading strategies of upper-elementary and middle school students with and without learning disabilities in the U.S. and in Taiwan. Several aspects of the comprehension process were studied, including: (1) Internet navigation strategies and behaviours, (2) sensitivity to the organisational structure of…

Chen, Hsin-Yuan

2010-01-01

414

Discourse-Level Reading Comprehension in Chinese Children: What Is the Role of Syntactic Awareness?  

ERIC Educational Resources Information Center

This study aimed to investigate the association between syntactic awareness and discourse-level reading comprehension in 136 Hong Kong Chinese children. These children, aged 11, from a longitudinal study, were administered a set of cognitive and linguistic measures. Partial correlational analyses showed that children's performances in two…

Tong, Xiuhong; Tong, Xiuli; Shu, Hua; Chan, Shingfong; McBride-Chang, Catherine

2014-01-01

415

Does Topic Familiarity Affect Assessed Difficulty and Actual Performance on Reading Comprehension Tests in LSP?  

ERIC Educational Resources Information Center

A study investigated the hypothesis that topic familiarity and assessed difficulty of a second language text correlated positively with performance on reading comprehension tests in languages for special purposes (LSP). Subjects were 177 advanced students of English as a Foreign Language (EFL) at Ben Gurion University (Israel). Faculty from the…

Peretz, Arna S.; Shoham, Miriam

416

Relationships between Word Knowledge and Reading Comprehension in Third-Grade Children  

ERIC Educational Resources Information Center

The relationship between word knowledge and reading comprehension has been well documented in research; however, the nature of this relationship remains unclear. Researchers usually distinguish between 2 aspects of an individual's word knowledge: breadth and depth. In addition to these 2 factors, it may be important to also consider fluency in the…

Tannenbaum, Kendra R.; Torgesen, Joseph K.; Wagner, Richard K.

2006-01-01

417

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

418

Becoming Part of the Story! Refueling the Interest in Visualization Strategies for Reading Comprehension  

ERIC Educational Resources Information Center

Visualizing the events described in a text is crucial for constructing a rich and coherent visuospatial mental representation (i.e., situation model) of the text. According to current reading comprehension theories, the construction of such a situation model likely involves all sensory modalities. However, at present these insights are hardly used…

De Koning, Bjorn B.; van der Schoot, Menno

2013-01-01

419

Floating on a Sea of Talk: Reading Comprehension through Speaking and Listening  

ERIC Educational Resources Information Center

Talk is the foundation for thought and understanding and the key to literacy learning. Research demonstrates that powerful metacognitive strategies can be taught to help students self-monitor their comprehension when reading print and digital texts. This article provides a repertoire of speaking and listening strategies to develop the…

Mills, Kathy A.

2009-01-01

420

Bottom-Up Processing and Reading Comprehension in Experienced Adult Readers  

ERIC Educational Resources Information Center

Previous research has indicated a weak to moderate role for word recognition skill in contributing to reading comprehension efficiency in highly experienced adult readers. The goal of this study was to re-evaluate the strength of this association, including assessment of the contribution of skill in discriminating unfamiliar shapes and identifying…

Holmes, Virginia M.

2009-01-01

421

Derivational Morphological Awareness, Academic Vocabulary, and Reading Comprehension in Linguistically Diverse Sixth Graders  

ERIC Educational Resources Information Center

This study investigated the multiple roles of morphological awareness in reading comprehension for Spanish-speaking language minority (LM) learners and their native English-speaking (NE) peers. Sixth-grade students (N = 137; 82 LM, 55 NE) were assessed on English measures of derivational morphological awareness, morphologically complex academic…

Kieffer, Michael J.; Box, Catherine DiFelice

2013-01-01

422

The Relationship between Reading Comprehension, Decoding, and Fluency in Greek: A Cross-Sectional Study  

ERIC Educational Resources Information Center

Experts widely consider decoding and fluency as the basis of reading comprehension, while at the same time consistently documenting problems in these areas as major characteristics of students with learning disabilities. However, scholars have developed most of the relevant research within phonologically deep languages, wherein decoding problems…

Padeliadu, Susana; Antoniou, Faye

2014-01-01

423

Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: A Structural Equation Modeling Study  

ERIC Educational Resources Information Center

Using structural equation modeling analysis, this study examined the contribution of vocabulary and grammatical knowledge to second language reading comprehension among 190 advanced Chinese English as a foreign language learners. Vocabulary knowledge was measured in both breadth (Vocabulary Levels Test) and depth (Word Associates Test);…

Zhang, Dongbo

2012-01-01

424

Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children.  

PubMed

The main aim of this study was to examine the relationship between language skills (vocabulary knowledge and phonological awareness), nonverbal cognitive processes (attention, memory and executive functions) and reading comprehension in deaf children. Participants were thirty prelingually deaf children (10.7±1.6 years old; 18 boys, 12 girls), who were classified as either good readers or poor readers by their scores on two reading comprehension tasks. The children were administered a rhyme judgment task and seven computerized neuropsychological tasks specifically designed and adapted for deaf children to evaluate vocabulary knowledge, attention, memory and executive functions in deaf children. A correlational approach was also used to assess the association between variables. Although the two groups did not show differences in phonological awareness, good readers showed better vocabulary and performed significantly better than poor readers on attention, memory and executive functions measures. Significant correlations were found between better scores in reading comprehension and better scores on tasks of vocabulary and non-verbal cognitive processes. The results suggest that in deaf children, vocabulary knowledge and nonverbal cognitive processes such as selective attention, visuo-spatial memory, abstract reasoning and sequential processing may be especially relevant for the development of reading comprehension. PMID:25240218

Daza, María Teresa; Phillips-Silver, Jessica; Ruiz-Cuadra, María Del Mar; López-López, Francisco

2014-12-01

425

The dissociation of word reading and text comprehension: Evidence from component skills  

Microsoft Academic Search

In this paper, we discuss the relative contribution of several theoretically relevant skills and abilities in accounting for variance in both word reading and text comprehension. We present data from the first and second waves of a longitudinal study, when the children were 7 to 8 years, and 8 to 9 years old. In multiple regression analyses, we show that

J. V. Oakhill; K. Cain; P. E. Bryant

2003-01-01

426

Effect of Focused Vocabulary Instruction on 7th Graders' Reading Comprehension  

ERIC Educational Resources Information Center

This study reports an investigation on the effects of directed vocabulary and whole class instruction on improving students' vocabulary acquisition and reading comprehension. Fifty-eight seventh grade students participated in the study, and a pre-test/post-test experimental design was employed. The results did not indicate any statistically…

Horn, Mary; Feng, Jianhua

2012-01-01

427

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

428

The Relationship among Oral Language, Decoding Skills, and Reading Comprehension in Children with Autism  

ERIC Educational Resources Information Center

The purpose of this study was to examine the relationship among oral language, decoding, and reading comprehension for children with autism. Participants included 13 English-speaking children with a diagnosis of high-functioning autism (IQ > 70) who were included in a typical classroom, and who had parents who spoke English. Parts of the…

Cronin, Kathleen A.

2014-01-01

429

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

430

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

ERIC Educational Resources Information Center

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…

Tozcu, Anjel; Coady, James

2004-01-01

431

Improvement of reading comprehension through computer-assisted language learning in Iranian intermediate EFL students  

Microsoft Academic Search

The present study investigated the effect of ICT and more specifically CALL on the quality of students’ reading comprehension in an Iranian academic setting. For this study, a pre-test \\/ post-test experimental design was developed. 30 students out of 60 subjects were randomly selected to form the treatment group and the rest of them formed the control group. One instructor

Amir Marzban

2011-01-01

432

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

ERIC Educational Resources Information Center

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…

Garner, Joanna K.; Bochna, Cynthia R.

2004-01-01

433

The effect of cooperative learning techniques on college students’ reading comprehension  

Microsoft Academic Search

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 pre-intermediate female college students were selected, and they were randomly assigned to three

Alireza Jalilifar

2010-01-01

434

Location of the Topic Sentence, Level of Language Proficiency, and Reading Comprehension  

Microsoft Academic Search

Research on reading comprehension supports the contribution of the topic sentence to better understanding of the paragraph by EFL readers. However, the level of language proficiency, which has recently been recognized as an interacting factor with many language processing tasks, has not been taken into account in previous research. Therefore, the purpose of this study was to investigate the relationship

Hossein Farhady

435

Development of decoding, reading comprehension, vocabulary and spelling during the elementary school years  

Microsoft Academic Search

The goal of this study was (1) to investigate the development of decoding(efficiency), reading comprehension, vocabulary and spelling during theelementary school years and (2) to determine the differences between poor,average and good performers with regard to the development of theseskills. Twice each year two standardized tests for each skill wereadministered. For two successive periods, one of the tests for each

Cor Aarnoutse; Jan van Leeuwe; Marinus Voeten; Han Oud

2001-01-01

436

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

437

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

438

Internet in the Classroom: Effects on Reading Comprehension, Motivation and Metacognitive Awareness  

Microsoft Academic Search

The main goal of the research was to examine the contribution of an internet environment embedded with metacognitive instruction on students' reading comprehension, motivation and metacognitive awareness. The participants were 52 students who studied in two eighth-grade classes randomly selected from one junior high school and assigned to one of two conditions: (a) internet group - exposed to metacognitive instruction

Bracha Kramarski; Yael Feldman

2000-01-01

439

An Analysis of the Cognitive Processes Underlying Problems in Reading Comprehension  

Microsoft Academic Search

Previous research has argued that children who experience difficulties in reading comprehension are less skilled in either speed of verbal processing or speed of decoding. Little explanatory power or research has been given to variables from developmental memory research such as the child's ability to draw inferences, to elaborate or “go beyond the information given,” or to the child's sensitivity

Andrew M. Hess

1982-01-01

440

Effects of Two Cooperative Conditions on Peer-Group Discussions, Reading Comprehension, and Metacognition.  

ERIC Educational Resources Information Center

Task-related talk, reading comprehension, and metacognition of 219 third grade students were examined over a 4-week period in classrooms assigned to reward (encouragement through team recognition) or strategy (discussions directed toward task content) conditions. The role of task related talk and efficacy of focusing strategies are discussed. (SLD)

Meloth, Michael S.; Deering, Paul D.

1992-01-01

441

Effects of the Paraphrasing Strategy on Expository Reading Comprehension of Young Adults with Intellectual Disability  

ERIC Educational Resources Information Center

The purpose of the study was to investigate the effectiveness of teaching a three-step paraphrasing strategy on expository reading comprehension of young adults with intellectual disability. Ten learners from a postsecondary education program for individuals with disability participated in the study. They were randomly assigned to the control and…

Hua, Youjia; Woods-Groves, Suzanne; Ford, Jeremy W.; Nobles, Kelly A.

2014-01-01

442

Cognitive Levels of Questions Used by Iranian EFL Teachers in Advanced Reading Comprehension Tests  

ERIC Educational Resources Information Center

This study examined the cognitive levels of questions used by Iranian EFL teachers in advanced reading comprehension tests. Twenty teachers participated in this study and generated 215 questions which were then categorized according to Bloom's taxonomy. This taxonomy consists of six major categories which starts from the simplest behavior to the…

Khorsand, Narjess

2009-01-01

443

Use of Bloom's Taxonomy in Developing Reading Comprehension Specifications  

ERIC Educational Resources Information Center

This article is a brief account of the use of Bloom's Taxonomy of Educational Objectives (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) by staff of the Law School Admission Council in the 1990 development of redesigned specifications for the Reading Comprehension section of the Law School Admission Test. Summary item statistics for…

Luebke, Stephen; Lorie, James

2013-01-01

444

Effect of Think Alouds on Literal and Higher-Order Reading Comprehension  

ERIC Educational Resources Information Center

This study examines the effect of training in think alouds on literal and higher-order reading comprehension. Thirty-two (n = 32) eighth grade students of English as a foreign language (EFL) participated in the study. The participants were randomly assigned to control and experimental conditions. Descriptive statistics, correlation coefficients,…

Ghaith, Ghazi; Obeid, Hoda

2004-01-01

445

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

446

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

447

Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension  

ERIC Educational Resources Information Center

A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2 levels: decoding and oral language. English decoding measures included alphabetic knowledge and fluency. English oral language measures included…

Proctor, C. Patrick; Carlo, Maria; August, Diane; Snow, Catherine

2005-01-01

448

Ameliorating the English Reading Comprehension of Spanish-Speaking ELLs through a Reciprocal Teaching Intervention  

ERIC Educational Resources Information Center

Through a single-subject multiple-baseline across-participants design, the present study examined the effects of Reciprocal Teaching (RT) instruction and Spanish use on the cognitive strategy use and English reading comprehension of four, 4th grade Spanish-speaking bilingual students that are "good" decoders but "poor"…

Ramos, Jose A.

2012-01-01

449

Biliteracy and Language Development in Samoan Bilingual Classrooms: The Effects of Increasing English Reading Comprehension  

ERIC Educational Resources Information Center

This article addresses an area of international concern, the need to enhance the development in reading comprehension for English Language Learners. We report results of an intervention to raise achievement in English (L2) in Samoan bilingual classrooms for 9-13 year old Samoan children. The general aim was to examine patterns of biliteracy and…

Toloa, Meaola; McNaughton, Stuart; Lai, Mei

2009-01-01

450

Effects of Attributional Retraining on Strategy-Based Reading Comprehension in Learning-Disabled Students.  

ERIC Educational Resources Information Center

Seventy-five learning-disabled students (10 to 14 years old) received instructions about summarization strategies and about personal causality that were designed to improve reading comprehension. Changes in antecedent attributions about personal causality were not usually altered by this program-specific attributional training, although…

Borkowski, John G.; And Others

1988-01-01

451

Teaching Children to Control Their Reading Comprehension Skills, May 5, 1982-June 30, 1984. Final Report.  

ERIC Educational Resources Information Center

The development and evaluation of Informed Strategies for Learning (ISL), an experimental curriculum to enhance children's reading comprehension, are described in this report. The report opens with a summary of the project, in which 20 modules--each focusing on a different strategy--were designed and 60 lesson plans were developed. This section…

Paris, Scott G.

452

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

453

Reading Comprehension of Immigrant Students in Germany: Research Evidence on Determinants and Target Points for Intervention  

ERIC Educational Resources Information Center

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 lower levels of reading comprehension than students using the test language at home (Stanat & Christensen, "2006"). Results from PISA…

Marx, Alexandra E.; Stanat, Petra

2012-01-01

454

A Longitudinal Analysis of English Language Learners' Word Decoding and Reading Comprehension  

ERIC Educational Resources Information Center

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

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

2007-01-01

455

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

456

The Integration of Psycholinguistic and Discourse Processing Theories of Reading Comprehension.  

ERIC Educational Resources Information Center

To assess the compatibility of miscue analysis and recall analysis as independent elements in a theory of reading comprehension, a study was performed that operationalized each theory and separated its components into measurable units to allow empirical testing. A cueing strategy model was estimated, but the discourse processing model was broken…

Beebe, Mona J.

457

The Effects of Using WebQuests on Reading Comprehension Performance of Saudi EFL Students  

ERIC Educational Resources Information Center

This paper is a report on the effects of using WebQuest on Saudi male EFL students reading comprehension performance. WebQuests expose students to several online resources and require them to gather information about a specific topic. The experimental group received traditional teaching plus WebQuests as supplementary activities. The control group…

Alshumaimeri, Yousif A.; Almasri, Meshail M.

2012-01-01

458

Comprehension Questioning Small Group Reading Instruction for Urban Students with Learning Disabilities  

ERIC Educational Resources Information Center

It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin,…

Jones, Valerie

2012-01-01

459

Statistical Procedures for Research on L2 Reading Comprehension: An Examination of ANOVA and Regression Models  

ERIC Educational Resources Information Center

Through a discussion of research that examines a plethora of variables involved in second language (L2) reading comprehension, the present study attempts to examine and analyze the statistical procedures utilized in studies of this nature. A review of recent research from the past five and a half years from four leading scientific journals of…

Brantmeier, Cindy

2004-01-01

460

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

461

Reading Comprehension of Expository Science Material and Students with Learning Disabilities: A Comparison of Strategies.  

ERIC Educational Resources Information Center

This study compared the effects of comprehension fostering strategies on science and social studies texts with 54 eighth-grade students with learning disabilities. Strategies included text-structure-based strategy, paragraph-restatement strategy, and traditional instruction. Text-structure-based reading strategies had a significant effect on…

Bakken, Jeffrey P.; Mastropieri, Margo A.; Scruggs, Thomas E.

1997-01-01

462

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

463

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

464

Preliminary Evidence for the Validity of the New Test of Everyday Reading Comprehension  

ERIC Educational Resources Information Center

The Test of Everyday Reading Comprehension (TERC) has recently been presented as an addition to the armoury of tests available for assessing the skills of low-progress readers. While comparison data for students of different ages are presented together with evidence for high test reliability, there is, as yet, no published evidence for its…

Wheldall, Kevin; McMurtry, Sarah

2014-01-01

465

Reading Comprehension Difficulties among Students with Disabilities and Students At-Risk  

ERIC Educational Resources Information Center

The quantitative method and quasi-experimental design examined the effects of multimodal-multisensory instructional strategies (MMIS) on vocabulary acquisition and reading comprehension among students at-risk and students with disabilities in an inclusive environment. To discover the efficacy of multimodal-multisensory instructional strategies,…

Blinkhorn, Donna L.

2009-01-01

466

Roles of Morphological Awareness in the Reading Comprehension of Spanish-Speaking Language Minority Learners: Exploring Partial Mediation by Vocabulary and Reading Fluency  

ERIC Educational Resources Information Center

This study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions…

Kieffer, Michael J.; Biancarosa, Gina; Mancilla-Martinez, Jeannette

2013-01-01

467

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

468

The Influence of Personalization of Online Texts on Elementary School Students' Reading Comprehension and Attitudes toward Reading  

ERIC Educational Resources Information Center

The purpose of this research was to examine the role of personalized and non-personalized online texts on elementary school fifth grade students' comprehension and their attitudes toward reading. Participants were 47 fifth-grade students from a rural elementary school in north Florida. The subjects were randomly assigned into two…

Ertem, Ihsan Seyit

2013-01-01

469

Efficiency in Reading Comprehension: A Comparison of Students' Competency in Reading Printed and Digital Texts  

ERIC Educational Resources Information Center

In this study, survey model was used, for investigating the effect of printed and electronic texts on the reading comprehension levels of teacher candidates. While dependent variable of the research comprises the levels of understanding of the teacher candidates, independent variable comprises the departments of the teacher candidates, types of…

Duran, Erol

2013-01-01

470

First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status  

PubMed Central

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children’s phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal reasoning. Throughout first grade, they also modeled the students’ reading progress by means of weekly Word Identification Fluency (WIF) tests to derive December and May intercepts. The authors assessed their reading comprehension in the spring of Grades 1–5. With the four cognitive variables and the WIF December intercept as predictors, 50.3% of the variance in fifth-grade reading comprehension was explained: 52.1% of this 50.3% was unique to the cognitive variables, 13.1% to the WIF December intercept, and 34.8% was shared. All five predictors were statistically significant. The same four cognitive variables with the May (rather than December) WIF intercept produced a model that explained 62.1% of the variance. Of this amount, the cognitive variables and May WIF intercept accounted for 34.5% and 27.7%, respectively; they shared 37.8%. All predictors in this model were statistically significant except RAN. Logistic regression analyses indicated that the accuracy with which the cognitive variables predicted end-of-fifth-grade RD status was 73.9%. The May WIF intercept contributed reliably to this prediction; the December WIF intercept did not. Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems. PMID:22539057

Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bryant, V. Joan; Hamlett, Carol L.; Lambert, Warren

2012-01-01

471

Metacognitively competent reading comprehension is constructively responsive reading: how can such reading be developed in students?  

Microsoft Academic Search

This article describes the metacognitive processes in which good readers engage before, during, and after reading and the\\u000a strategies instruction that fosters these processes. Benchmark School, a school in Media, PA for struggling readers, is provided\\u000a as an example of how a grades 1–8, across-the-curriculum strategies program was developed based on the research of the late\\u000a 1980s and early 1990s

Michael Pressley; Irene W. Gaskins

2006-01-01

472

Comprehensive Care  

MedlinePLUS

... Providing emotional support Comprehensive care includes attention to emotional health as well as physical health. Mental health professionals provide support and education, as well as diagnose and treat the depression, ...

473

Reading Comprehension in Adolescent First and Second Language Learners: A Comparison of Simple and MultiComponent Models  

Microsoft Academic Search

The underlying components of reading comprehension were examined and compared in adolescents who spoke English as their first (L1) or second (L2) language. One-hundred and nine adolescents (55 L1 and 54 L2) completed measures of reading comprehension, decoding, vocabulary knowledge, working memory, comprehension strategy use, motivation and print exposure in English. Overall English L1 students outperformed English L2 students on

Adrian Dominic Kenneth Pasquarella

2009-01-01

474

ICANREAD: The Effects of an Online Reading Program on Grade 1 Students' Engagement and Comprehension Strategy Use  

ERIC Educational Resources Information Center

This pilot study explores the impact of online electronic storybooks (e-books) on the reading motivation and listening comprehension of six grade 1 students (aged 7 years) from Ontario, Canada. The researcher measured participants' perceived enjoyment of the online e-book reading experience using standardized listening comprehension tests,…

Ciampa, Katia

2012-01-01

475

The Relation of Morphological Awareness and Syntactic Awareness to Adults' Reading Comprehension: Is Vocabulary Knowledge a Mediating Variable?  

ERIC Educational Resources Information Center

The authors' goal was to examine the structural relationships among vocabulary knowledge, morphological awareness, syntactic awareness, and reading comprehension in English-speaking adults. Structural equation analysis of data collected from 151 participants revealed that morphological awareness affected reading comprehension directly. Syntactic…

Guo, Ying; Roehrig, Alysia D.; Williams, Rihana S.

2011-01-01

476

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

477

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

478

The effect of the integration of corpora in reading comprehension classrooms on English as a Foreign Language learners' vocabulary development  

Microsoft Academic Search

This study used a randomized pretest–posttest control group design to examine the effect of the integration of corpora in general English courses on the students' vocabulary development. To enhance the learners' lexical repertoire and thereby improve their reading comprehension, an online corpus-based approach was integrated into 42 hours of reading comprehension classroom instruction. The results of the analysis of covariance

Yahya Gordani

2012-01-01

479

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 underscores…

Watson, Silvana M. R.; Gable, Robert A.; Gear, Sabra B.; Hughes, Kimberly C.

2012-01-01

480

The Stickybear Reading Comprehension Series: Science. School Version with Lesson Plans for Ages 7-10. Volume 1. 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 the invention of velcro to the journey of food through the digestive system, the open-ended reading comprehension program is versatile…

1996

481

Effects of a Computer-Assisted Concept Mapping Learning Strategy on EFL College Students' English Reading Comprehension  

ERIC Educational Resources Information Center

The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners' English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners' English reading comprehension? (2) did…

Liu, Pei-Lin; Chen, Chiu-Jung; Chang, Yu-Ju

2010-01-01

482

Linguistic Knowledge, Processing Speed, and Metacognitive Knowledge in First- and Second-Language Reading Comprehension: A Componential Analysis  

ERIC Educational Resources Information Center

The authors report results of a study into the role of components of first-language (L1; Dutch) and second-language (L2; English) reading comprehension. Differences in the contributions of components of L1 and L2 reading comprehension are analyzed, in particular processing speed in L1 and L2. Findings indicate that regression weights of the L1 and…

van Gelderen, Amos; Schoonen, Rob; de Glopper, Kees; Hulstijn, Jan; Simis, Annegien; Snellings, Patrick; Stevenson, Marie

2004-01-01

483

Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners  

ERIC Educational Resources Information Center

This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…

Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren

2014-01-01

484

Beyond Talking about Books: Implications of the Reading Comprehension Instruction and Pedagogical Beliefs of a Special Educator Perceived as Effective  

ERIC Educational Resources Information Center

This investigation extends the study of the reading comprehension practices used with students with learning disabilities (LD) via a case study, exploring the beliefs and practices in reading comprehension of "Wendy," a cross-categorical special educator nominated as effective in her work with sixth-grade students. Wendy's practices serve as a…

Feiker Hollenbeck, Amy R.

2013-01-01

485

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

486

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

487

A Chaotic Home Environment Accounts for the Association between Respect for Rules Disposition and Reading Comprehension: A Twin Study.  

PubMed

This study examined the association between socioemotional dispositions from the developmental propensity model and reading comprehension and whether those associations could be accounted for by level of chaos in the home. Data from 342 monozygotic and 333 same-sex dizygotic twin pairs age 7-13 years were used. A parent rated the twins on sympathy, respect for rules, negative emotionality, and daring and level of chaos in the twins' home. Reading comprehension was measured using a state-wide school assessment. Only respect for rules significantly and uniquely predicted reading comprehension. Biometric models indicated that respect for rules was positively associated with reading comprehension via the shared environment and home chaos accounted for a significant amount of that shared environmental variance even after controlling for family income. Children with higher respect for rules have better reading comprehension scores in school and this relationship owes partly to the level of chaos in the family home. PMID:25328362

Taylor, Jeanette; Hart, Sara A

2014-10-01

488

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

489

Age-related changes in reading comprehension: an individual-differences perspective.  

PubMed

In this study, the authors show that Hannon and Daneman's (2001, Journal of Educational Psychology, 93, 103-128) component processes task can be used to investigate individual differences in older readers' comprehension performance, and to determine which components of comprehension are most susceptible to declines with normal aging. Results revealed that the ability to remember new text information, to make inferences about new text information, to access prior knowledge in long-term memory, and to integrate prior knowledge with new text information all accounted for a substantial proportion of variance in older adults' reading comprehension performance. Although there were age-related declines in all of these component processes, the components associated with new learning were more susceptible to age-related declines than were the components associated with accessing what already is known. The findings suggest that age-related declines in reading comprehension might be a consequence of declines in a number of component processes rather than one specific process. PMID:20183100

Hannon, Brenda; Daneman, Meredyth

2009-10-01

490

Embedding perseverative interest of a child with autism in text may result in improved reading comprehension: A pilot study.  

PubMed

Abstract Objective: We investigated the effects of embedding the perseverative interest (PI) of a child with autism (i.e. cars) within texts on reading comprehension. Methods: A PI text condition (text altered to include cars) was compared with a non-PI text condition (same story without cars inserted) in an alternating treatment design. Dependent variables were responses to reading comprehension questions and number of words uttered during an oral retell (i.e. curriculum-based measures [CBMs]). The reading level, instructional routines, and therapist where held constant across the randomly alternated conditions. Results: Both CBMs suggested that reading comprehension was enhanced when the story included the child's PI. Conclusions: These preliminary findings suggest that embedding the PIs of students with autism spectrum disorder within readings may result in more accurate responses to reading comprehension questions and more detailed oral retelling. These findings are discussed in terms of potential directions for future research. PMID:24840483

El Zein, Farah; Solis, Michael; Lang, Russell; Kim, Min Kyung

2014-05-19

491

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

492

The Relationships Among Literal And Inferential Reading Comprehension Skills And Selected Cognitive Processes  

Microsoft Academic Search

The purpose of this study was to investigate the relationships among the levels of achievement in literal and inferential reading comprehension skills and the cognitive functions of analytic field approach cognitive style, conceptual tempo cognitive style, and the hypothesis (H) theory.A population of 305 sixth-grade students was selected from two Dade County, Florida, sixth-grade centers. They were given the Petriel

Lukes William George Jr

1984-01-01

493

Language Enrichment Teacher Preparation and Practice Predicts Third Grade Reading Comprehension  

Microsoft Academic Search

First and second grade public school teachers were trained through interactive video-conferencing to implement Language Enrichment, an Orton-Gillingham-based literacy instruction. The effectiveness of the linguistically informed training was demonstrated by documenting the longitudinal third grade reading comprehension achievement of their students. Student achievement was measured on the state-mandated achievement test, Texas Assessment of Academic Skills (TAAS). Hierarchical linear modeling (HLM)

Suzanne H. Carreker; Paul R. Swank; Lynn Tillman-Dowdy; Graham F. Neuhaus; Mary Jo Monfils; Mary Lou Montemayor; Paul Johnson

2005-01-01

494

Pictures and Words Together: Using Illustration Analysis and Reader-Generated Drawings to Improve Reading Comprehension  

Microsoft Academic Search

Comparing art learning activities with standard academic communications led to investigation of interactions between visual and verbal communication. The feasibility of working with pictures and words together to increase understanding and to determining whether thinking skills practiced in art class could be applied to non-visual materials was studied.\\u000aReading comprehension tests determined effects of researcher-provided and student-drawn illustrations on understanding

Wendy Paige Free

2004-01-01

495

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

496

Syntactic skills in sentence reading comprehension among Chinese elementary school children  

Microsoft Academic Search

The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two\\u000a Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills\\u000a at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective\\u000a usage, and knowledge of morphosyntactic structure (measured by an

Pakey Pui-man Chik; Connie Suk-han Ho; Pui-sze Yeung; David Wai-ock Chan; Kevin Kien-hoa Chung; Hui Luan; Lap-yan Lo; Wendy Suet-yee Lau

497

University Student With Poor Reading Comprehension: The Hidden Cognitive Processing Deficit.  

PubMed

The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-matched controls with no comprehension difficulties participated in the study. The participants were assessed on three verbal working memory tasks that varied in terms of their processing demands and on the Das-Naglieri Cognitive Assessment System, which was used to operationalize intelligence. The results indicated first that the differences between poor and skilled comprehenders on working memory were amplified as the processing demands of the tasks increased. In addition, although poor comprehenders as a group had average intelligence, they experienced significant difficulties in simultaneous and successive processing. Considering that working memory and general cognitive ability are highly correlated processes, these findings suggest that the observed differences between poor and skilled comprehenders are likely a result of a deficient information processing system. PMID:24395082

Georgiou, George K; Das, J P

2014-01-01

498

On Comprehension.  

ERIC Educational Resources Information Center

Discusses the difficulties of testing listening comprehension in a second language and describes test procedures which try to overcome these difficulties used in a French course taught at the University College in Cardiff. The specific tests are note taking and summary writing, oral translation, and transcription. (SED)

Evans, Colin

1984-01-01

499

SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION  

E-print Network

teacher candidates teachers enrolled in these programs visually represented their conceptual knowledge of reading comprehension. Further analysis supported how teachers enact this knowledge into reading comprehension scenarios in their classrooms....

James, Susanne Marie

2011-07-21

500

The effects of interest on reading comprehension in children with reading problems, attention problems and typically developing children  

Microsoft Academic Search

This study assessed the effect of levels of interest on reading comprehension for students ages 7-11 with and without mild disabilities. We recruited nonclinical samples of students (16 RD and RP, 16 ADHD and AP, and 16 typically developing) with equivalent I.Q.s and without co-occurring diagnoses. To these students, we administered high and low interest fables. Interest was defined as

Suzanne M Beike

2009-01-01