Note: This page contains sample records for the topic comprehension reading comprehension from Science.gov.
While these samples are representative of the content of Science.gov,
they are not comprehensive nor are they the most current set.
We encourage you to perform a real-time search of Science.gov
to obtain the most current and comprehensive results.
Last update: August 15, 2014.
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

ESL Reading Comprehension Instruction.  

ERIC Educational Resources Information Center

Several techniques and strategies for teaching reading comprehension, which have already proved effective in first language reading instruction, may also be used when teaching English as second language. The techniques presented here address the following issues: (1) background knowledge; (2) textual analysis; (3) metacognition and strategy…

Miller, Leah D.; Perkins, Kyle

4

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

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

Comprehension.  

ERIC Educational Resources Information Center

Provides an annotated bibliography of eight recommended children's books new titles and reprints to use in reading comprehension activities. Suggests grade levels and learning activities for each title. (AEF)

Winkel, Lois

1999-01-01

7

Comprehensibility.  

ERIC Educational Resources Information Center

This paper addresses the difficulty involved in creating easily understood information. The act of communicating is not complete until the message has been both received and understood by the audience. Messages must always be comprehensible, otherwise they will have no effect. The readability, legibility, and reading value of a graphic message is…

Pettersson, Rune

8

Comprehensibility.  

ERIC Educational Resources Information Center

The act of communicating is not complete until the message is received and understood by the audience. This paper focuses on formulating messages for comprehensibility, in a discussion that is fundamentally applicable to all media. The ability to understand a verbovisual message depends on its readability, legibility, and its reading value.…

Pettersson, Rune

9

Reading Rate and Comprehension  

ERIC Educational Resources Information Center

Reading fluency is one of the most important signs of language proficiency both for native and foreign language speakers (Grabe, 2010; Macalister, 2010; Winston, 2010; Hasbrouck, 2008; Rasinski, 2004; Oakley, 2003; Waldman, 1985; Cited in: Sayenko, 2010, Introduction Para 1). This paper is in the area of reading fluency and tries to investigate…

Jodai, Hojat

2011-01-01

10

Improving Reading Comprehension: Measuring Readability.  

National Technical Information Service (NTIS)

A standardized method, called programmed prose, has been developed which can be used to automatically convert prose training material into a form which forces trainees to read the material with at least a minimal level of comprehension. A new method for m...

R. P. Carver

1974-01-01

11

Vocabulary, Intelligence, and Reading Comprehension.  

ERIC Educational Resources Information Center

A study was conducted at Cuyahoga Community College to test the relationship between student scores on timed and untimed reading comprehension and vocabulary tests, and to investigate the relationship between those scores and intelligence. The study sample included 72 students enrolled in classes at developmental, freshman, and sophomore levels.…

Gabriel, Dennis; Richards, Irving

12

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

13

The Effects of Anxiety on Reading Comprehension.  

ERIC Educational Resources Information Center

The effects of test anxiety on reading comprehension were studied in two experiments. In the first experiment, 75 college students completed a test anxiety scale and the McGraw-Hill Basic Skills System reading comprehension subtest. The low anxious students in this experiment showed higher reading comprehension than the high anxious students. In…

Wark, David; And Others

14

Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks  

ERIC Educational Resources Information Center

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

Liang, Lauren Aimonette; Dole, Janice A.

2006-01-01

15

The Effects of Reading Fluency on Comprehension  

ERIC Educational Resources Information Center

The purpose of this report was to examine the effects reading fluency has on reading comprehension. The analysis was done through a synthesis of recent literature on the topic. Research shows improvement in reading fluency does improve reading comprehension and suggests reading development similarities for all readers. This consistency in…

Zugel, Kevin M.

2009-01-01

16

Is Comprehension the Purpose of Reading?  

ERIC Educational Resources Information Center

This study discusses the importance of comprehension in reading and describes a tool for measuring reading comprehension according to an individual reader's "structures of meaning." The procedure for developing a visual representation of this structure involves three distinct steps. After reading the text, student and teacher employ techniques,…

Augstein, Sheila; Thomas, Laurie

17

Describing Comprehension: Teachers' Observations of Students' Reading Comprehension  

ERIC Educational Resources Information Center

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

Vander Does, Susan Lubow

2012-01-01

18

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

19

Improving Reading Comprehension through Cooperative Learning.  

ERIC Educational Resources Information Center

This report describes a program for improving reading comprehension through cooperative learning. The targeted population consisted of elementary and middle school students in growing middle class communities, located in northern Illinois. The problems of reading comprehension in content areas were documented through teacher observation and…

Caposey, Tracey; Heider, Barbara

20

A Low Vision Reading Comprehension Test.  

ERIC Educational Resources Information Center

Fifty adults (ages 28-86) with macular degeneration were given the Low Vision Reading Comprehension Assessment (LVRCA) to test its reliability and validity in evaluating the reading comprehension of those with vision impairments. The LVRCA was found to take only nine minutes to administer and was a valid and reliable tool. (CR)

Watson, G. R.; And Others

1996-01-01

21

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.

22

Some Relationships between Operativity and Reading Comprehension.  

ERIC Educational Resources Information Center

Samples of 98 fourth graders and 111 sixth graders participated in a study of the relationships between operational thinking and reading comprehension of texts involving operational structures. Tests of operational thinking, reading comprehension, IQ, and vocabulary were administered in class groups. Results from correlational and factor analyses…

Stack, Wesner Brown

23

The assessment of reading comprehension difficulties for reading intervention  

Microsoft Academic Search

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

Gary Woolley

2008-01-01

24

Using Peer Tutors to Improve Reading Comprehension  

ERIC Educational Resources Information Center

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

LaGue, Kristina M.; Wilson, Katrina

2010-01-01

25

Reading Comprehension and Semantic Memory. Final Report.  

ERIC Educational Resources Information Center

A research project investigated the process of reading comprehension through which the reader generates a semantic representation of the message conveyed by a text. The first focus of the project was an examination of the functioning of abstract knowledge in text comprehension. Studies were conducted to explore the activation of proposition…

Wickelgren, Wayne A.; And Others

26

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

27

Test differences in diagnosing reading comprehension deficits.  

PubMed

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

Keenan, Janice M; Meenan, Chelsea E

2014-01-01

28

Comprehension: The Key to Reading Success.  

ERIC Educational Resources Information Center

This report describes a program for using explicit instruction of reading strategies through the implementation of guided reading groups to improve student comprehension. The targeted population consisted of elementary school students in growing, middle class communities, located in northern Illinois. Evidence for the existence of a deficiency of…

Chevalier, Kim; Del Santo, Jolene; Scheiner, Deb; Skok, Elly; Tucci, Leah Rae

29

Fluency: Bridge Between Decoding and Reading Comprehension  

ERIC Educational Resources Information Center

A deep, developmental construct and definition of fluency, in which fluency and reading comprehension have a reciprocal relationship, is explicated and contrasted with superficial approaches to that construct. The historical development of fluency is outlined, along with conclusions of the U.S. National Reading Panel, to explore why fluency has…

Pikulski, John J.; Chard, David J.

2005-01-01

30

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

31

The "RAP" on Reading Comprehension  

ERIC Educational Resources Information Center

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

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

2010-01-01

32

Relationships between Listening Comprehension and Reading Comprehension Among Second-Graders.  

ERIC Educational Resources Information Center

This study examines the relationships between reading comprehension and listening comprehension among second graders with regard to age, reading ability, and intelligence. One form of the Gates-MacGinitie Reading Test was administered to 66 second graders to measure reading comprehension and a revised alternate form of the same test measured…

Markert, Sandra J.

33

Retell as an Indicator of Reading Comprehension  

ERIC Educational Resources Information Center

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

Reed, Deborah K.; Vaughn, Sharon

2012-01-01

34

Instructional Approaches that Significantly Increase Reading Comprehension  

ERIC Educational Resources Information Center

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

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

2009-01-01

35

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

36

Segmentation in Reading and Film Comprehension  

ERIC Educational Resources Information Center

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

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

2009-01-01

37

Measuring Reading Comprehension with the Lexile Framework.  

ERIC Educational Resources Information Center

This paper shows how the concept of general objectivity can be used to improve behavioral science measurement, particularly as it applies to the Lexile Framework, a tool for objectively measuring reading comprehension. It begins with a dialogue between a physicist and a psychometrician that details some of the differences between physical science…

Stenner, A. Jackson

38

Predicting individual differences in reading comprehension: a twin study.  

PubMed

We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the "Simple View" of reading. PMID:20814768

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

2010-12-01

39

Predicting individual differences in reading comprehension: a twin study  

PubMed Central

We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the “Simple View” of reading.

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

2010-01-01

40

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.

41

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

42

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

43

Word Reading and Reading Comprehension: Stability, Overlap and Independence  

ERIC Educational Resources Information Center

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

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

2008-01-01

44

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

45

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

46

Effects of Fluency Training on Second Graders' Reading Comprehension.  

ERIC Educational Resources Information Center

This study assessed the use of oral recitation lessons (ORL) to develop second graders' oral reading fluency and the effects of fluency training on reading comprehension. ORL proved effective in developing oral reading fluency. Fluency and reading comprehension of ORL students was superior to that of students receiving traditional reading

Reutzel, D. Ray; Hollingsworth, Paul M.

1993-01-01

47

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

48

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

49

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.

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

2012-01-01

50

Assessment Matters: Issues in the Measurement of Reading Comprehension  

ERIC Educational Resources Information Center

Background: The Neale Analysis of Reading Ability (NARA; Neale, 1997) is a widely used assessment of reading comprehension and word reading accuracy. Spooner, Baddeley, and Gathercole (2004) questioned the suitability of the NARA for identifying children with specific reading comprehension deficits. Aims and methods: An evaluation of the NARA…

Caine, Kate; Oakhill, Jane

2006-01-01

51

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

52

Executive Dysfunction among Children with Reading Comprehension Deficits  

ERIC Educational Resources Information Center

Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children…

Locascio, Gianna; Mahone, E. Mark; Eason, Sarah H.; Cutting, Laurie E.

2010-01-01

53

Comprehension Strategies: Grades K-1. Alabama Reading Initiative.  

ERIC Educational Resources Information Center

This inservice professional development module, part of the Alabama Reading Initiative, presents research summaries, notes for presenters, and activities. The Comprehension Strategies module explains the process of building comprehension in readers so that they read for meaning and understanding. There are six interferences to comprehension that…

Alabama State Dept. of Education, Montgomery.

54

Comprehension Strategies: Grades 2-3. Alabama Reading Initiative.  

ERIC Educational Resources Information Center

This inservice professional development module, part of the Alabama Reading Initiative, presents research summaries, notes for presenters, and activities. The Comprehension Strategies module explains the process of building comprehension in readers so that they read for meaning and understanding. There are six interferences to comprehension that…

Alabama State Dept. of Education, Montgomery.

55

Reading Comprehension Strategies: An International Comparison of Teacher Preferences  

ERIC Educational Resources Information Center

In response to international concern over poor reading skills among adolescent learners, teachers of these students are encouraged to integrate reading comprehension instruction into their classrooms. To increase the likelihood that reading comprehension strategies are effectively used in schools, teachers in all content areas need extensive…

Kissau, Scott; Hiller, Florian

2013-01-01

56

Improving Reading Comprehension through the Use of Balanced Literacy and Specific Comprehension Strategies.  

ERIC Educational Resources Information Center

This study described a sequence of steps that led to the increase of reading and listening comprehension. The targeted population consisted of kindergarten and first grade students in a rural community located in the Midwest. The problems of reading comprehension were documented through data collected by standardized test scores. The gain of…

Kern, Laurie; Kiningham, Beth; Vincent, Sheila

57

Contexts of Comprehension: Information Book Read Alouds and Comprehension Acquisition.  

National Technical Information Service (NTIS)

In this paper, Smolkin and Donovan examine the strategies Donovan, then a first-grade teacher, modeled while reading information books aloud in class. Returning to previously tape-recorded read aloud sessions, the authors studied student and teacher respo...

C. A. Donovan L. B. Smolkin

2000-01-01

58

Monitoring Reading Comprehension by Thinking Aloud. Instructional Resource No. 1.  

ERIC Educational Resources Information Center

A think-aloud instructional program was developed to help students acquire the ability to monitor their reading comprehension and to employ various strategies to deal with comprehension breakdowns. Several research studies indicate that comprehension monitoring abilities discriminate successful readers from less successful ones and that…

Baumann, James F.; And Others

59

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

60

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

61

Predicting Individual Differences in Reading Comprehension: A Twin Study  

ERIC Educational Resources Information Center

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

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

2010-01-01

62

Intercultural Rhetoric and Reading Comprehension in a Second Language  

ERIC Educational Resources Information Center

Intercultural rhetoric has been studied in the context of second language writing for many decades. This article looks at the topic from a new perspective and offers an experimental study of the effects of intercultural rhetoric on reading comprehension. The experiment was set in Hong Kong, China, and assessed the reading comprehension (using a…

Sharp, Alastair

2010-01-01

63

Comprehension Monitoring in First and Second Language Reading  

ERIC Educational Resources Information Center

This paper reports the results of a cross-lingual study on the role of comprehension monitoring in L1 (English) and L2 (French) reading proficiency. Fifty-two undergraduate students from two FSL backgrounds, French immersion (FI) and core French (CF), were given reading comprehension tests as well a monitoring task in both languages. Results…

Morrison, Louise

2004-01-01

64

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

65

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

ERIC Educational Resources Information Center

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

McElhone, Dot

2012-01-01

66

Genetic and Environmental Influences on Reading and Listening Comprehension  

ERIC Educational Resources Information Center

We report preliminary behaviour genetic analyses of reading and listening comprehension from The Colorado Learning Disabilities Research Center. Although the twin sample with these new measures is still of limited size, we find substantial, and significant, genetic influences on individual differences in both reading and listening comprehension.…

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

2006-01-01

67

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

68

Effects of Reading Ability on Children's Comprehension Evaluation and Regulation.  

ERIC Educational Resources Information Center

Uses videotapes of children reading stories to examine good and poor readers' comprehension evaluation and regulation while reading inconsistent stories. Finds good readers are more likely to look back at inconsistencies during reading, to give accurate verbal reports of passage inconsistency following reading, and to recall text inconsistencies.…

Zabrucky, Karen; Ratner, Hilary Horn

1989-01-01

69

A Constructivist Technique Which Improves Reading Comprehension.  

ERIC Educational Resources Information Center

This study investigated whether seventh- and ninth-grade students who did prewriting activities in English class preceding a related literature comprehension test would produce higher raw test scores on literal and interpretive questions than would students who did not use prewriting. The study took place in 1993 and 1995. Participants included…

Raleigh, June

70

Parsing Tasks in Reading Comprehension Research.  

ERIC Educational Resources Information Center

The psychological process of segmenting sentences into meaningful units or "chunks" is believed to be an important aspect of text comprehension processes. The most characteristic type of parsing task elicits perceptions of text structure indirectly by asking individuals to make judgments about pause placement in sentences. In four studies of…

Snow, David

71

Neurological origins of poor reading comprehension despite fast word decoding?  

PubMed

Barnes, Faulkner, and Dennis (2001) found that hydrocephalic children (mean age = 11.5 years) of average or above-average verbal intelligence exhibit poor reading comprehension despite their fast and accurate decoding skills on individual words. This finding attracts the attention of reading researchers because it appears to be against the following standard principle of reading comprehension failure (Gough & Hillinger, 1980), thereby provoking basic issues centering around it (e.g., Stanovich, 1991): Reading Comprehension = Word Decoding x Listening Comprehension. This formula indicates that when listening comprehension is kept well within the normal range, reading comprehension is highly correlated with word decoding (e.g., Perfetti, 1985). In contrast, with poor listening comprehension children would be poor readers however good they may be at reading words (e.g., Cain, Oakhill, & Bryant, 2000). Although Barnes et al. clearly demonstrated that children with hydrocephalus decoded individual words better than they comprehended text, it is not readily apparent whether their findings are inconsistent with the standard principle. The purpose of the present article is twofold. The first is to examine whether Barnes et al.'s findings constitute a counterexample of the above principle. (Note that Barnes et al. did not address this question.) The second and more important purpose is to discuss the possible origins of the decoding-better-than-sentence/text-comprehension pattern. We also present some pedagogical implications for poor readers such as hydrocephalic children. PMID:11827447

Yamada, Jun

2002-02-01

72

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

PubMed Central

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

Wagner, Richard K.

2010-01-01

73

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

PubMed

The present study examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models (SEM) with latent variables using data from 316 first-grade students, (1) silent and oral reading fluency were found to be related yet distinct forms of reading fluency; (2) silent reading fluency predicted reading comprehension better for skilled readers than for average readers; (3) list reading fluency predicted reading comprehension better for average readers than for skilled readers; and (4) listening comprehension predicted reading comprehension better for skilled readers than for average readers. PMID:21747658

Wagner, Richard K

2011-07-01

74

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

PubMed Central

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

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

2010-01-01

75

Building a Comprehensive High School Reading Program that Works  

ERIC Educational Resources Information Center

Following a nationwide trend, reading scores at Homewood-Flossmoor Community High School in suburban Chicago began dropping with the entrance of the new millennium. However, through its newly created Reading Department, Homewood-Flossmoor Community High School is providing comprehensive, direct reading instruction throughout grade and skill…

Spaniak, Nancy

2007-01-01

76

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

77

Component Model of Reading Comprehension for Adult Education Participants  

ERIC Educational Resources Information Center

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

Mellard, Daryl F.; Fall, Emily

2012-01-01

78

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

ERIC Educational Resources Information Center

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

Temple, Christine M.

1990-01-01

79

Reading Comprehension across Different Genres: An Action Research Study  

ERIC Educational Resources Information Center

Reading comprehension is often a forgotten skill in secondary classrooms. Teachers of older students assign readings of different styles and levels, but don't teach the skills necessary to process different kinds of texts. This study examined which strategies are effective in giving students the skills necessary to read for understanding by…

Lubawski, Michael; Sheehan, Caitlyn

2010-01-01

80

How Graphic Novels Support Reading Comprehension Strategy Development in Children  

ERIC Educational Resources Information Center

This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the…

Brenna, Beverley

2013-01-01

81

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

82

Effects of Phrasal Segmentation on Text Comprehension and Oral Reading.  

ERIC Educational Resources Information Center

A study was designed to assess the effect of text format on the decoding and comprehension proficiency of third and fifth grade students. Subjects were 36 students at each grade level who completed a battery of comprehension and decoding measures and then read a set of four stories that had been especially constructed for the study. Each story…

Coots, James H.; Snow, David P.

83

Assessing the Reading Comprehension of Adults with Learning Disabilities  

ERIC Educational Resources Information Center

Background: This study's aim was to begin the process of measuring the reading comprehension of adults with mild and borderline learning disabilities, in order to generate information to help clinicians and other professionals to make written material for adults with learning disabilities more comprehensible. Methods: The Test for the Reception of…

Jones, F. W.; Long, K.; Finlay, W. M. L.

2006-01-01

84

Toward Defining a Comprehensive Assessment Model for College Reading.  

ERIC Educational Resources Information Center

Maintains that college reading programs can use a comprehensive model of assessment, not as a testing or accountability issue, but to reflect current research and match the program to the students. Examines the characteristics of a comprehensive assessment model and discusses such a program designed by the authors. (SR)

Simpson, Michele L.; Nist, Sherrie L.

1992-01-01

85

Nicotine's Effect Upon the Eye Movements Associated with Reading Comprehension.  

National Technical Information Service (NTIS)

Nicotine ingestion has been shown to have a significant effect on many cognitive functions and induces nystagmus in some subjects. This experiment was conduced to evaluate how nicotine affects reading comprehension and the eye movements associated with re...

L. E. Barnes

2003-01-01

86

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

87

Revisiting the "simple view of reading" in a group of children with poor reading comprehension.  

PubMed

According to Gough and Tunmer's Simple View of Reading, Reading Comprehension = Decoding (D) x Listening Comprehension (C). The purpose of this study was to evaluate the model with a sample of First Nations children, known to have average decoding and listening comprehension but poor reading comprehension. In addition, the authors examined the contribution of naming speed and phonological awareness to reading comprehension beyond the effects of D and C. Consistent with the findings of previous studies, the children exhibited poor reading comprehension despite average performance in decoding and listening comprehension, a finding that challenges the simple view of reading. The results also revealed that an additive model (D + C) fitted the data equally well as a product model (D x C). Neither naming speed nor phonological awareness accounted for unique variance. PMID:18987265

Georgiou, George K; Das, J P; Hayward, Denyse

2009-01-01

88

Executive dysfunction among children with reading comprehension deficits.  

PubMed

Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/ Spatial Working Memory, Verbal Working Memory, and Response Inhibition. The WRD group exhibited deficits (relative to controls) on Verbal Working Memory and Inhibition factors; S-RCD children performed more poorly than controls on the Planning factor. Further analyses suggested the WRD group's poor performance on EF factors was a by-product of core deficits linked to WRD (after controlling for phonological processing, this group no longer showed EF deficits). In contrast, the S-RCD group's poor performance on the planning component remained significant after controlling for phonological processing. Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems. PMID:20375294

Locascio, Gianna; Mahone, E Mark; Eason, Sarah H; Cutting, Laurie E

2010-01-01

89

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

90

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

91

The Goal of Reading Instruction: Comprehension of Written Language.  

ERIC Educational Resources Information Center

Reading comprehension includes both how much a reader remembers and how well the reader understands what has been read. It is dependent upon processing meaning. A model for how this is done includes three steps: identifying important elements of the text, constructing representations of important text information, and matching the representations…

Rupley, William H.

92

People or Machines? Measured Reading Comprehension from Different Reader Types  

ERIC Educational Resources Information Center

Differences in reading comprehension were examined in students with disabilities after use of three reader modification types. Participants (n=10) conveniently selected from two school districts were students grades three through eight reading on a third grade level that received a reader as a modification in their Individualized Education…

Conner, Timothy W., II; Aagaard, Lola

2009-01-01

93

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.

94

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

95

Effects of Listening Comprehension Training on Listening and Reading.  

ERIC Educational Resources Information Center

This study examined effects of text listening strategy instruction on listening and reading comprehension skills of 95 9- to 11-year-old poor readers of whom half were also poor listeners. Results indicated significant program effects on strategic listening and strategic reading posttests. Although improvements were maintained, transfer to more…

Aarnoutse, Cor A. J.; Van den Bos, Kees P.; Brand-Gruwel, Saskia

1998-01-01

96

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

PubMed

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

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

2012-09-01

97

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

98

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

99

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

100

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

ERIC Educational Resources Information Center

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

Ari, Omer

2009-01-01

101

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

102

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

103

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

ERIC Educational Resources Information Center

College students (n=24) read passages marked for think-aloud (TA) procedure, not marked for TA, and control (no TA). The marked procedure elicited more veridical protocols, and students who scored high on the comprehension test were more likely to have made many TA comments reflecting a knowledge-transforming approach to the text. (SLD)

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

1997-01-01

104

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

105

Reading Comprehension: Piagetian Assessment and Instruction.  

ERIC Educational Resources Information Center

Many young children are being placed in a formal reading program before they are cognitively ready. Jean Piaget's developmental theory challenges educators to begin viewing learning and cognitive development from the child's point of view. Interpreters of Piaget's theory have addressed themselves to the teaching of math and science concepts, but…

DeMao, Vicki Arnolt

106

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.

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

2013-01-01

107

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

108

Story Retell: A Fluency-Based Indicator of Reading Comprehension  

ERIC Educational Resources Information Center

This article presents a fluency-based measure of reading comprehension. A part of the Vitals Indicators of Progress (VIP) system, the measure outlined here represents an alternate form to the retell-fluency measure in the Dynamic Indicators of Basic Early Literacy System (DIBELS). Measures of retell fluency provide an efficient, fluency-based tool…

Roberts, Greg; Good, Roland; Corcoran, Stephanie

2005-01-01

109

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

110

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

ERIC Educational Resources Information Center

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

Pearson, P. David; Gallagher, Margaret C.

111

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

112

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.

113

Metacognition and Reading Comprehension: Current Trends in Theory and Research  

ERIC Educational Resources Information Center

This paper reviews the recent theoretical and empirical literature relevant to metacognition and reading comprehension. The first chapter presents a definition of metacognition and considers different types of metacognitive knowledge and the interaction among these types. The second chapter is concerned with the methods of teaching…

El-Koumy, Abdel Salam Abdel Khalek

2004-01-01

114

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

115

The Influence of Interest on Reading Comprehension in EFL Students  

ERIC Educational Resources Information Center

The present study explored the influence of interest on reading comprehension in English as a Foreign Language Students (EFL). Another of this study's concerns was whether individual interest, which is optimal for learning but difficult to control in classroom settings, might be increased by use of situational and topic interest, which are less…

Eidswick, John

2009-01-01

116

Fast and Loud Background Music Disrupts Reading Comprehension  

ERIC Educational Resources Information Center

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

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

2012-01-01

117

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

118

A Comparison of Syntactic Writing Maturity with Reading Comprehension.  

ERIC Educational Resources Information Center

This study investigates the relationship between reading comprehension and eleven measures of syntactic writing maturity. The subjects were 144 third, fourth, and fifth grade students of the Travis Elementary School in Sulphur Springs, Texas. The two instruments used to collect data were an in-class composition, which provided a writing sample,…

Johnson, Norma

119

A Scalable Set of ESL Reading Comprehension Items.  

ERIC Educational Resources Information Center

Guttman implicational scaling techniques were used to identify a unidimensional set of English as a Second Language reading comprehension items. Data were analyzed from 202 students who sat for an institutional administration of the Test of English as a Foreign Language (TOEFL). The examinees who contributed to the scalable set had significantly…

Perkins, Kyle

120

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

121

The Influence of Children's Cognitive Styles on Reading Comprehension.  

ERIC Educational Resources Information Center

A study of 103 second, third, and fourth grade students investigated relationships among cognitive styles and reading comprehension. Each subject was individually tested using four different instruments to assess four cognitive styles: (1) field-independence/dependence (ability to locate a simple figure--concept--hidden in a complex field), (2)…

Pitts, Murray C.; Thompson, Bruce

122

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

123

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

124

Drawing on Text Features for Reading Comprehension and Composing  

ERIC Educational Resources Information Center

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

Risko, Victoria J.; Walker-Dalhouse, Doris

2011-01-01

125

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

126

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

ERIC Educational Resources Information Center

This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. Twenty-nine studies were located and synthesized.…

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

2009-01-01

127

Development of Lexical Mediation in the Relation between Reading Comprehension and Word Reading Skills in Greek  

ERIC Educational Resources Information Center

This study focuses on the shared variance between reading comprehension and word-level reading skills in a population of 534 Greek children in Grades 2 through 4. The correlations between measures of word and pseudoword accuracy and fluency, on the one hand, and vocabulary and comprehension skills, on the other, were sizeable and stable or…

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

2007-01-01

128

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

ERIC Educational Resources Information Center

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

Quirk, Matthew; Beem, Sofie

2012-01-01

129

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.

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

2011-01-01

130

READING COMPREHENSION DEVELOPMENT AS VIEWED FROM THE STANDPOINT OF TEACHER QUESTIONING STRATEGIES.  

ERIC Educational Resources Information Center

AN INVESTIGATION TO DEVELOP PRACTICAL AND ECONOMICAL MEANS FOR DESCRIBING READING COMPREHENSION SKILLS AND TO DETERMINE TEACHER STRATEGIES FOR DEVELOPING THESE COMPREHENSION SKILLS WAS CONDUCTED. THE "READING COMPREHENSION INVENTORY" WAS DEVELOPED FROM A SYNTHESIS OF ELEMENTS COMMONLY AGREED TO CONSTITUTE READING COMPREHENSION. THE INVENTORY…

GUSZAK, FRANK J.

131

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

132

Motivating Reading Comprehension: Concept-Oriented Reading Instruction  

ERIC Educational Resources Information Center

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

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

2004-01-01

133

Socio-Cultural Variation in Reading Comprehension Development among Fifth Graders in Peru  

ERIC Educational Resources Information Center

In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders' reading comprehension results, measured over the course of fifth grade, were related to the…

Silva, Silvia Morales; Verhoeven, Ludo; van Leeuwe, Jan

2011-01-01

134

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

ERIC Educational Resources Information Center

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

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

2009-01-01

135

Structures of Cognitive and Metacognitive Reading Strategy Use for Reading Comprehension of Geometry Proof  

ERIC Educational Resources Information Center

In this study, we explored the structural relationship between the students' perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students' perceived use of reading strategies among the poor, moderate and good comprehenders. A sample…

Yang, Kai-Lin

2012-01-01

136

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

137

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

ERIC Educational Resources Information Center

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

Klingner, Janette K.; Vaughn, Sharon

1999-01-01

138

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

139

Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement?  

ERIC Educational Resources Information Center

In this study, we examined the relationship of growth trajectories of oral reading fluency, vocabulary, phonological awareness, letter-naming fluency, and nonsense word reading fluency from 1st grade to 3rd grade with reading comprehension in 1st, 2nd, and 3rd grades. Data from 12,536 children who were followed from kindergarten to 3rd grade…

Kim, Young-Suk; Petscher, Yaacov; Schatschneider, Christopher; Foorman, Barbara

2010-01-01

140

Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments  

ERIC Educational Resources Information Center

Introduction: This study evaluated whether children with visual impairments who receive repeated reading instruction exhibit an increase in their oral reading rate and comprehension and a decrease in oral reading error rates. Methods: A single-subject, changing-criterion design replicated across three participants was used to demonstrate the…

Savaiano, Mackenzie E.; Hatton, Deborah D.

2013-01-01

141

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

142

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

143

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

ERIC Educational Resources Information Center

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

Mothus, Trudy G.; Lapadat, Judith C.

2006-01-01

144

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

145

The Relationship between Phonological Features in Oral Reading and Reading Comprehension of Black West Indians.  

ERIC Educational Resources Information Center

A study investigated the relationship between phonological features in the oral reading of black West Indians and their reading comprehension. Subjects were 54 college students at the College of the Virgin Islands, St. Thomas. Each subject was recorded reading two passages and completed two cloze tests. The tapes then were analyzed for nine…

Sundre, Donna; Karlin, Andrea

146

Short Readings from the American Mineralogist: Sneaky Tools for Teaching Scientific Reading Comprehension and Mineralogical Concepts  

NSDL National Science Digital Library

This activity is designed to enhance student comprehension of mineralogy and its applications by having students read scientific articles from the journal American Mineralogist, answer questions, and discuss the article in class.

Hollocher, Kurt

147

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.

148

Assessing comprehension during reading with the Reading Strategy Assessment Tool (RSAT)  

Microsoft Academic Search

Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental\\u000a model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment\\u000a of these processes as they operate during reading. This study assessed the viability of the Reading Strategy Assessment Tool\\u000a (RSAT), which

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

2011-01-01

149

Teaching Effective Comprehension Strategies to Students with Learning and Reading Disabilities  

Microsoft Academic Search

In this article, we summarize several metacognitive strategies designed to improve reading comprehension in students with learning and reading disabilities and describe an instructional model showing how to teach comprehension strategies to students. Each recommended strategy has been formally evaluated and found to be effective for improving students' reading comprehension. Practical suggestions are also provided to help teachers implement these

Philip N. Swanson

1998-01-01

150

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

151

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

152

Improving Reading Comprehension in Reading and Listening Settings: The Effect of Two Training Programmes Focusing on Metacognition and Working Memory  

ERIC Educational Resources Information Center

Background: Metacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading

Carretti, Barbara; Caldarola, Nadia; Tencati, Chiara; Cornoldi, Cesare

2014-01-01

153

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

Microsoft Academic Search

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 second and 974 third graders. Results found a significant relationship between error rate, oral reading fluency, and reading comprehension performance, and grade-specific guidelines for appropriate error rate levels. Low reading fluency and

Mary Abbott; Howard Wills; Angela Miller; Journ Kaufman

2012-01-01

154

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

ERIC Educational Resources Information Center

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

Crowe, Linda K.

2005-01-01

155

Reading for Different Goals: The Interplay of EFL College Students' Multiple Goals, Reading Strategy Use and Reading Comprehension  

ERIC Educational Resources Information Center

This study explored the effects of achievement goals on English as a foreign language (EFL) college students' reading strategy use and reading comprehension from the perspective of multiple goals. Fifty-seven participants verbalised their thoughts while reading an English expository essay. They also completed assessments on their reading goal…

He, Tung-hsien

2008-01-01

156

Objective and Comprehensive Evaluation of Bisulfite Short Read Mapping Tools  

PubMed Central

Background. Large-scale bisulfite treatment and short reads sequencing technology allow comprehensive estimation of methylation states of Cs in the genomes of different tissues, cell types, and developmental stages. Accurate characterization of DNA methylation is essential for understanding genotype phenotype association, gene and environment interaction, diseases, and cancer. Aligning bisulfite short reads to a reference genome has been a challenging task. We compared five bisulfite short read mapping tools, BSMAP, Bismark, BS-Seeker, BiSS, and BRAT-BW, representing two classes of mapping algorithms (hash table and suffix/prefix tries). We examined their mapping efficiency (i.e., the percentage of reads that can be mapped to the genomes), usability, running time, and effects of changing default parameter settings using both real and simulated reads. We also investigated how preprocessing data might affect mapping efficiency. Conclusion. Among the five programs compared, in terms of mapping efficiency, Bismark performs the best on the real data, followed by BiSS, BSMAP, and finally BRAT-BW and BS-Seeker with very similar performance. If CPU time is not a constraint, Bismark is a good choice of program for mapping bisulfite treated short reads. Data quality impacts a great deal mapping efficiency. Although increasing the number of mismatches allowed can increase mapping efficiency, it not only significantly slows down the program, but also runs the risk of having increased false positives. Therefore, users should carefully set the related parameters depending on the quality of their sequencing data.

Zhang, Liqing

2014-01-01

157

Increasing Secondary Reading Comprehension and Reading Proficiency across Content Areas  

ERIC Educational Resources Information Center

This action research developed as a response to the researcher's experience with struggling and alliterate readers across all content areas in secondary schools. The researcher witnessed the negative impact of a depressed economy and depressed reading proficiency pervasive among students based on classroom experience and standardized testing. The…

Zimmerman, Marty

2011-01-01

158

Reading Comprehension Is Not Always the Product of Nonsense Word Decoding and Linguistic Comprehension: Evidence from Teenagers Who Are Extremely Poor Readers  

ERIC Educational Resources Information Center

In the influential "simple view of reading" (Gough & Tunmer, 1986), Reading Comprehension (R) = Decoding (D) x Linguistic Comprehension (C). To evaluate this model, this article explores the performance of 15-year-olds with severe reading delays. Results showed that D and C described reading comprehension better than D and verbal cognitive ability…

Savage, Robert

2006-01-01

159

Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured  

ERIC Educational Resources Information Center

Reading comprehension scores from the Wechsler Individual Achievement Tests, the Gates-MacGinitie Reading Test, and the Gray Oral Reading Test were examined in relation to measures of reading, language, and other cognitive skills that have been hypothesized to contribute to comprehension and account for comprehension differences. In a sample of 97…

Cutting, Laurie E.; Scarborough, Hollis S.

2006-01-01

160

Goal Orientation and Reading Comprehension Strategy Use among Students with and without Reading Difficulties  

ERIC Educational Resources Information Center

Our aim in this paper was to provide an analysis of goal orientation parameters with respect to reading comprehension strategy use for students with and without reading difficulties (RD). Non-RD students appeared to be more mastery oriented and less performance avoidant compared to RD ones. Also, non-RD students used, more, deeper, more…

Botsas, George; Padeliadu, Susana

2003-01-01

161

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

162

Implementing Strategies in Content Area Reading for Increasing Reading Comprehension of Fifth Grade Students.  

ERIC Educational Resources Information Center

A practicum was conducted to improve reading comprehension in classroom performance with the basal reading series and on norm-referenced tests. Subjects included a fifth-grade class of 28 students who were paired with another fifth-grade class as peer teachers. New skills were taught and practiced with the target population early in the week. On…

Cibula, June Clarke

163

Using the Think-Aloud Strategy to Bolster Reading Comprehension of Science Concepts  

ERIC Educational Resources Information Center

Comprehension of text is developmental in that it begins with a child's ability to listen and make sense of language. Though listening comprehension is often the predecessor towards reading comprehension; some children maintain difficulties in listening comprehension throughout schooling and into adulthood. This quasi-experimental study…

Ortlieb, Evan; Norris, Megan

2012-01-01

164

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs  

ERIC Educational Resources Information Center

Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…

Pilonieta, Paola

2010-01-01

165

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

166

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

ERIC Educational Resources Information Center

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 second and 974 third graders. Results found a significant relationship between error rate, oral reading fluency, and reading comprehension performance, and…

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

2012-01-01

167

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

168

Independent Reading of CD-ROM Storybooks: Measuring Comprehension with Oral Retellings  

ERIC Educational Resources Information Center

CD-ROM storybooks may facilitate reading comprehension for students who are struggling with reading comprehension. Therefore, the use of CD-ROM storybooks in the classroom as part of a reading instruction program, literacy center, or for independent reading time could benefit young readers. (Contains 2 tables and 1 figure.)

Pearman, Cathy J.

2008-01-01

169

Choice of Reading Comprehension Test Influences the Outcomes of Genetic Analyses  

Microsoft Academic Search

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

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

2011-01-01

170

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

171

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

ERIC Educational Resources Information Center

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

Roller, Cathy M., Ed.

172

Summaries of Research Studies on Factors Affecting Reading Comprehension in Business Communication.  

ERIC Educational Resources Information Center

Published and unpublished studies of factors related to reading comprehension in business communication are briefly summarized. Factors considered include organization of copy, format and appearance, graphics, distractions, reading time, listening versus reading, reader attributes, and readability. (AA)

Pearce, C. Glenn

173

Comprehension Clinchers  

ERIC Educational Resources Information Center

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

Marcell, Barclay

2006-01-01

174

False recollection in children with reading comprehension difficulties.  

PubMed

Children with reading comprehension difficulties display impaired performance on semantic processing tasks. These impairments are assumed to reflect weaker knowledge about abstract semantic associations between words in poor comprehenders [Nation, K., and Snowling, M. (1999). Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming. Cognition, 19, B1-B13.]. We examined the performance of poor comprehenders on the Deese/Roediger/McDermott (DRM) paradigm. Children studied spoken words that were semantic associates (e.g., bed, rest, and awake) or phonological associates (e.g., pole, bowl, and hole) followed by free recall and a recognition test containing nonstudied critical words (e.g., sleep and roll). Results showed reduced recall and recognition of critical words in the semantic condition but not in the phonological condition for poor comprehenders. We argue that poor comprehenders are less sensitive to abstract semantic associations between words because of reduced gist memory. PMID:17349990

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

2008-01-01

175

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

PubMed Central

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 in both groups of participants. The impact of phonemic awareness on reading comprehension was moderated by age, but only in the typically developing group. Within the group with cerebral palsy, there was an indirect effect of functional expressive ability on reading comprehension, mediated by phonemic awareness. It is concluded that largely the same variables predict reading comprehension in children with cerebral palsy as in typically developing children, but that children with cerebral palsy continue to rely on phonological processing for a more protracted period of time.

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

2010-01-01

176

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

177

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

178

Effect of Music on Reading Comprehension of Junior High School Students  

ERIC Educational Resources Information Center

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

Anderson, Stacey A.; Fuller, Gerald B.

2010-01-01

179

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

180

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

181

Incremental and Predictive Utility of Formative Assessment Methods of Reading Comprehension  

ERIC Educational Resources Information Center

Formative assessment measures are commonly used in schools to assess reading and to design instruction accordingly. The purpose of this research was to investigate the incremental and concurrent validity of formative assessment measures of reading comprehension. It was hypothesized that formative measures of reading comprehension would contribute…

Marcotte, Amanda M.; Hintze, John M.

2009-01-01

182

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

183

Reading for Meaning: Fostering Comprehension in the Middle Grades. Language and Literacy Series.  

ERIC Educational Resources Information Center

Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. This book focuses on what has been learned from research about fostering reading comprehension in the middle grades, providing a broad overview of current…

Taylor, Barbara M., Ed.; Graves, Michael F., Ed.; van den Broek, Paul, Ed.

184

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

185

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

PubMed

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

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

2011-01-01

186

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

ERIC Educational Resources Information Center

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

Lin, Lin; Lee, Jennifer; Robertson, Tip

2011-01-01

187

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

188

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

PubMed

This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students' below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students' skill profiles and abilities. PMID:20856691

Mancilla-Martinez, Jeannette; Lesaux, Nonie K

2010-08-01

189

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

PubMed Central

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

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

2010-01-01

190

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

2014-06-01

191

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

ERIC Educational Resources Information Center

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

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

2011-01-01

192

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.

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

2013-01-01

193

Improving the Reading Comprehension Skills of Minority Adults from Educationally Disadvantaged Backgrounds  

ERIC Educational Resources Information Center

This article presents a synergistic reading comprehension program to help minority adults from educationally disadvantaged backgrounds improve their reading skills in preparation for academics, standardized testing, and medical school. (Contains 3 tables and 1 figure.)

Paul, Gina; Verhulst, Steve

2010-01-01

194

Shared Readings: Modeling Comprehension, Vocabulary, Text Structures, and Text Features for Older Readers  

ERIC Educational Resources Information Center

A study of 25 expert teachers and their shared reading lessons in grades 3-8 suggests that teachers focus their modeling during shared reading in four categories: comprehension, vocabulary, text structures, and text features. (Contains 1 figure.)

Fisher, Douglas; Frey, Nancy; Lapp, Diane

2008-01-01

195

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

Microsoft Academic Search

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

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

2006-01-01

196

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

197

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

198

The Validity of Cloze Tests in Relation to a Psycholinguistic Conceptualization of Reading Comprehension.  

ERIC Educational Resources Information Center

Reading comprehension, viewed from a psycholinguistic perspective, is a process of mapping new information into existing knowledge structures and is similar to general thinking, reasoning, and problem solving. Reading comprehension is an active process--a dialogue between writer and reader--and an integration of the printed page and the reader's…

Rankin, Earl F.; Helm, Phoebe

1986-01-01

199

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

200

The Effects of Pre-Learning Vocabulary on Reading Comprehension and Writing  

ERIC Educational Resources Information Center

This study investigates the effects of pre-learning vocabulary on reading comprehension and writing. Japanese students studying English as a foreign language (EFL) learned word pairs receptively and productively; four tests were used to measure reading comprehension, writing, and receptive and productive vocabulary knowledge. The findings suggest…

Webb, Stuart A.

2009-01-01

201

Assessment of Text Reading Comprehension by Spanish-Speaking Blind Persons  

ERIC Educational Resources Information Center

An assessment is presented of the current situation of text reading comprehension research with Spanish-speaking blind persons. An overall view is offered on the operativity and evaluation of text reading comprehension processes, presented in a number of different media, such as braille, recordings and speech synthesis. A programme of future…

Garcia, Luis Gonzalez

2004-01-01

202

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

203

Integrating Memory-Based and Constructionist Processes in Accounts of Reading Comprehension  

Microsoft Academic Search

Memory-based and constructionist processes have both been proposed as essential components of the activation of concepts (e.g., propositions) and the establishment of meaningful connections between concepts during reading. In this article, we argue that a comprehensive theory of reading comprehension should include both sets of processes. In support of this view, we summarize the results of several studies that support

Paul van den Broek; David N. Rapp; Panayiota Kendeou

2005-01-01

204

The Relationship between Out-of-Class Language Learning Strategy Use and Reading Comprehension Ability  

Microsoft Academic Search

This study examines the potential inter-relationship between three language learning strategies (Formal, Functional and Monitoring), proficiency level and reading comprehension ability in a foreign language. The data, obtained from 60 male and female Iranian EFL students, was collected through the questionnaire on learner strategies, derived from Rubin-Stern inventories, and a reading comprehension test, derived from Carrel (1991) and Nelson Test.

FAHIMEH MAREFAT; FATEMEH BARBARI

205

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

ERIC Educational Resources Information Center

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

Pandolfo, Judith Martin

206

Professional Development for Conceptual Change: Extending the Paradigm to Teaching Reading Comprehension in US Schools  

ERIC Educational Resources Information Center

In this paper we examine American inservice teachers' instructional methods in reading comprehension following professional development (PD), illustrating the prolonged and significant gap between research and practice in the field of reading comprehension. We explore this gap from a conceptual change perspective, positing that some level of…

Hollenbeck, Amy Feiker; Kalchman, Mindy

2013-01-01

207

Activation of Background Knowledge for Inference Making: Effects on Reading Comprehension  

ERIC Educational Resources Information Center

Failure to "activate" relevant, existing background knowledge may be a cause of poor reading comprehension. This failure may cause particular problems with inferences that depend heavily on prior knowledge. Conversely, teaching how to use background knowledge in the context of gap-filling inferences could improve reading comprehension in…

Elbro, Carsten; Buch-Iversen, Ida

2013-01-01

208

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

209

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

210

Does Domain Experience Compensate for Working Memory Capacity in Second Language Reading Comprehension?  

ERIC Educational Resources Information Center

Reading comprehension in a second language (L2) is a complex task involving knowledge of vocabulary and grammar as well as controlled attention for continuous updating of information. The purpose was to examine the relative contributions of working memory capacity (WMC), first language (L1) comprehension, and domain experience on L2 reading

Payne, Tabitha W.; Kalibatseva, Zornitsa; Jungers, Melissa K.

2009-01-01

211

Increasing Reading Comprehension in First and Second Graders Through Cooperative Learning  

ERIC Educational Resources Information Center

The purpose of this action research project report was to increase reading comprehension by using cooperative learning. Reading comprehension was a concern for the three teacher researchers at both research sites. There were 51 first and second grade students, 28 elementary teachers, and 51 families of the first and second grade students involved…

Hollingsworth, Amanda; Sherman, Jennifer; Zaugra, Cynthia

2007-01-01

212

Improving Student Comprehension in Content Areas through the Use of Reading Strategies.  

ERIC Educational Resources Information Center

This study was an action research project designed to improve students' reading comprehension. Students in the targeted kindergarten, second, and third grade classes exhibited a lack of reading comprehension, which interfered with their academic achievement. Data was collected by student and parent surveys, observations, and document analysis.…

Langford, Patricia A.; Rizzo, Sandra K.; Roth, Jean M.

213

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

214

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

ERIC Educational Resources Information Center

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

Taboada, Ana; Rutherford, Vanessa

2011-01-01

215

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

Microsoft Academic Search

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

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

2009-01-01

216

Using Higher-Order Thinking To Improve Reading Comprehension. Rx [Grades 6-Adult]. Reading Detective[TM].  

ERIC Educational Resources Information Center

Part of a series, the purpose of this low-readability/high interest book is to provide instruction and practice in using higher order thinking to develop students' reading comprehension skills. The comprehension skills addressed in the book meet state standards for secondary students grades six and up, and the reading level is fourth and fifth…

Block, Cheryl; Broz, Christine; Hockett, Margaret; White, David

217

Teaching Reading in the 21st Century: A Glimpse at How Special Education Teachers Promote Reading Comprehension  

ERIC Educational Resources Information Center

In this study, we conducted 124 observations of 41 special education teachers teaching reading to their third- through fifth-grade students with learning disabilities to determine the extent to which and in what ways they promoted students' reading comprehension. In 42 lessons, we did not observe any comprehension instruction. In 30 lessons, the…

Klingner, Janette K.; Urbach, Jennifer; Golos, Deborah; Brownell, Mary; Menon, Shailaja

2010-01-01

218

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

PubMed

Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed. PMID:19396550

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

2009-06-01

219

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

PubMed Central

Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed.

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

2009-01-01

220

Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyelocele.  

PubMed

Spina bifida meningomyelocele (SBM) is a neurodevelopmental disorder associated with intact word decoding and deficient text and discourse comprehension. This study investigated the ability to adjust reading in accordance with specified reading goals in 79 children and adolescents with SBM (9-19 years of age) and 39 controls (8-17 years of age). Both groups demonstrated slower reading times and enhanced comprehension when reading to study or to come up with a title than when reading for specific information or for entertainment. For both groups, verbal working memory contributed to comprehension performance in those reading conditions hypothesized to require more cognitive effort. Despite their sensitivity to the goals of reading, the group with SBM answered fewer comprehension questions correctly across all reading goal conditions. The results are discussed in relation to the hypothesized cognitive underpinnings of comprehension deficits in SBM and to current models of text comprehension. PMID:20338082

English, Lianne; Barnes, Marcia A; Fletcher, Jack M; Dennis, Maureen; Raghubar, Kimberly P

2010-05-01

221

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

222

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

223

Effects of lateralized cerebral lesions on oral reading, reading comprehension, and spelling.  

PubMed

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 the LH group was impaired on PIAT Reading Recognition. PIAT performances were strongly related to extent of brain damage within the left hemisphere, but not within the right. Similarly, whereas reading and spelling deficits were associated with temporal- and occipital-lobe involvement in the LH group, presence or absence of specific lobe involvement was unrelated to PIAT performance in the RH group. Relationships also were assessed between PIAT performances and demographic variables and the Average Impairment Rating from the Halstead-Reitan Battery. PMID:3693531

Heaton, R K; Schmitz, S P; Avitable, N; Lehman, R A

1987-12-01

224

An evaluation of reading comprehension of expository text in adults with traumatic brain injury.  

PubMed

PURPOSE This project was conducted to obtain information about reading problems of adults with traumatic brain injury (TBI) with mild-to-moderate cognitive impairments and to investigate how these readers respond to reading comprehension strategy prompts integrated into digital versions of text. METHOD Participants from 2 groups, adults with TBI (n = 15) and matched controls (n = 15), read 4 different 500-word expository science passages linked to either a strategy prompt condition or a no-strategy prompt condition. The participants' reading comprehension was evaluated using sentence verification and free recall tasks. RESULTS The TBI and control groups exhibited significant differences on 2 of the 5 reading comprehension measures: paraphrase statements on a sentence verification task and communication units on a free recall task. Unexpected group differences were noted on the participants' prerequisite reading skills. For the within-group comparison, participants showed significantly higher reading comprehension scores on 2 free recall measures: words per communication unit and type-token ratio. There were no significant interactions. CONCLUSION The results help to elucidate the nature of reading comprehension in adults with TBI with mild-to-moderate cognitive impairments and endorse further evaluation of reading comprehension strategies as a potential intervention option for these individuals. Future research is needed to better understand how individual differences influence a person's reading and response to intervention. PMID:24687229

Sohlberg, McKay Moore; Griffiths, Gina G; Fickas, Stephen

2014-05-01

225

A Cross-Cultural Perspective on Reading Comprehension.  

ERIC Educational Resources Information Center

Describes a study that explored the effects of cultural background on American and Indian readers' comprehension and recall of two passages concerning American and Indian wedding customs. Reports that subjects recalled more of the text elements from both passages rated as important by other subjects with the same cultural heritage. (MKM)

Steffensen, Margaret S.; And Others

1979-01-01

226

Equivalence of Reading and Listening Comprehension across Test Media  

ERIC Educational Resources Information Center

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

Schroeders, Ulrich; Wilhelm, Oliver

2011-01-01

227

Developing Children's Comprehension in Listening, Reading, and Television Viewing.  

ERIC Educational Resources Information Center

Shows how a scale of questions can be used to develop and assess children's ability to comprehend information presented through different modalities and media. The scale's five levels, which indicate increasing difficulty in comprehension, are association, classification, seriation, integration, and extension. (Author/DB)

Crowell, Doris C.; Hu-pei Au, Kathryn

1981-01-01

228

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

229

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

230

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

ERIC Educational Resources Information Center

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

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

2013-01-01

231

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

ERIC Educational Resources Information Center

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

Li, Chen-Hong; Lai, Shu-Fen

2012-01-01

232

Reading comprehension skills of young adults with childhood diagnoses of dyslexia.  

PubMed

This study explores the contribution of cognitive processes to comprehension skills in adults who suffered from childhood developmental dyslexia (CD). The performance of adults with CD (ages 17 to 23), chronological age-matched (CA) adults, and reading level-matched (RL) children was compared on measures of phonological processing, naming speed, working memory (WM), general knowledge, vocabulary, and comprehension. The results showed that adults with CD scored lower on measures of phonological processing, naming speed, WM, general knowledge, and vocabulary when compared to CA readers but were comparable to RL children on the majority of process measures. Phonological processing, naming speed, vocabulary, general knowledge, and listening comprehension contributed independent variance to reading comprehension accuracy, whereas WM, intelligence, phonological processing, and listening comprehension contributed independent variance to comprehension fluency. Adults with CD scored lower than CA adults and higher than RL children on measures of lexical processing, WM, and listening comprehension when word recognition and intelligence were partialed from the analysis. In summary, constraints in phonological processing and naming speed mediate only some of the influence of high-order processes on reading comprehension. Furthermore, adults with CD experience difficulties in WM, listening comprehension, and vocabulary independently of their word recognition problems and intellectual ability. PMID:15493436

Ransby, Marilyn J; Swanson, H Lee

2003-01-01

233

Dramatic Literature as a Mode of Instruction of Certain Reading Comprehension Skills in the Sixth Grade.  

ERIC Educational Resources Information Center

The purpose of this study was to develop a reading program using dramatic literature, informal dramatization, and a series of related written exercises to increase reading comprehension skills. It was also the purpose of this study to determine if such a program would produce a more favorable attitude toward reading on the part of the students in…

Harwood, Thomas Joseph

234

Using Text Comprehension as a Metaphor for Understanding Text Production: Building Bridges between Reading and Writing.  

ERIC Educational Resources Information Center

Drawing upon reading and text comprehension theories and the sociolinguistic studies of M. A. K. Halliday and R. Hasan, this paper builds theoretical links between the reading and writing processes. The major portion of the paper discusses the five language concepts that undergird both processes: (1) text processing in both reading and writing…

Kucer, Stephen B.

235

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

ERIC Educational Resources Information Center

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

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

2009-01-01

236

Improving College-Prep Students' Reading Skills through the Use of Selected Comprehension Strategies.  

ERIC Educational Resources Information Center

A study was undertaken to determine the effectiveness of reading comprehension strategies in improving the reading skills of underprepared students at a community college. The instructional strategies, which included determining main ideas of passages, drawing inferences and conclusions, and building vocabulary within the context of readings, were…

Jordan, Evelyn

237

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

238

The Effects of a Comprehensive Reading Intervention Programme for Grade 3 Children  

ERIC Educational Resources Information Center

A group of 37 8-year-old children who had scored below the 20th percentile on a national reading test were offered intensive reading instruction in groups of four during Grade 3 in two periods (10 and 5 weeks). The intervention was delivered by six teachers who received training in a comprehensive reading intervention programme called…

Frost, Jorgen; Sorensen, Peer Moller

2007-01-01

239

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

240

Using Electronic Books To Enhance the Reading Comprehension of Struggling Readers.  

ERIC Educational Resources Information Center

Identifies strategies reading tutors and struggling readers used while reading electronic books. Finds that tutors primarily used nine types of strategic comprehension prompts, two of them unique to reading electronic books. Finds that the most prevalent strategy used was to prompt tutees to activate the context elaboration features (multisensory…

McNabb, Mary L.

1998-01-01

241

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

ERIC Educational Resources Information Center

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

Schorzman, Emma M.; Cheek, Earl H.

2004-01-01

242

Combining Comprehension Reading Instruction with Video Anchors with Middle Level Learners  

ERIC Educational Resources Information Center

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

Andreasen, Heidi

2009-01-01

243

Improving Public Education through Comprehensive School Reform: An Issue Brief from the International Reading Association.  

ERIC Educational Resources Information Center

The Comprehensive School Reform (CSR) program is a new initiative that could affect International Reading Association members in the United States--but will benefit only those who take advantage of it. The purpose of the CSR initiative is to provide financial incentives for schools to develop comprehensive school reforms. Funding is available to…

International Reading Association, Newark, DE.

244

Improving Reading Comprehension for Elementary Students with Learning Disabilities: UDL Enhanced Story Mapping  

ERIC Educational Resources Information Center

Story mapping is an effective visual strategy to enhance comprehension of narrative text in students, with or without disabilities. This article demonstrates how instruction can be designed using principles of universal design for learning with the evidence-based story-mapping strategy to improve reading comprehension for elementary students with…

Narkon, Drue E.; Wells, Jenny C.

2013-01-01

245

Differences in Literal and Inferential Comprehension after Reading Orally and Silently.  

ERIC Educational Resources Information Center

Reading test questions were classified as literal or inferential. The kind of question was controlled to determine the influence of test format on comprehension. Analysis of variance indicated no direct effects attributable to test format or kinds of comprehension. Contentions of deficits in automaticity and attentional focus in poor readers were…

Miller, Samuel D.; Smith, Donald E. P.

1985-01-01

246

A comparison of reading comprehension scores obtained before and after a time announcement  

Microsoft Academic Search

Purpose of study is comparison of comprehension scores secured before and after a time announcement for groups of slow and fast readers. Three groups of 100 answer sheets each were selected from reading comprehension test given all entering students at U. of Iowa in Sept. 1955. Group A consisted of testees whose rate scores were above 90th percentile and who

Desmond L. Cook

1957-01-01

247

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

ERIC Educational Resources Information Center

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

Marcell, Barclay

2007-01-01

248

Vers une Redefinition de la Comprehension Ecrite en Langue Etrangere (Towards a Redefinition of Reading Comprehension in a Foreign Language). Melanges Pedagogiques, 1975.  

ERIC Educational Resources Information Center

Up to the present, the Centre de Recherches et d'Applications Pedagogiques en Langues has approached the development of reading comprehension skills in English as a second language in terms of morpho-syntactic development. This article proposes to examine difficulties in reading comprehension based not on morpho-syntax but on the textual and…

Abe, D.; And Others

249

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

250

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

251

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

252

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

253

A Comparison of Perceptual Motor Skill with Auditory Comprehension as Correlates of Word Recognition, Oral Reading, and Silent Reading.  

ERIC Educational Resources Information Center

A study was conducted to examine the relationship of perceptual motor skills as measured by the Bender Visual Motor Gestalt Test to word recognition, oral reading, and silent reading. In addition, perceptual motor skill and auditory comprehension were compared as correlates of the three reading variables. Subjects were 60 primary grade students in…

Tillman, Chester E.

254

Collaborative Strategic Reading as a Means To Enhance Peer-Mediated Instruction for Reading Comprehension and Content-Area Learning.  

ERIC Educational Resources Information Center

This article summarizes studies conducted with Collaborative Strategic Reading (CSR), a program designed to enhance reading comprehension and content-area reading for diverse learners. It describes the stages of CSR development and discusses the role of peer-mediated learning in improving the social and academic outcomes of participating students.…

Vaughn, Sharon; Klingner, Janette K.; Bryant, Diane P.

2001-01-01

255

Does a Summer Reading Program Based on Lexiles Affect Reading Comprehension? Final Report. NCEE 2012-4006  

ERIC Educational Resources Information Center

This report presents estimates from a large-scale, multi-district RCT (randomized controlled trial) on the effectiveness of a summer reading program on improving student reading comprehension for economically disadvantaged grade 3 students reading below the 50th percentile nationally. This study focused on the summer between grades 3 and 4 for…

Wilkins, Chuck; Gersten, Russell; Decker, Lauren E.; Grunden, Leslie; Brasiel, Sarah; Brunnert, Kim; Jayanthi, Madhavi

2012-01-01

256

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

Microsoft Academic Search

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

Patricia Martinez

2008-01-01

257

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

ERIC Educational Resources Information Center

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

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

2013-01-01

258

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

ERIC Educational Resources Information Center

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

Van Keer, Hilde; Vanderlinde, Ruben

2010-01-01

259

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

ERIC Educational Resources Information Center

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

Wang, W. Maria

2011-01-01

260

Combining Concept Mapping and Adaptive Advice to Teach Reading Comprehension.  

National Technical Information Service (NTIS)

This paper describes a computerized learning environment for teaching the conceptual patterns of critical literacy. While the full implementation of the software treats both reading and writing this paper covers only the reading aspects of R-WISE (Reading...

P. A. Carlson V. Larralde

1995-01-01

261

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

262

Improving Reading Comprehension Strategies Using Student Produced CD's Combined with More Traditional Activities.  

ERIC Educational Resources Information Center

Readers possess vast amounts of knowledge gained from their prior experiences and exposures. The more they are helped to use that knowledge for connecting new ideas to known subjects as they read, the better their comprehension will be. Discussions before reading have been a traditional way to activate students' schema for stories, but a new…

Goss, Gail

263

THE RELATIONSHIPS OF ATTITUDES TO READING COMPREHENSION IN THE INTERMEDIATE GRADES.  

ERIC Educational Resources Information Center

IN A STUDY TO DETERMINE THE EFFECT OF ATTITUDES ON LEARNING, THE LITERAL AND INTERPRETATIVE COMPREHENSION ABILITIES OF INTERMEDIATE GRADE CHILDREN ON THEMATICALLY BASED READING SELECTIONS WERE COMPARED WITH THEIR ATTITUDES TOWARD THAT MATERIAL. THREE OF THE MOST COMMON READING THEMES INHERENT IN CHILDREN'S STORIES WERE DETERMINED BY A PANEL OF…

JACOBSON, MILTON D.; JOHNSON, JOSEPH C.

264

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

265

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

266

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

267

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

268

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

ERIC Educational Resources Information Center

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

Taylor, Alan M.

2009-01-01

269

Venturing into Unknown Territory: Using Aesthetic Representations to Understand Reading Comprehension  

ERIC Educational Resources Information Center

Based on Elliot Eisner's notions of multiple forms of representation and Rosenblatt's aesthetic/efferent responses to reading, a teacher educator/researcher had her undergraduate students explore their connections, using aesthetic representations, to a course entitled "Reading Comprehension". Each aesthetic representation revealed the complexities…

Cuero, Kimberley K.; Bonner, Jennifer; Smith, Brittaney; Schwartz, Michelle; Touchstone, Rose; Vela, Yvonne

2008-01-01

270

"You Can Read This Text--I'll Show You How": Interactive Comprehension Instruction  

ERIC Educational Resources Information Center

Shared reading with think-alouds provides adolescent students with the modeling they need to become successful readers and writers. This article provides a sample of this type of interactive comprehension instruction in a science classroom. The authors then focus on the dimensions of effective shared readings with think-alouds that can be used…

Lapp, Diane; Fisher, Douglas; Grant, Maria

2008-01-01

271

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

272

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

273

Children's Monitoring of Another's Comprehension: Effects of Reading Ability and Context.  

ERIC Educational Resources Information Center

Elementary school children's ability to monitor other children's reading comprehension was examined through the use of a cloze test. Considered were children's ability to correct other children's errors, differences attributable to reading ability level, and the effect of context distance on task performance. (MSE)

Kirby, John R.; Teasdale, Warwick R.

1987-01-01

274

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

275

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

276

Improving Students' Reading Comprehension Skills: Effects of Strategy Instruction and Reciprocal Teaching  

ERIC Educational Resources Information Center

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies…

Sporer, Nadine; Brunstein, Joachim C.; Kieschke, Ulf

2009-01-01

277

Effectiveness of Scaffolding Interrogatives Method: Teaching Reading Comprehension to Young Children with Hyperlexia in Singapore  

ERIC Educational Resources Information Center

Children with hyperlexia display spontaneous superior word decoding ability before the age of five but impaired listening and reading comprehension. They have direct phonological processing of any given text with apparent ease and often well beyond their vocabulary usage. Though they can recognise and read words, words appear meaningless. As a…

Chia, Noel Kok Hwee; Kee, Norman Kiak Nam

2013-01-01

278

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

ERIC Educational Resources Information Center

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

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

2009-01-01

279

Applying Research in Reading Comprehension to Social Studies Instruction for Middle and High School Students  

ERIC Educational Resources Information Center

Secondary-level content area teachers face unique challenges in helping their students successfully read, understand, and learn content from complex texts in their discipline. In this article, a set of research-based practices designed to provide effective and feasible instruction to improve students' reading and comprehension of text and…

Swanson, Elizabeth; Wanzek, Jeanne

2014-01-01

280

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

281

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

282

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

ERIC Educational Resources Information Center

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

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

2002-01-01

283

Individual Differences and Text Genre in L2 French Reading Comprehension  

ERIC Educational Resources Information Center

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

Foss, Julie A.

2009-01-01

284

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

285

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

286

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

287

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

288

The Subskills of Reading: Rule-Space Analysis of a Multiple-Choice Test of Second Language Reading Comprehension.  

ERIC Educational Resources Information Center

Used the rule-space methodology to analyze performance on a multiple-choice reading comprehension test by students of English as a Second Language in Japan in an international business setting. Findings indicate that the rule-space methodology can explain performance on complex verbal tasks, such as reading tests, and provide diagnostic scores to…

Buck, Gary; Tatsuoka, Kumi; Kostin, Irene

1997-01-01

289

Improving the Reading Comprehension of Middle School Students with Disabilities through Computer-Assisted Collaborative Strategic Reading  

ERIC Educational Resources Information Center

This study investigated the effects of computer-assisted comprehension practice using a researcher-developed computer program, Computer-Assisted Collaborative Strategic Reading (CACSR), with students who had disabilities. Two reading/language arts teachers and their 34 students with disabilities participated. Students in the intervention group…

Kim, Ae-Hwa; Vaughn, Sharon; Klingner, Janette K.; Woodruff, Althea L.; Reutebuch, Colleen Klein; Kouzekanani, Kamiar

2006-01-01

290

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

ERIC Educational Resources Information Center

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

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

2011-01-01

291

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

ERIC Educational Resources Information Center

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

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

2010-01-01

292

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

ERIC Educational Resources Information Center

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

Shaaban, Kassim

2006-01-01

293

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

ERIC Educational Resources Information Center

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

Monte-Sano, Chauncey

2011-01-01

294

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

295

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

296

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

Microsoft Academic Search

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 teachers in Arizona and Michigan divided up into intervention and comparison

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

2007-01-01

297

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

ERIC Educational Resources Information Center

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

Berninger, Virginia W.; Abbott, Robert D.

2010-01-01

298

The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts  

Microsoft Academic Search

The aim of the present study was to investigate the effects of prior knowledge and text structure on cognitive processes during\\u000a comprehension of scientific texts. To investigate the processes online, we used a thinkaloud methodology in Experiment 1 and\\u000a a reading time methodology in Experiment 2. In both experiments, we obtained offline comprehension measures and measures of\\u000a individual differences in

Panayiota Kendeou; Paul van den Broek

2007-01-01

299

Mobile-Device-Supported Strategy for Chinese Reading Comprehension  

ERIC Educational Resources Information Center

The work described in this paper explores the feasibility of using of a wireless handheld system (WHS) that supports the individual and co-operative reading activities of students and helps teachers implement reading strategy instruction in Chinese language classes. The experimental findings demonstrate that the WHS benefits students applying…

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

2010-01-01

300

Unlocking Reading Comprehension with Key Science Inquiry Skills  

ERIC Educational Resources Information Center

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

Miller, Roxanne Greitz

2006-01-01

301

A Comprehensive Evaluation of Lexical Reading in Italian Developmental Dyslexics  

ERIC Educational Resources Information Center

Italian developmental dyslexic readers show a striking length effect and have been hypothesised to rely mostly on nonlexical reading. Our experiments tested this hypothesis by assessing whether or not the deficit underlying dyslexia is specific to lexical reading. The effects of lexicality, word frequency and length were investigated in the same…

Paizi, Despina; De Luca, Maria; Zoccolotti, Pierluigi; Burani, Cristina

2013-01-01

302

Erupting with Great Force: Performing Text to Enhance Reading Comprehension  

ERIC Educational Resources Information Center

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'…

Bullion-Mears, Ann; McCauley, Joyce K.; McWhorter, J. YeVette

2007-01-01

303

Kindergarten Predictors of Second versus Eighth Grade Reading Comprehension Impairments  

ERIC Educational Resources Information Center

Multiple studies have shown that kindergarten measures of phonological awareness and alphabet knowledge are good predictors of reading achievement in the primary grades. However, less attention has been given to the early predictors of later reading achievement. This study used a modified best-subsets variable-selection technique to examine…

Adlof, Suzanne M.; Catts, Hugh W.; Lee, Jaehoon

2010-01-01

304

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

305

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

306

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.

307

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

308

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

ERIC Educational Resources Information Center

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

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

2004-01-01

309

Early Intervention For At-Risk Beginning Readers: A Longitudinal Investigation of Reading Comprehension and Linguistic Processes.  

ERIC Educational Resources Information Center

A longitudinal study investigated the effects of an early intervention program with students who were identified as being at risk for developing reading disabilities. Intervention effects on reading comprehension and the developing relationship between reading comprehension and the linguistic processes of students were studied. The intervention…

Shapiro, Yevette T.

310

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

ERIC Educational Resources Information Center

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

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

2011-01-01

311

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

PubMed Central

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

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

2012-01-01

312

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

PubMed

The study compared the brain activation patterns associated with the comprehension of written and spoken Portuguese sentences. An fMRI study measured brain activity while participants read and listened to sentences about general world knowledge. Participants had to decide if the sentences were true or false. To mirror the transient nature of spoken sentences, visual input was presented in rapid serial visual presentation format. The results showed a common core of amodal left inferior frontal and middle temporal gyri activation, as well as modality specific brain activation associated with listening and reading comprehension. Reading comprehension was associated with more left-lateralized activation and with left inferior occipital cortex (including fusiform gyrus) activation. Listening comprehension was associated with extensive bilateral temporal cortex activation and more overall activation of the whole cortex. Results also showed individual differences in brain activation for reading comprehension. Readers with lower working memory capacity showed more activation of right-hemisphere areas (spillover of activation) and more activation in the prefrontal cortex, potentially associated with more demand placed on executive control processes. Readers with higher working memory capacity showed more activation in a frontal-posterior network of areas (left angular and precentral gyri, and right inferior frontal gyrus). The activation of this network may be associated with phonological rehearsal of linguistic information when reading text presented in rapid serial visual format. The study demonstrates the modality fingerprints for language comprehension and indicates how low- and high working memory capacity readers deal with reading text presented in serial format. PMID:21526132

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

2009-01-01

313

Comprehension of Connected Discourse.  

ERIC Educational Resources Information Center

A rationale was developed for researching reading comprehension based on information gain. Previous definitions of comprehension which were reviewed included operational vs. nonoperational and skills vs. processes. Comprehension was viewed as an informational processing event which includes a constellation of cognitive and learning processes. Two…

Mosberg, Ludwig; Shima, Fred

314

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

PubMed Central

To further explore contextual reading rate, an important aspect of reading fluency, we examined the relationship between word reading efficiency (WRE) and contextual oral reading rate (ORR), the degree to which they overlap across different comprehension measures, whether oral language (semantics and syntax) predicts ORR beyond contributions of word-level skills, and whether the WRE–ORR relationship varies based on different reader profiles. Assessing reading and language of average readers, poor decoders, and poor comprehenders, ages 10 to 14, ORR was the strongest predictor of comprehension across various formats; WRE contributed no unique variance after taking ORR into account. Findings indicated that semantics, not syntax, contributed to ORR. Poor comprehenders performed below average on measures of ORR, despite average WRE, expanding previous findings suggesting specific weaknesses in ORR for this group. Together, findings suggest that ORR draws upon skills beyond those captured by WRE and suggests a role for oral language (semantics) in ORR.

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

2013-01-01

315

DRAW: A Motivational Reading Comprehension Strategy for Disaffected Readers.  

ERIC Educational Resources Information Center

Describes a strategy adaptable to middle school, high school, and college levels that helps to motivate students to want to read and gain information; promotes discussion and fosters students' learning from one another; helps below-grade-level readers understand content; and encourages higher order thinking. (SR)

Agnew, Mary L.

2000-01-01

316

How to Teach Expository Text Structure to Facilitate Reading Comprehension  

ERIC Educational Resources Information Center

Expository text offers particular challenges to the reader because of the abstract and unfamiliar concepts that it presents. In order to solve these problems in reading classes, students should be taught the hierarchical structure of the expository text and the interrelationships among ideas. This is what experts in this field refer to as text…

Akhondi, Masoumeh; Malayeri, Faramarz Aziz; Samad, Arshad Abd

2011-01-01

317

Effect of Frequency and Idiomaticity on Second Language Reading Comprehension  

ERIC Educational Resources Information Center

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

Martinez, Ron; Murphy, Victoria A.

2011-01-01

318

The Effects of Reading Lessons on Comprehension: A Processing Description.  

ERIC Educational Resources Information Center

Directed reading activities found in commercially produced instructional materials usually contain information that is aimed at helping children understand the story as well as helping them to develop other skills. To test the effectiveness of both establishing background knowledge and directing children toward central story content, two…

Omanson, Richard C.; And Others

319

The Role of L1 and L2 Working Memory in Literal and Inferential Comprehension in L2 Reading  

ERIC Educational Resources Information Center

Reading span as a measure of L1 or L2 working memory capacity is shown to be related to L2 reading comprehension. Albeit limited, there is research on the relationship between both L1 and L2 reading spans and their roles in L2 reading comprehension, yet these studies take reading as a global construct rather than delving into its multi-level…

Alptekin, Cem; Ercetin, Gulcan

2010-01-01

320

Low working memory capacity is only spuriously related to poor reading comprehension.  

PubMed

Accounts of comprehension failure, whether in the case of readers with poor skill or when syntactic complexity is high, have overwhelmingly implicated working memory capacity as the key causal factor. However, extant research suggests that this position is not well supported by evidence on the span of active memory during online sentence processing, nor is it well motivated by models that make explicit claims about the memory mechanisms that support language processing. The current study suggests that sensitivity to interference from similar items in memory may provide a better explanation of comprehension failure. Through administration of a comprehensive skill battery, we found that the previously observed association of working memory with comprehension is likely due to the collinearity of working memory with many other reading-related skills, especially IQ. In analyses which removed variance shared with IQ, we found that receptive vocabulary knowledge was the only significant predictor of comprehension performance in our task out of a battery of 24 skill measures. In addition, receptive vocabulary and non-verbal memory for serial order-but not simple verbal memory or working memory-were the only predictors of reading times in the region where interference had its primary affect. We interpret these results in light of a model that emphasizes retrieval interference and the quality of lexical representations as key determinants of successful comprehension. PMID:24657820

Van Dyke, Julie A; Johns, Clinton L; Kukona, Anuenue

2014-06-01

321

Reading, Writing, Comprehension, and Confidence--Achieved in Science Contexts  

NSDL National Science Digital Library

When Elizabeth Kline wrote this, she was a fifth-grade teacher in Prince George's County, Maryland. A desire to integrate scientific concepts in a curriculum dominated by reading, writing, and mathematics motivated her to change the way she taught the mandated unit on the Moon. She invited her students to make a book. She documented their learning, continually assessing students understanding in the process. The excitement in the class was palpable as students used their creativity while they integrated science and literacy. The next year, when the unit began, her new students often consulted the book and enjoyed reading other fifth graders' interpretation of the subject matter. In this chapter, Elizabeth describes the process by which she engaged her students in literacy learning in a science context.

Kline, Elizabeth

2007-01-01

322

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.

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

2013-01-01

323

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

324

The Effects of Extensive Reading via E-Books on Tertiary Level EFL Students' Reading Attitude, Reading Comprehension, and Vocabulary  

ERIC Educational Resources Information Center

This study investigates the effects of extensive reading of e-books on tertiary level EFL students' English reading attitude, reading comprehension and vocabulary. Eighty-nine participants were assigned in two groups, with 46 students in the experimental group and the other 43 students in the control group. In addition to a traditional…

Chen, Chin-Neng; Chen, Shu-Chu; Chen, Shu-Hui Eileen; Wey, Shyh-Chyi

2013-01-01

325

Reading Comprehension Student Template: Question-Answer Relationship  

NSDL National Science Digital Library

This template is an instructional tool that can be used to guide elementary students (grades 2-5) through the reading strategy of questioning. The template is based on the Question-Answer Relationship (QAR) approach in which students classify questions according to type and then provide answers from text. The template was designed to be used with the Feature Story, The Dance of Life, by students in grades 2-5. It is a PDF document that can be copied and distributed to students.

Fries-Gaither, Jessica

326

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

327

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

328

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

ERIC Educational Resources Information Center

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

Goldman, Susan R.

329

Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge  

Microsoft Academic Search

Text comprehension plays a fundamental role in the processes of acquisition, sharing, and construction of knowledge. Most definitions share the focus on the interaction between text and reader's prior knowledge. In this paper both direct and indirect effects of prior knowledge on reading comprehension have been analyzed, along with other components. Participants were 149 7-graders. Data showed that comprehension of

Christian Tarchi

2010-01-01

330

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

ERIC Educational Resources Information Center

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

Jalilifar, Alireza

2010-01-01

331

New Techniques for Measuring and Improving Reading Comprehension. Technical Report No. 1.  

ERIC Educational Resources Information Center

A standardized method has been developed which will convert prose training materials into a form which forces the trainees to read the material with at least a minimal level of comprehension. The materials, called programed prose materials, are developed in an objective manner amenable to computer production. Phase I of the project involved an…

Carver, Ronald P.

332

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

333

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

334

Supporting Comprehension Acquisition for Emerging and Struggling Readers: The Interactive Information Book Read-Aloud.  

ERIC Educational Resources Information Center

This article discusses interactive information book read-aloud, an instructional approach that supports both non-readers and non-fluent readers prior to the introduction of instruction in cognitive and comprehension strategies. Key components of the approach are presented, including interaction, information books, teacher awareness of text…

Smolkin, Laura B.; Donovan, Carol A.

2003-01-01

335

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.

336

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

337

A Computer System of Referential Resolution to Assess Students' Reading Comprehension  

ERIC Educational Resources Information Center

The major purpose of this study is to assist college students in constructing mental representation of referential resolution in a computer system. Ninety students were asked to draw mental maps indicating the relationships between references, take reading comprehension tests, and fill out open-ended questionnaire. Results showed that the…

Yang, Yu-Fen; Wong, Wing-Kwong; Yeh, Hui-Chin

2008-01-01

338

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

339

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

340

A Longitudinal Study of Enhancing Critical Thinking and Reading Comprehension in Title I Classrooms  

ERIC Educational Resources Information Center

A longitudinal study of student growth gains was conducted in Title I schools to assess growth in reading comprehension and critical thinking. Results suggested that all students benefited from the intervention of Project Athena units of study designed for high-ability learners. In addition, the study suggested that the comparison curriculum also…

VanTassel-Baska, Joyce; Bracken, Bruce; Feng, Annie; Brown, Elissa

2009-01-01

341

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

342

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

ERIC Educational Resources Information Center

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

Markham, Paul; Peter, Lizette

2003-01-01

343

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

344

Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 2. Technical Report #1201  

ERIC Educational Resources Information Center

In this technical report, we present the results of a reliability study of the second-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

Lai, Cheng-Fei; Irvin, P. Shawn; Alonzo, Julie; Park, Bitnara Jasmine; Tindal, Gerald

2012-01-01

345

Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 3. Technical Report #1202  

ERIC Educational Resources Information Center

In this technical report, we present the results of a reliability study of the third-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

Lai, Cheng-Fei; Irvin, P. Shawn; Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald

2012-01-01

346

Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 7. Technical Report #1206  

ERIC Educational Resources Information Center

In this technical report, we present the results of a reliability study of the seventh-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

Irvin, P. Shawn; Alonzo, Julie; Lai, Cheng-Fei; Park, Bitnara Jasmine; Tindal, Gerald

2012-01-01

347

Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 6. Technical Report #1205  

ERIC Educational Resources Information Center

In this technical report, we present the results of a reliability study of the sixth-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

Irvin, P. Shawn; Alonzo, Julie; Park, Bitnara Jasmine; Lai, Cheng-Fei; Tindal, Gerald

2012-01-01

348

Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 5. Technical Report #1204  

ERIC Educational Resources Information Center

In this technical report, we present the results of a reliability study of the fifth-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

Park, Bitnara Jasmine; Irvin, P. Shawn; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald

2012-01-01

349

Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 4. Technical Report #1203  

ERIC Educational Resources Information Center

In this technical report, we present the results of a reliability study of the fourth-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

Park, Bitnara Jasmine; Irvin, P. Shawn; Alonzo, Julie; Lai, Cheng-Fei; Tindal, Gerald

2012-01-01

350

Coaching Middle-Level Teachers to Think Aloud Improves Comprehension Instruction and Student Reading Achievement  

ERIC Educational Resources Information Center

In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a schoolwide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to think alouds in which they exposed students to comprehension strategies…

Fisher, Douglas; Frey, Nancy; Lapp, Diane

2011-01-01

351

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

ERIC Educational Resources Information Center

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

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

2012-01-01

352

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

ERIC Educational Resources Information Center

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

McElhone, Dot

2009-01-01

353

The Relationship of Reading Comprehension to Written Production of Transformationally Lengthened Prose  

ERIC Educational Resources Information Center

To determine whether the writing of certain transformations can predict comprehension of prose written in them, subjects were asked to read three major prose forms, each written in three transformed versions, and to respond to each immediately on cloze tests. (HOD)

Evans, Ronald V.

1977-01-01

354

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

ERIC Educational Resources Information Center

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

Ferguson, Iyla

355

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

ERIC Educational Resources Information Center

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

Seigneuric, Alix; Ehrlich, Marie-France

2005-01-01

356

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

357

The Explicit/Implicit Knowledge Distinction and Working Memory: Implications for Second-Language Reading Comprehension  

ERIC Educational Resources Information Center

Following an extensive overview of the subject, this study explores the relationships between second-language (L2) explicit/implicit knowledge sources, embedded in the declarative/procedural memory systems, and L2 working memory (WM) capacity. It further examines the relationships between L2 reading comprehension and L2 WM capacity as well as…

Ercetin, Gulcan; Alptekin, Cem

2013-01-01

358

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

ERIC Educational Resources Information Center

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

Sinatra, Gale M.; Broughton, Suzanne H.

2011-01-01

359

Comprehension Strategy Instruction during Parent-Child Shared Reading: An Intervention Study  

ERIC Educational Resources Information Center

This study examined the effectiveness of a series of workshops and at-home activities designed to teach parents to integrate comprehension strategy instruction into read-alouds with their pre-kindergarten-aged children. Twenty parent-child dyads were randomly assigned to condition and parents in the experimental (workshop) condition were taught to…

Roberts, Kathryn L.

2013-01-01

360

Improving Reading Comprehension and Fluency Outcomes for Adolescents with Emotional-Behavioral Disorders: Recent Research Synthesized  

ERIC Educational Resources Information Center

As the reading difficulties experienced by students with emotional-behavioral disorders (EBD) receive more attention, the corresponding call for evidence-based practices has become more pronounced. We conducted a systematic review of comprehension and fluency interventions for middle and high school students with EBD served outside of the general…

Garwood, Justin D.; Brunsting, Nelson C.; Fox, Leslie C.

2014-01-01

361

Orthographic Processing and Reading Comprehension among Arabic Speaking Mainstream and LD Children  

ERIC Educational Resources Information Center

Two cohorts of mainstream children (grades 2-5) and one cohort of children with learning disabilities (LD; grades 3-5), all Arabic speaking children in Kuwait, were given measures of reading comprehension fluency and orthographic discrimination to assess the relationship between the two. Additional measures of phonological processing (decoding and…

Elbeheri, Gad; Everatt, John; Mahfoudhi, Abdessatar; Al-Diyar, Mosaad Abu; Taibah, Nadia

2011-01-01

362

The Relationship of Certain Written Language Variables to Measures of Reading Comprehension in the Primary Grades.  

ERIC Educational Resources Information Center

One hundred fifty children in first, second, and third grade participated in a study of the relationships between written language variables in narrative and expository writing and reading comprehension. The seven written language variables investigated included mean length of T-unit and the ratios of various sentence-combining transformations to…

Heil, Helen F.

363

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

364

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

365

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

366

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

367

Levels of Comprehension Promoted by the Cooperative Integrated Reading and Composition (CIRC) Program.  

ERIC Educational Resources Information Center

A study examined the levels of comprehension generated by questions in story-related and story-retell activities in the Cooperative Integrated Reading and Composition (CIRC) program. A sample of 500 questions from CIRC materials for grades 4, 5, and 6 were classified. Results indicated that the majority of story-related and story-retell questions…

Risner, Gregory P.; And Others

368

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

369

The Value of Vocabulary Knowledge Measures in Predicting ESL Reading Comprehension.  

ERIC Educational Resources Information Center

A study investigated the relationships among vocabulary size, depth of vocabulary knowledge, and reading comprehension in English as a second language (ESL). Subjects were 74 native Chinese- and Korean-speaking students in intensive academic ESL courses in two Ontario universities. They were administered questionnaires to gather demographic and…

Qian, David D.

370

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

371

A Study of the Relationship between Physical Skills and Achievement in Listening Comprehension, Mathematics, and Reading.  

ERIC Educational Resources Information Center

To determine if a relationship existed between physical skills and achievement in reading, mathematics, and listening comprehension of fifth-grade students, a study evaluated 334 fifth-graders in Starkville, Mississippi, on 20 physical fitness, motor fitness, and sports skills, as well as the Stanford Achievement Tests. The physical skills test…

Templeton, Josey; Jones, Robbie

372

Reading Comprehension Instruction for Students with Learning Disabilities, 1995-2006: A Meta-Analysis  

ERIC Educational Resources Information Center

Meta-analysis procedures were employed to synthesize findings of research for improving reading comprehension of students with learning disabilities published in the decade following previous meta-analytic investigations. Forty studies, published between 1995 and 2006, were identified and coded. Nearly 2,000 students served as participants.…

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

2010-01-01

373

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

374

Anxiety and Achievement in a Multicultural Situation: The Oral Testing of Advanced Reading Comprehension.  

ERIC Educational Resources Information Center

Two studies at Haifa University examined the effects on oral reading comprehension scores of these factors: (1) anxiety under varying test situations, (2) student gender, (3) students' native language, (4) individual vs. group testing, and (5) the relative difficulty of the English language texts. (MSE)

Bensoussan, Marsha; Zeidner, Moshe

1989-01-01

375

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

ERIC Educational Resources Information Center

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

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

2010-01-01

376

Biliteracy and language development in Samoan bilingual classrooms: the effects of increasing English reading comprehension  

Microsoft Academic Search

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 language development exploring relationships between targeted changes

Meaola Toloa; Stuart McNaughton; Mei Lai

2009-01-01

377

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

378

L'Entrainement a la Comprehension Ecrite des Etudiants Etrangers de la Faculte des Sciences (Reading Comprehension Training for Foreign Students in the Science Faculty). Melanges Pedagogiques, 1977.  

ERIC Educational Resources Information Center

The ability of foreign students to read non-scientific material efficiently is important for rapid social and cultural integration. This report describes the reading comprehension section of a French language course aimed at foreign students at the Nancy Science Faculty. Exercises are presented which cover morpho-syntactic, communicative and…

Duda, R.; Regent, O.

379

Effects of Linear Texts in Page Scrolling and Page-by-Page Reading Forms on Reading Comprehension Introduction  

ERIC Educational Resources Information Center

This research aims to analyse the Effect of Scrolling and page by page moving Static Texts on Comprehension of Screen Reading of 4th grade students. The sample was composed of 46 students of 4th grade students of a elementary school in Kirsehir Central Province. The classrooms of the participants were selected by random sampling method and…

Sahin, Ayfer

2011-01-01

380

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

381

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

382

Reading Guided by Automated Graphical Representations: How Model-Based Text Visualizations Facilitate Learning in Reading Comprehension Tasks  

ERIC Educational Resources Information Center

Our study integrates automated natural language-oriented assessment and analysis methodologies into feasible reading comprehension tasks. With the newly developed T-MITOCAR toolset, prose text can be automatically converted into an association net which has similarities to a concept map. The "text to graph" feature of the software is based on…

Pirnay-Dummer, Pablo; Ifenthaler, Dirk

2011-01-01

383

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.

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

2012-01-01

384

Development of Adolescent Reading Comprehension in Language 1 and Language 2: A Longitudinal Analysis of Constituent Components  

Microsoft Academic Search

This study investigated the relationship between reading comprehension development of 389 adolescents in their dominant language (Language 1 [L1], Dutch) and a foreign language (Language 2 [L2], English). In each consecutive year from Grades 8 through 10, a number of measurements were taken. Students' reading comprehension, their linguistic knowledge (vocabulary and grammar knowledge) and processing efficiency (speed of word recognition

Amos van Gelderen; Rob Schoonen; Reinoud D. Stoel; Kees de Glopper; Jan Hulstijn

2007-01-01

385

Development of Adolescent Reading Comprehension in Language 1 and Language 2: A Longitudinal Analysis of Constituent Components  

ERIC Educational Resources Information Center

This study investigated the relationship between reading comprehension development of 389 adolescents in their dominant language (Language 1 [L1], Dutch) and a foreign language (Language 2 [L2], English). In each consecutive year from Grades 8 through 10, a number of measurements were taken. Students' reading comprehension, their linguistic…

van Gelderen, Amos; Schoonen, Rob; Stoel, Reinoud; de Glopper, Kees; Hulstijn, Jan

2007-01-01

386

FL/SL Reading Comprehension Knowledge and Attitudes of Post-graduate Students at the University of Exeter, UK  

ERIC Educational Resources Information Center

Background: There is limited research on the FL/SL reading comprehension of Non-native speakers of English at the post-graduate level at university. Purpose: This study investigated the knowledge of and the attitude towards FL/SL reading comprehension through (1) the effect of (a) post-graduate specialization, and (b) nationality, (2) the…

Ahmed, Abdelhamid Mohamed Abdelhamid

2007-01-01

387

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

388

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

389

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

390

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

391

Second Language Reading Topic Familiarity and Test Score: Test-Taking Strategies for Multiple-Choice Comprehension Questions  

ERIC Educational Resources Information Center

The main purpose of this study was to compare the strategies used by Chinese-speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts.…

Lee, Jia-Ying

2011-01-01

392

Embracing the Complexity of Instruction: A Study of the Effects of Teachers' Instruction on Students' Reading Comprehension  

Microsoft Academic Search

The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for student learning), as observed in comprehension lessons across a year. Third-grade teachers' instruction was analyzed first by measuring

Joanne Carlisle; Ben Kelcey; Dan Berebitsky; Geoffrey Phelps

2011-01-01

393

Comprehensive Care  

MedlinePLUS

... mobility, speech and swallowing, and memory and other cognitive functions. Rehabilitation is an important component of comprehensive, quality healthcare for people with MS at all stages of the disease . Rehabilitation ... and vocational rehabilitation, physical and occupational therapy, therapy ...

394

The construction of visual-spatial situation models in children's reading and their relation to reading comprehension.  

PubMed

Readers construct mental models of situations described by text to comprehend what they read, updating these situation models based on explicitly described and inferred information about causal, temporal, and spatial relations. Fluent adult readers update their situation models while reading narrative text based in part on spatial location information that is consistent with the perspective of the protagonist. The current study investigated whether children update spatial situation models in a similar way, whether there are age-related changes in children's formation of spatial situation models during reading, and whether measures of the ability to construct and update spatial situation models are predictive of reading comprehension. Typically developing children from 9 to 16 years of age (N=81) were familiarized with a physical model of a marketplace. Then the model was covered, and children read stories that described the movement of a protagonist through the marketplace and were administered items requiring memory for both explicitly stated and inferred information about the character's movements. Accuracy of responses and response times were evaluated. Results indicated that (a) location and object information during reading appeared to be activated and updated not simply from explicit text-based information but from a mental model of the real-world situation described by the text; (b) this pattern showed no age-related differences; and (c) the ability to update the situation model of the text based on inferred information, but not explicitly stated information, was uniquely predictive of reading comprehension after accounting for word decoding. PMID:24315376

Barnes, Marcia A; Raghubar, Kimberly P; Faulkner, Heather; Denton, Carolyn A

2014-03-01

395

Comparison of Reading Comprehension Trends between Florida's "Reading First" and Non-"Reading First" Schools for First through Third Grade Students  

ERIC Educational Resources Information Center

The current study will examine possible contextual effects relative to differences in reading comprehension performance in the state of Florida. While the Reading First (RF) Impact study examined such difference using a regression discontinuity design, the authors are primarily interested in other analytic methods that might answer different…

Petscher, Yaacov; Foorman, Barbara

2009-01-01

396

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

397

Comprehension of humor in children with nonverbal learning disabilities, reading disabilities, and without learning disabilities  

Microsoft Academic Search

The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive,\\u000a and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities\\u000a (NVLD). Children with NVLD were compared with children with reading disabilities and a comparison group of children with no\\u000a learning disabilities to assess

Margaret Semrud-Clikeman; Kimberly Glass

2008-01-01

398

The intersection of cognitive and sociocultural factors in the development of reading comprehension among immigrant students  

Microsoft Academic Search

The present paper synthesizes the international research literature on the educational achievement of immigrant and minority\\u000a language students by articulating three propositions for which there is strong empirical evidence: (a) print access and literacy\\u000a engagement play a key role in promoting reading comprehension; (b) the development of bilingual students’ L1 proficiency plays\\u000a a positive role in L2 academic development; and

Jim Cummins

399

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

400

Writing for Comprehension  

ERIC Educational Resources Information Center

Many educators continue to treat reading and writing as separate subjects. In response to this observation, the authors offer four research-based writing strategies that teachers can use to improve student reading comprehension through writing. The writing strategies--"About/Point", "Cubing", "Four Square Graphic Organizer", and "Read," "Respond",…

Wallace, Randy; Pearman, Cathy; Hail, Cindy; Hurst, Beth

2007-01-01

401

Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit  

PubMed Central

We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information – a centrality deficit (Miller & Keenan, 2009). We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory.

Miller, Amanda C.; Keenan, Janice M.; Betjemann, Rebecca S.; Willcutt, Erik; Pennington, Bruce F.; Olson, Richard K.

2012-01-01

402

Analyse Factorielle d'une Batterie de Tests de Comprehension Orale et Ecrite (Factor Analysis of a Battery of Tests of Listening and Reading Comprehension). Melanges Pedagogiques, 1971.  

ERIC Educational Resources Information Center

This is a presentation of the results of a factor analysis of a battery of tests intended to measure listening and reading comprehension in English as a second language. The analysis sought to answer the following questions: (1) whether the factor analysis method yields results when applied to tests which are not specifically designed for this…

Lonchamp, F.

403

Reading Speed, Comprehension and Eye Movements While Reading Japanese Novels: Evidence from Untrained Readers and Cases of Speed-Reading Trainees  

PubMed Central

Background A growing body of evidence suggests that meditative training enhances perception and cognition. In Japan, the Park-Sasaki method of speed-reading involves organized visual training while forming both a relaxed and concentrated state of mind, as in meditation. The present study examined relationships between reading speed, sentence comprehension, and eye movements while reading short Japanese novels. In addition to normal untrained readers, three middle-level trainees and one high-level expert on this method were included for the two case studies. Methodology/Principal Findings In Study 1, three of 17 participants were middle-level trainees on the speed-reading method. Immediately after reading each story once on a computer monitor, participants answered true or false questions regarding the content of the novel. Eye movements while reading were recorded using an eye-tracking system. Results revealed higher reading speed and lower comprehension scores in the trainees than in the untrained participants. Furthermore, eye-tracking data by untrained participants revealed multiple correlations between reading speed, accuracy and eye-movement measures, with faster readers showing shorter fixation durations and larger saccades in X than slower readers. In Study 2, participants included a high-level expert and 14 untrained students. The expert showed higher reading speed and statistically comparable, although numerically lower, comprehension scores compared with the untrained participants. During test sessions this expert moved her eyes along a nearly straight horizontal line as a first pass, without moving her eyes over the whole sentence display as did the untrained students. Conclusions/Significance In addition to revealing correlations between speed, comprehension and eye movements in reading Japanese contemporary novels by untrained readers, we describe cases of speed-reading trainees regarding relationships between these variables. The trainees overall tended to show poor performance influenced by the speed-accuracy trade-off, although this trade-off may be reduced in the case of at least one high-level expert.

Miyata, Hiromitsu; Minagawa-Kawai, Yasuyo; Watanabe, Shigeru; Sasaki, Toyofumi; Ueda, Kazuhiro

2012-01-01

404

Comparison of the Effectiveness and Efficiency of Text Previewing and Preteaching Keywords as Small-Group Reading Comprehension Strategies with Middle-School Students  

ERIC Educational Resources Information Center

Reading instruction for middle- and high-school students is focused on vocabulary and comprehension, yet research suggests that comprehension skills among these students are alarmingly low. Small-group reading interventions are becoming more prevalent in schools, but there are few studies regarding small-group reading comprehension interventions.…

Burns, Matthew K.; Hodgson, Jennifer; Parker, David C.; Fremont, Kathryn

2011-01-01

405

Relationships between Spontaneous Note-Taking, Self-Reported Strategies and Comprehension When Reading Multiple Texts in Different Task Conditions  

ERIC Educational Resources Information Center

This study investigated note-taking during multiple-text reading across two different task conditions in relation to comprehension performance and self-reports of strategy use. Forty-four undergraduates read multiple texts about climate change to write an argument or a summary. Analysis of students' spontaneous note-taking during reading

Hagen, Åste M.; Braasch, Jason L. G.; Bråten, Ivar

2014-01-01

406

The Compensatory Effectiveness of Optical Character Recognition/Speech Synthesis on Reading Comprehension of Postsecondary Students with Learning Disabilities.  

ERIC Educational Resources Information Center

Thirty-seven college students with learning disabilities were given a reading comprehension task under the following conditions: (1) using an optical character recognition/speech synthesis system; (2) having the text read aloud by a human reader; or (3) reading silently without assistance. Findings indicated that the greater the disability, the…

Higgins, Eleanor L.; Raskind, Marshall H.

1997-01-01

407

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

ERIC Educational Resources Information Center

The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze the…

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

2012-01-01

408

The Role of Working Memory and Fluency Practice on the Reading Comprehension of Students Who Are Dysfluent Readers  

ERIC Educational Resources Information Center

The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with…

Swanson, H. Lee; O'Connor, Rollanda

2009-01-01

409

Using the Delphi questionnaire technique to create a reading comprehension resource guide for middle school science teachers  

Microsoft Academic Search

As students begin middle school, they are expected to possess and apply a wide array of nonfiction reading strategies if they are to comprehend new concepts from nonfiction texts. Although strategies and resource guides for fiction reading are available, an effective nonfiction reading comprehension resource guide tailored to middle school science teachers is lacking. The conceptual framework guiding this study

Molly F. Wegner

2010-01-01

410

Why Does Working Memory Capacity Predict Variation in Reading Comprehension? On the Influence of Mind Wandering and Executive Attention  

ERIC Educational Resources Information Center

Some people are better readers than others, and this variation in comprehension ability is predicted by measures of working memory capacity (WMC). The primary goal of this study was to investigate the mediating role of mind-wandering experiences in the association between WMC and normal individual differences in reading comprehension, as predicted…

McVay, Jennifer C.; Kane, Michael J.

2012-01-01

411

The Effect of Direct Instruction in Listening on the Listening and Reading Comprehension of First Grade Children. Dissertation Abstract.  

ERIC Educational Resources Information Center

To explore the effects of listening instruction on first graders' achievement and, specifically, to assess improvement in listening comprehension and determine the effect of listening instruction on achievement in reading comprehension are the purposes of this study. Six first grade classes were randomly assigned to three groups. A program of…

Thorn, Elizabeth A.

412

Developmental dissociations between lexical reading and comprehension: evidence from two cases of hyperlexia.  

PubMed

We report two cases of developmental hyperlexia - JY and AD - who performed at normal levels or above in converting print into speech, but who were very impaired in spoken and written word comprehension. Our investigations focussed on whether these cases displayed evidence for normal acquisition of lexical reading skills, as indexed by unimpaired performance for age in reading aloud a set of irregular words, despite poor acquisition of semantic knowledge of the same words. In both cases, this dissociation was evident. The pattern of results was also demonstrated at an item level: the two cases showed no significant differences in reading accuracy for irregular words which they could define than for those which they could not. The results provide further evidence for the existence of a direct-lexical route from orthography to phonology, which is not necessarily mediated by semantic knowledge. PMID:20678759

Castles, Anne; Crichton, Alison; Prior, Margot

2010-01-01

413

To Get Hold of the Wrong End of the Stick: Reasons for Poor Idiom Understanding in Children with Reading Comprehension Difficulties  

ERIC Educational Resources Information Center

Purpose: The aim was to identify the source of idiom understanding difficulties in children with specific reading comprehension failure. Method: Two groups (ns = 15) of 9- to 10-year-olds participated. One group had age-appropriate word reading and reading comprehension; the other group had age-appropriate word reading but poor reading

Cain, Kate; Towse, Andrea S.

2008-01-01

414

WWC Quick Review of the Report "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students"  

ERIC Educational Resources Information Center

The study, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students," examined the effects of four supplemental reading comprehension curricula: (1) Project CRISS (CReating Independence through Student-owned Strategies), (2) ReadAbout, (3) Read for Real, and (4) Reading for…

What Works Clearinghouse, 2010

2010-01-01

415

Cross-Language Transfer in English Immersion Programs in Germany: Reading Comprehension and Reading Fluency  

ERIC Educational Resources Information Center

Cross-language effects on reading skills are of particular interest in the context of foreign language immersion programs. Although there is an extensive literature on cross-language effects on reading in general, research focusing on immersion students and including different dimensions of reading acquisition such as reading fluency and reading

Gebauer, Sandra Kristina; Zaunbauer, Anna C. M.; Moller, Jens

2013-01-01

416

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

Microsoft Academic Search

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 L2 components are different. Although correlations between

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

2004-01-01

417

Neurobiological bases of reading comprehension: Insights from neuroimaging studies of word level and text level processing in skilled and impaired readers.  

PubMed

For accurate reading comprehension, readers must first learn to map letters to their corresponding speech sounds and meaning and then they must string the meanings of many words together to form a representation of the text. Furthermore, readers must master the complexities involved in parsing the relevant syntactic and pragmatic information necessary for accurate interpretation. Failure in this process can occur at multiple levels and cognitive neuroscience has been helpful in identifying the underlying causes of success and failure in reading single words and in reading comprehension. In general, neurobiological studies of skilled reading comprehension indicate a highly overlapping language circuit for single word reading, reading comprehension and listening comprehension with largely quantitative differences in a number of reading and language related areas. This paper reviews relevant research from studies employing neuroimaging techniques to study reading with a focus on the relationship between reading skill, single word reading, and text comprehension. PMID:23662034

Landi, Nicole; Frost, Stephen J; Menc, W Einar; Sandak, Rebecca; Pugh, Kenneth R

2013-04-01

418

Neurobiological bases of reading comprehension: Insights from neuroimaging studies of word level and text level processing in skilled and impaired readers  

PubMed Central

For accurate reading comprehension, readers must first learn to map letters to their corresponding speech sounds and meaning and then they must string the meanings of many words together to form a representation of the text. Furthermore, readers must master the complexities involved in parsing the relevant syntactic and pragmatic information necessary for accurate interpretation. Failure in this process can occur at multiple levels and cognitive neuroscience has been helpful in identifying the underlying causes of success and failure in reading single words and in reading comprehension. In general, neurobiological studies of skilled reading comprehension indicate a highly overlapping language circuit for single word reading, reading comprehension and listening comprehension with largely quantitative differences in a number of reading and language related areas. This paper reviews relevant research from studies employing neuroimaging techniques to study reading with a focus on the relationship between reading skill, single word reading, and text comprehension.

Landi, Nicole; Frost, Stephen J.; Menc, W. Einar; Sandak, Rebecca; Pugh, Kenneth R.

2012-01-01

419

The New Literacies of Online Reading Comprehension and the Irony of No Child Left Behind: Students who Require our Assistance the Most, Actually Receive it the Least  

Microsoft Academic Search

Abstract Online,reading,comprehension,differs,in,important,ways,from,offline,reading comprehension.,This chapter reviews the research showing,that the Internet is this generation’s defining technology,for literacy and learning. It then uses a new,literacies of online reading comprehension,perspective to explore,research on the,differences that take place during online reading comprehension. Finally, it shows how public policies, such as No Child Left Behind, with assessments that only measure offline reading comprehension, actually increase

Donald J. Leu; J. Gregory McVerry; W. Ian O'Byrne; Lisa Zawilinski; Jill Castek; Douglas K. Hartman

420

Improving Reading Fluency and Comprehension in Elementary Students Using Read Naturally  

ERIC Educational Resources Information Center

Difficulty learning how to read is a risk factor for school failure, low grades, behavior problems, juvenile delinquency, truancy, unemployment, jail time, and substance abuse. Reading difficulties are common in the educational setting, afflicting anywhere from 20-40 percent of students. Read Naturally is a computer-based reading program which…

Arvans, Rebecca

2009-01-01

421

The Relationship between Race, Income, and Oral Reading Fluency and Performance on Two Reading Comprehension Measures  

ERIC Educational Resources Information Center

Oral reading fluency is a good predictor of performance on state reading assessments. The present study addressed the issue of bias by examining whether oral reading fluency scores differentially predict performance on a state reading assessment and the Metropolitan Achievement Tests, 7th Edition (MAT/7) across economic and racial groups.…

Hixson, Michael D.; McGlinchey, Margaret T.

2004-01-01

422

How does radiology report format impact reading time, comprehension and visual scanning?  

NASA Astrophysics Data System (ADS)

The question of whether radiology report format influences reading time, comprehension of information, and/or scannig behavior was examined. Three radiology reports were reformatted to three versions: conventional free text, structured text organized by organ system, and hierarchical structured text organized by clinical significance. Five radiologists, 5 radiology residents, 5 internal medicine clinicians and 5 internal medicine residents read the reports. They then answered a series of questions about the report content. Reading time was recorded. Participants also reported reading preferences. Eye-position was also recorded. There were no significant diffrences for reading time as a function of format, but there was for attending versus resident, and radiology versus internal medicine. There was no significant difference for percent correct scores on the questions for report format or for attending versus resident, but there was for radiology versus internal medicine with the radiologists scoring higher. Eye-position results showed that although patterns tended to be indeosynchratic to readers, there were differences in the overall search patterns as a function of report format, with the free text option yielding more regular scanning and the other two formats yielding more "jumping" from one section to another. Report format does not appear to impact viewing time or percent correct answers, but there are differences in both for specialty and level of experience. There were also differences between the four groups of participants with respect to what they focus on in a radiology report and how they read reports (skim versus read in detail). Eye-position recording also revealed differences in report coverage patterns. The way that radiology reports are read is quite variable as individual preferences differ widely, suggesting that there may not be a single format acceptable to all users.

Krupinski, Elizabeth A.; Reiner, Bruce; Siegel, Eliot

2014-03-01

423

The Relations among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students with Reading Difficulties  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between…

Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J.

2011-01-01

424

Why Does Working Memory Capacity Predict Variation in Reading Comprehension? On the Influence of Mind Wandering and Executive Attention  

PubMed Central

Some people are better readers than others, and this variation in comprehension ability is predicted by measures of working memory capacity (WMC). The primary goal of this study was to investigate the mediating role of mind wandering experiences in the association between WMC and normal individual differences in reading comprehension, as predicted by the executive-attention theory of WMC (e.g., Engle & Kane, 2004). We used a latent-variable, structural-equation-model approach, testing skilled adult readers on three WMC span tasks, seven varied reading comprehension tasks, and three attention-control tasks. Mind wandering was assessed using experimenter-scheduled thought probes during four different tasks (two reading, two attention-control tasks). The results support the executive-attention theory of WMC. Mind wandering across the four tasks loaded onto a single latent factor, reflecting a stable individual difference. Most importantly, mind wandering was a significant mediator in the relationship between WMC and reading comprehension, suggesting that the WMC-comprehension correlation is driven, in part, by attention control over intruding thoughts. We discuss implications for theories of WMC, attention control, and reading comprehension.

McVay, Jennifer C.; Kane, Michael J.

2012-01-01

425

The advantage of reading over listening text comprehension in Down syndrome: what is the role of verbal memory?  

PubMed

The current study was designed to investigate the role played by verbal memory in the advantage shown by individuals with Down syndrome in reading over listening text comprehension (Roch & Levorato, 2009). Two different aspects of verbal memory were analyzed: processing load and coding modality. Participants were 20 individuals with Down syndrome, aged between 11 and 26 years who were matched for reading comprehension with a group of 20 typically developing children aged between 6;3 and 7;3 years. The two groups were presented with a listening comprehension test and four verbal memory tasks in which the degree of processing load and the coding modality were manipulated. The results of the study confirmed the advantage of reading over listening comprehension for individuals with Down syndrome. Furthermore, it emerged that different aspects of verbal memory were related respectively to reading and to listening comprehension: visual memory with low processing load was related to the former and oral memory with high processing load to the latter. Finally, it was demonstrated that verbal memory contributed to explain the advantage of reading over listening comprehension in Down syndrome. The results are discussed in light of their theoretical relevance and practical implications. PMID:22236632

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

2012-01-01

426

Language and Reading Comprehension. Linguistics and Reading Series: 2. Papers in Applied Linguistics. CAL-ERIC/CLL Series on Languages and Linguistics, No. 52.  

ERIC Educational Resources Information Center

This collection provides a number of perspectives on the central role that language plays in reading comprehension. Following an introduction by the editor, entitled "Attention and Individual Differences in Comprehension," the following papers are presented: (1) "The Line of Sight Approach," by Norman H. Mackworth; (2) "The Information Processing…

Wanat, Stanley F., Ed.

427

Teachers with Linguistically Informed Knowledge of Reading Subskills Are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students  

ERIC Educational Resources Information Center

A longitudinal investigation determined the growth of reading comprehension from third to fifth grades in a cohort of students who received Language Enrichment (LE), an Orton-Gillingham-based literacy program, during first and second grades. The LE instruction was provided by regular education teachers who received comprehensive training in…

Carreker, Suzanne H.; Neuhaus, Graham F.; Swank, Paul R.; Johnson, Paul; Monfils, Mary Jo; Montemayor, Mary Lou

2007-01-01

428

Relationships Among Grade Point Average, Vocabulary, Reading Comprehension, and Reading Rate of College Students.  

ERIC Educational Resources Information Center

Relationships among grade point averages and reading test scores were sought in an effort to learn whether successful students are characterized by good vocabularies, understanding, and rapid reading. Seniors within a few weeks of graduation and obtaining their elementary teaching certificates were given the Nelson-Denny Reading Test. Pearson's…

Mutchler, Virginia

429

Developing Reading Fluency and Comprehension Using Repeated Reading: Evidence from Longitudinal Student Reports  

ERIC Educational Resources Information Center

In recent years, interest in reading fluency development in first language, and second and foreign language (L2/FL) settings has increased. Reading fluency, in which readers decode and comprehend at the same time, is critical to successful reading. Fluent readers are accurate and fast in their ability to recognize words, and in their use of…

Gorsuch, Greta; Taguchi, Etsuo

2010-01-01

430

Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension  

ERIC Educational Resources Information Center

The current study examined the predictive validity of oral reading fluency measures across first, second, and third grades for two reading achievement measures at the end of third grade. Oral reading fluency measures were administered to students from first grade to third. The "Texas Assessment of Knowledge and Skills" and the "Stanford…

Wanzek, Jeanne; Roberts, Greg; Linan-Thompson, Sylvia; Vaughn, Sharon; Woodruff, Althea L.; Murray, Christy S.

2010-01-01

431

Increasing Reading Comprehension and Engagement through Concept-Oriented Reading Instruction  

ERIC Educational Resources Information Center

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…

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

2004-01-01

432

Decoding and Reading Comprehension: A Meta-Analysis to Identify Which Reader and Assessment Characteristics Influence the Strength of the Relationship in English  

ERIC Educational Resources Information Center

The twofold purpose of this meta-analysis was to determine the relative importance of decoding skills to reading comprehension in reading development and to identify which reader characteristics and reading assessment characteristics contribute to differences in the decoding and reading comprehension correlation. A meta-analysis of 110 studies…

García, J. Ricardo; Cain, Kate

2014-01-01

433

Understanding Variability in Reading Comprehension in Adolescents with Autism Spectrum Disorders: Interactions with Language Status and Decoding Skill  

ERIC Educational Resources Information Center

Although it is well recognized that reading skills vary in people with autism spectrum disorders (ASD), reasons for this variability are not well understood. We used the simple view of reading model to investigate both word decoding and text comprehension processes in two well-established subtypes within the autism spectrum, those with…

Norbury, Courtenay; Nation, Kate

2011-01-01

434

The Effects of Read-Alouds of Expository Text on First Graders' Listening Comprehension and Book Choice  

ERIC Educational Resources Information Center

The researchers investigated the effects of listening to expository text on the listening comprehension and book choice of 77 first-grade students. Two intact classes of experimental children heard expository read-alouds over four weeks while two intact classes of 40 controls received no intervention and followed their teacher's normal read-aloud…

Kraemer, Linda; McCabe, Patrick; Sinatra, Richard

2012-01-01

435

The Effect of Short Vowelization on Curriculum-Based Measurement of Reading Fluency and Comprehension in Arabic  

ERIC Educational Resources Information Center

This study facilitates the use of Curriculum-Based Measurement (CBM) to investigate the effect of short vowels on oral reading fluency (ORF) and silent reading comprehension in Arabic orthography. A total sample of 131 fifth-grade students (89 skilled readers and 42 poor readers) participated in the study. Two kinds of CBM probes were…

Abu-Hamour, Bashir; Al-Hmouz, Hanan; Kenana, Mohammed

2013-01-01

436

The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children  

ERIC Educational Resources Information Center

The purpose of this study was to determine how storytelling and story reading influence the language development and story comprehension of young children from 3 to 5 years of age. During the study, two groups of children heard the same 24 stories. Group A heard the stories told and Group B heard the stories read from a book. The language pre- and…

Isbell, Rebecca; Sobol, Joseph; Lindauer, Liane; Lowrance, April

2004-01-01

437

Effect of Lowering the Reading Level of a Health Education Pamphlet on Increasing Comprehension by ESL Adults.  

ERIC Educational Resources Information Center

A study investigated whether lowering the reading level of a health education pamphlet would increase comprehension by adult English-as-a-Second-Language (ESL) readers. The reading level of a general pharmacy education handout was lowered by changing vocabulary, sentence structure, and organization, by highlighting the main idea of each point, and…

Bell, James H.; Johnson, Reta E.

438

Online Reading Comprehension among Seventh Grade Students with High Incidence Disabilities in Inclusive Settings: A Mixed Methods Study  

ERIC Educational Resources Information Center

Because research exploring how students with disabilities read and comprehend on the Internet is scarce, a mixed methods study was implemented to determine if Internet Reciprocal Teaching (IRT) is an effective intervention for improving online reading comprehension among seventh grade students with high-incidence disabilities in inclusive…

Robbins, Katherine R.

2010-01-01

439

Progress Monitoring Instrument Development: Silent Reading Fluency, Vocabulary, and Reading Comprehension. Technical Report #1110  

ERIC Educational Resources Information Center

Curriculum-based measurement (CBM) is designed to measure students' academic status and growth so the effectiveness of instruction may be evaluated. In the most popular forms of reading CBM, the student's oral reading fluency is assessed. This behavior is difficult to sample in a computer-based format, a limitation that may be a function of the…

Nese, Joseph F. T.; Anderson, Daniel; Hoelscher, Kyle; Tindal, Gerald; Alonzo, Julie

2011-01-01

440

Teaching Our Children To Read: The Components of an Effective, Comprehensive Reading Program. Second Edition.  

ERIC Educational Resources Information Center

This book, intended as a resource for educators, administrators, policymakers, and parents concerned about how to successfully teach children to read, points the way to implementing the best research-based practices in adopting reading materials, training teachers, and providing the necessary school leadership. Studies of effective teaching…

Honig, Bill

441

The Connection of Writing to Reading and Its Effect on Reading Comprehension.  

ERIC Educational Resources Information Center

Research and observation have indicated that there is a connection between reading and writing. This connection has been confirmed through the research of D. Graves, L. Calkins, G. Bissex, and M. Baghban. Cognitive theorists believe that reading and writing involve similar schema or structures. Much of the pedagogy and research suggest that the…

Whyte, Sarah S.

442

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

ERIC Educational Resources Information Center

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

Petscher, Yaacov; Kim, Young-Suk

2011-01-01

443

Teaching reading strategies and reading comprehension within a technology-enhanced learning environment  

Microsoft Academic Search

Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these students also have low levels of reading ability. This has an adverse effect on their chances of academic success. In order to meet the reading needs of students in the 21st century,

Carisma Dreyer; Charl Nel

2003-01-01

444

Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension  

PubMed Central

The current study examined the predictive validity of oral reading fluency measures across first, second, and third grades for two reading achievement measures at the end of third grade. Oral reading fluency measures were administered to students from first grade to third. The Texas Assessment of Knowledge and Skills and the Stanford Achievement Test were also administered in the third grade. Oral reading fluency was a reliable predictor of student success on both measures. Data suggest that greater student growth in oral reading fluency is needed through the grade levels to ensure high probabilities of success on the nationally normed measure, as compared to what is needed for the state-normed measure. Implications for practice and future research are discussed.

Wanzek, Jeanne; Roberts, Greg; Linan-Thompson, Sylvia; Vaughn, Sharon; Woodruff, Althea L.; Murray, Christy S.

2011-01-01

445

Not all reading disabilities are dyslexia: distinct neurobiology of specific comprehension deficits.  

PubMed

Although an extensive literature exists on the neurobiological correlates of dyslexia (DYS), to date, no studies have examined the neurobiological profile of those who exhibit poor reading comprehension despite intact word-level abilities (specific reading comprehension deficits [S-RCD]). Here we investigated the word-level abilities of S-RCD as compared to typically developing readers (TD) and those with DYS by examining the blood oxygenation-level dependent response to words varying on frequency. Understanding whether S-RCD process words in the same manner as TD, or show alternate pathways to achieve normal word-reading abilities, may provide insights into the origin of this disorder. Results showed that as compared to TD, DYS showed abnormal covariance during word processing with right-hemisphere homologs of the left-hemisphere reading network in conjunction with left occipitotemporal underactivation. In contrast, S-RCD showed an intact neurobiological response to word stimuli in occipitotemporal regions (associated with fast and efficient word processing); however, inferior frontal gyrus (IFG) abnormalities were observed. Specifically, TD showed a higher-percent signal change within right IFG for low-versus-high frequency words as compared to both S-RCD and DYS. Using psychophysiological interaction analyses, a coupling-by-reading group interaction was found in right IFG for DYS, as indicated by a widespread greater covariance between right IFG and right occipitotemporal cortex/visual word-form areas, as well as bilateral medial frontal gyrus, as compared to TD. For S-RCD, the context-dependent functional interaction anomaly was most prominently seen in left IFG, which covaried to a greater extent with hippocampal, parahippocampal, and prefrontal areas than for TD for low- as compared to high-frequency words. Given the greater lexical access demands of low frequency as compared to high-frequency words, these results may suggest specific weaknesses in accessing lexical-semantic representations during word recognition. These novel findings provide foundational insights into the nature of S-RCD, and set the stage for future investigations of this common, but understudied, reading disorder. PMID:23273430

Cutting, Laurie E; Clements-Stephens, Amy; Pugh, Kenneth R; Burns, Scott; Cao, Aize; Pekar, James J; Davis, Nicole; Rimrodt, Sheryl L

2013-01-01

446

Not All Reading Disabilities Are Dyslexia: Distinct Neurobiology of Specific Comprehension Deficits  

PubMed Central

Abstract Although an extensive literature exists on the neurobiological correlates of dyslexia (DYS), to date, no studies have examined the neurobiological profile of those who exhibit poor reading comprehension despite intact word-level abilities (specific reading comprehension deficits [S-RCD]). Here we investigated the word-level abilities of S-RCD as compared to typically developing readers (TD) and those with DYS by examining the blood oxygenation-level dependent response to words varying on frequency. Understanding whether S-RCD process words in the same manner as TD, or show alternate pathways to achieve normal word-reading abilities, may provide insights into the origin of this disorder. Results showed that as compared to TD, DYS showed abnormal covariance during word processing with right-hemisphere homologs of the left-hemisphere reading network in conjunction with left occipitotemporal underactivation. In contrast, S-RCD showed an intact neurobiological response to word stimuli in occipitotemporal regions (associated with fast and efficient word processing); however, inferior frontal gyrus (IFG) abnormalities were observed. Specifically, TD showed a higher-percent signal change within right IFG for low-versus-high frequency words as compared to both S-RCD and DYS. Using psychophysiological interaction analyses, a coupling-by-reading group interaction was found in right IFG for DYS, as indicated by a widespread greater covariance between right IFG and right occipitotemporal cortex/visual word-form areas, as well as bilateral medial frontal gyrus, as compared to TD. For S-RCD, the context-dependent functional interaction anomaly was most prominently seen in left IFG, which covaried to a greater extent with hippocampal, parahippocampal, and prefrontal areas than for TD for low- as compared to high-frequency words. Given the greater lexical access demands of low frequency as compared to high-frequency words, these results may suggest specific weaknesses in accessing lexical-semantic representations during word recognition. These novel findings provide foundational insights into the nature of S-RCD, and set the stage for future investigations of this common, but understudied, reading disorder.

Clements-Stephens, Amy; Pugh, Kenneth R.; Burns, Scott; Cao, Aize; Pekar, James J.; Davis, Nicole; Rimrodt, Sheryl L.

2013-01-01

447

The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties  

PubMed Central

The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between measures of fluency and comprehension. Oral reading fluency (ORF) on passages was more strongly related to reading comprehension than ORF on word lists. A group-administered silent reading sentence verification test approximated the classification accuracy of individually administered ORF passages. The correlation between a maze task and comprehension was weaker than has been reported for elementary students. The best predictor of a high-stakes reading comprehension test was the previous year’s administration of the grade-appropriate test; fluency and verbal knowledge measures accounted for only small amounts of unique variance beyond that accounted for by the previous year’s administration.

Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J.

2011-01-01

448

Reading Motivation and Reading Comprehension Growth in the Later Elementary Years  

ERIC Educational Resources Information Center

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…

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

2007-01-01

449

Oral Reading Fluency as a Predictor of Reading Comprehension with American Indian and White Elementary Students  

ERIC Educational Resources Information Center

The use of curriculum-based measures for the purpose of school-wide screening and progress monitoring of reading within school reform processes has been discussed extensively in the literature over the past several years. Little has been done, however, in terms of evaluating the predictive bias of these measures across ethnic groups, particularly…

Pearce, Lee R.; Gayle, Richard

2009-01-01

450

Comprehension Skills Can Be Taught.  

ERIC Educational Resources Information Center

In Exemplary Center for Reading Instruction (ECRI) classrooms, teachers are given directives for teaching and testing literal, inferential, critical, and creative comprehension to help students understand what they read. (Author/MLF)

Reid, Ethna R.

1981-01-01

451

Assessing Children's Inference Generation: What Do Tests Of Reading Comprehension Measure?  

ERIC Educational Resources Information Center

Background: Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types. Aims: The main aims of the…

Bowyer-Crane, Claudine; Snowling, Margaret J.

2005-01-01

452

Comprehension-Based Practice: The Development of L2 Pronunciation in a Listening and Reading Program  

ERIC Educational Resources Information Center

We report the results of a 2-year longitudinal comparison of grade 3 and grade 4 English-as-a-second-language learners in an experimental, comprehension-based program and those in a regular (i.e., more typical) language learning program. The goal was to examine the extent to which sustained, long-term comprehension practice in both listening and…

Trofimovich, Pavel; Lightbown, Patsy M.; Halter, Randall H.; Song, Hyojin

2009-01-01

453

Metadiscourse Awareness and ESAP Comprehension  

ERIC Educational Resources Information Center

The present study examined the effect of explicit instruction about linguistic hedging on the English for Specific Academic Purposes (ESAP) reading comprehension performance of English Language Learning (ELL) university students through an awareness raising task. A reading comprehension test was developed and validated as the pre-test and…

Jalififar, A. R.; Shooshtari, Z. G.

2011-01-01

454

Peer Tutoring of Comprehension Strategies  

Microsoft Academic Search

Four low achieving 12?year old readers were trained to tutor similar age low achieving readers in both general (monitoring) and specific (summarisation and illustration) for strategies reading comprehension. Repeated measures indicated that both tutors and tutees learned to use the strategies successfully. Use of both strategies enhanced comprehension for tutees. For tutors, there was evidence of generalisation of reading gains

Judith Pickens; Stuart McNaughton

1988-01-01

455

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

NASA Astrophysics Data System (ADS)

This thesis describes a research study that resulted in an instructional model directed at helping fourth grade diverse students improve their science knowledge, their reading comprehension, their awareness of the relationship between science and reading, and their ability to transfer strategies. The focus of the instructional model emerged from the intersection of constructs in science and reading literacy; the model identifies cognitive strategies that can be used in science and reading, and inquiry-based instruction related to the science content read by participants. The intervention is termed INSCIREAD (Instruction in Science and Reading). The GoInquire web-based system (2006) was used to develop students' content knowledge in slow landform change. Seventy-eight students participated in the study. The treatment group comprised 49 students without disabilities and 8 students with disabilities. The control group comprised 21 students without disabilities. The design of the study is a combination of a mixed-methods quasi-experimental design (Study 1), and a single subject design with groups as the unit of analysis (Study 2). The results from the quantitative measures demonstrated that the text recall data analysis from Study 1 yielded near significant statistical levels when comparing the performance of students without disabilities in the treatment group to that of the control group. Visual analyses of the results from the text recall data from Study 2 showed at least minimal change in all groups. The results of the data analysis of the level of the generated questions show there was a statistically significant increase in the scores students without disabilities obtained in the questions they generated from the pre to the posttest. The analyses conducted to detect incongruities, to summarize and rate importance, and to determine the number of propositions on a science and reading concept map data showed a statistically significant difference between students without disabilities in the treatment and the control groups on post-intervention scores. The analysis of the data from the number of misconceptions of students without disabilities showed that the frequency of 4 of the 11 misconceptions changed significantly from pre to post elicitation stages. The analyses of the qualitative measures of the think alouds and interviews generally supported the above findings.

Martinez, Patricia

456

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

PubMed Central

Age-normed tests of Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression were administered in grades 1 (n=128), 3, and 5 or 3 (n=113), 5, and 7. Confirmatory factor analyses compared one- and four- factor models at each grade level and supported a four- factor model of Language by Ear, Mouth, Eye, and Hand. Multiple regressions identified which of the three other language skills explained unique variance in each of the four language skill outcomes and provided additional evidence that language is not a single skill. Individuals’ ipsative scores (amount that the standard score for age on each language measure deviated from individual’s mean for all four measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses (+ or ? 1 SD) in specific language skills, but only 7% were stable across grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand, and (b) educational applications of observed developmental and individual differences for general, special, and gifted education.

Berninger, Virginia W.; Abbott, Robert D.

2011-01-01

457

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

PubMed

Age-normed tests of Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression were administered in grades 1 (n=128), 3, and 5 or 3 (n=113), 5, and 7. Confirmatory factor analyses compared one- and four- factor models at each grade level and supported a four- factor model of Language by Ear, Mouth, Eye, and Hand. Multiple regressions identified which of the three other language skills explained unique variance in each of the four language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all four measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses (+ or - 1 SD) in specific language skills, but only 7% were stable across grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand, and (b) educational applications of observed developmental and individual differences for general, special, and gifted education. PMID:21461140

Berninger, Virginia W; Abbott, Robert D

2010-08-01

458

Literature, Comprehension, and Gifted Readers.  

ERIC Educational Resources Information Center

Many gifted children enter kindergarten already reading and in need of reading instruction that is different from the regular program. A reading program for gifted youngsters that is literature-based will help develop comprehension skills at the highest cognitive levels and will also foster the desire to read. Beginning with the interpretation of…

Howell, Helen

459

An Alternative to Language Learner Dependence on L2 Caption-Reading Input for Comprehension of Sitcoms in a Multimedia Learning Environment  

ERIC Educational Resources Information Center

Most second/foreign language (L2) learners have difficulty understanding listening input because of its implicit and ephemeral nature, and they typically have better reading comprehension than listening comprehension skills. This study examines the effects of using an interactive advance-organizer activity on the DVD video comprehension of L2…

Li, C.-H.

2014-01-01

460

Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers  

ERIC Educational Resources Information Center

This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native…

Kieffer, Michael J.; Lesaux, Nonie K.

2012-01-01

461

Effects of Multimedia Annotations on Incidental Vocabulary Learning and Reading Comprehension of Advanced Learners of English as a Foreign Language  

ERIC Educational Resources Information Center

The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university were randomly assigned to three types of annotations: (a) definitions of words, (b) definitions…

Akbulut, Yavuz

2007-01-01

462

Comparing Two Teacher Development Programs for Innovating Reading Comprehension Instruction with Regard to Teachers' Experiences and Student Outcomes  

ERIC Educational Resources Information Center

This study compared a year-round intensive coaching of teachers (35h) with a restricted in-service course (13h), designed on the basis of research-based components of effective professional development of teachers. Both courses were developed to innovate reading comprehension instruction in elementary schools. Fourteen second- and 16 fifth-grade…

Van Keer, H.; Verhaeghe, J.P.

2005-01-01

463

The Advantage of Reading over Listening Text Comprehension in Down Syndrome: What Is the Role of Verbal Memory?  

ERIC Educational Resources Information Center

The current study was designed to investigate the role played by verbal memory in the advantage shown by individuals with Down syndrome in reading over listening text comprehension (Roch & Levorato, 2009). Two different aspects of verbal memory were analyzed: processing load and coding modality. Participants were 20 individuals with Down syndrome,…

Roch, Maja; Florit, Elena; Levorato, M. Chiara

2012-01-01

464

The Impact of Self-Questioning Strategy Use on the Text-Reader Assisted Comprehension of Students with Reading Disabilities  

ERIC Educational Resources Information Center

This study involved an examination of the impact of a self-questioning strategy on the text-reader assisted comprehension skills of six students in grades five through eight with reading disabilities (RD). The purpose of this study was to determine the degree older children with RD comprehend text-reader assisted text that is at or above their…

Manset-Williamson, Genevieve; Dunn, Michael; Hinshaw, Rebecca; Nelson, Jason M.

2008-01-01

465

Does Look-up Frequency Help Reading Comprehension of EFL Learners? Two Empirical Studies of Electronic Dictionaries  

ERIC Educational Resources Information Center

Two empirical studies were conducted in which the differences in Japanese EFL learners' look-up behavior between hand-held electronic dictionaries (EDs) and printed dictionaries (PDs) were investigated. We focus here on the relation between learners' look-up frequency and degree of reading comprehension of the text. In the first study, a total of…

Koyama, Toshiko; Takeuchi, Osamu

2007-01-01

466

Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning  

Microsoft Academic Search

This study examines the effects of interactive versus simultaneous display of visual and verbal multimedia information on incidental vocabulary learning and reading comprehension of learners of English with lower proficiency levels. In the interactive display condition, learners were allowed to select the type of multimedia information whereas the simultaneous display condition presented the verbal (definitions) and visual (associated pictures) information

Emine Türk; Gülcan Erçetin

2012-01-01

467

An Internal Construct Validation Study of the "Iowa Tests of Basic Skills" (Level 12, Form G) Reading Comprehension Test Items.  

ERIC Educational Resources Information Center

An assessment analysis was performed to determine whether sets of items designed to measure three different subskills of reading comprehension of the Iowa Tests of Basic Skills (ITBSs) did, in fact, distinguish among these subskills. The three major skills objectives were: (1) facts; (2) generalizations; and (3) inferences. Data from…

Perkins, Kyle; Duncan, Ann

468

Acute aerobic exercise: an intervention for the selective visual attention and reading comprehension of low-income adolescents  

PubMed Central

There is a need for feasible and research-based interventions that target the cognitive performance and academic achievement of low-income adolescents. In response, this study utilized a randomized experimental design and assessed the selective visual attention (SVA) and reading comprehension abilities of low-income adolescents and, for comparison purposes, high-income adolescents after they engaged in 12-min of aerobic exercise. The results suggest that 12-min of aerobic exercise improved the SVA of low- and high-income adolescents and that the benefit lasted for 45-min for both groups. The SVA improvement among the low-income adolescents was particularly large. In fact, the SVA improvement among the low-income adolescents was substantial enough to eliminate a pre-existing income gap in SVA. The mean reading comprehension score of low-income adolescents who engaged in 12-min of aerobic exercise was higher than the mean reading comprehension score of low-income adolescents in the control group. However, there was no difference between the mean reading comprehension scores of the high-income adolescents who did and did not engage in 12-min of aerobic exercise. Based on the results, schools serving low-income adolescents should consider implementing brief sessions of aerobic exercise during the school day.

Tine, Michele

2014-01-01

469

Effects of Reader's Knowledge, Text Type, and Test Type on L1 and L2 Reading Comprehension in Spanish  

ERIC Educational Resources Information Center

The present study examined how a reader's subject knowledge, the analogy versus nonanalogy difference in text type, and type of test (written recall, sentence completion, and multiple choice) affect first language (L1) and second language (L2) reading comprehension. There were three participant groups: (a) 53 native Costa Ricans enrolled in…

Brantmeier, Cindy

2005-01-01

470

The Effect of Morphological Instruction in Improving the Spelling, Vocabulary, and Reading Comprehension of High School English Language Learners (ELLs)  

ERIC Educational Resources Information Center

The purpose of this study was to determine if Morphological Instruction (knowledge of the Germanic, Latin, and Greek words, roots, and affixes of English) was an effective instructional approach towards accelerating the acquisition of spelling, vocabulary, and reading comprehension and closing at least a 6,000 word gap between English language…

Diaz, Ivan

2010-01-01

471

The Effects and Characteristics of Family Involvement on a Peer Tutoring Programme to Improve the Reading Comprehension Competence  

ERIC Educational Resources Information Center

The aim of the present study was to investigate the impact of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement in Catalunya, Spain. We drew upon a sample of 303 primary school students from 8 to 11 years old and 223 family tutors from home (61.5% mothers, 15% fathers,…

Blanch, Silvia; Duran, David; Valdebenito, Vanessa; Flores, Marta

2013-01-01

472

The Interaction of Early Maternal Responsiveness and Children's Cognitive Abilities on Later Decoding and Reading Comprehension Skills  

Microsoft Academic Search

This longitudinal study evaluated the extent to which maternal responsiveness across early childhood and children's cognitive skills predicted children's 8-year decoding and reading comprehension skills for children who varied in biological risk (term, n = 83; preterm, n = 155). Patterns of maternal responsiveness during infancy (6, 12, and 24 months) and preschool (3 and 4 years) revealed 4 maternal

Heather B. Taylor; Jason L. Anthony; Rachel Aghara; Karen E. Smith; Susan H. Landry

2008-01-01

473

Analysis of Reading Achievement, Listening Comprehension, and Paradigmatic Language of Selected Second Grade Students by Race and Sex.  

ERIC Educational Resources Information Center

Among 157 rural second graders, girls' scores exceeded boys' and Whites' scores exceeded Blacks' in four language competence areas (listening comprehension, paradigmatic language, sight vocabulary, reading achievement). While White girls scored higher than White boys except in the paradigmatic language measure, Black children scored almost…

Dwyer, Edward J.

1980-01-01

474

Hypertext Annotation: Effects of Presentation Formats and Learner Proficiency on Reading Comprehension and Vocabulary Learning in Foreign Languages  

ERIC Educational Resources Information Center

This study extends current knowledge by exploring the effect of different annotation formats, namely in-text annotation, glossary annotation, and pop-up annotation, on hypertext reading comprehension in a foreign language and vocabulary acquisition across student proficiencies. User attitudes toward the annotation presentation were also…

Chen, I-Jung; Yen, Jung-Chuan

2013-01-01

475

An Investigation of Students' Meaningful Causal Thinking Abilities in Terms of Academic Achievement, Reading Comprehension and Gender  

ERIC Educational Resources Information Center

The main purpose of this study is to investigate whether students' meaningful causal thinking abilities vary with their academic achievement levels, reading comprehension abilities, and gender. The sample of the study consisted of 124 ninth grade students attending a secondary school in Adana City Seyhan District during 2008-2009 academic year.…

Berkant, Hasan Guner

2009-01-01

476

The Relationship of Oral Reading, Dramatic Activities, and Theatrical Production to Student Communication Skills, Knowledge, Comprehension, and Attitudes.  

ERIC Educational Resources Information Center

Studies the effects and interactions of a planned curriculum and 4 different sequences of oral reading, dramatic activities, and theatrical production on ninth grade students' communication skills, knowledge, comprehension, and attitudes toward self and theater. Reports significant improvement in communication skills and attitudes toward self and…

Rosen, Robert S.; Koziol, Stephen M., Jr.

1990-01-01

477

Combining Multiple Regression and CART To Understand Difficulty in Second Language Reading and Listening Comprehension Test Items.  

ERIC Educational Resources Information Center

Combined multiple regression and classification and regression tree (CART) analyses to study the interrelationships of variables that affect the item difficulty of items on tests of second language reading and listening comprehension. Results for 214 computerized items completed by 87 nonnative English speakers show the value of synthesizing…

Rupp, Andre A.; Garcia, Paula; Jamieson, Joan

2001-01-01

478

Vocabulary Knowledge Is a Critical Determinant of the Difference in Reading Comprehension Growth between First and Second Language Learners  

ERIC Educational Resources Information Center

Background: This study examines the role of decoding and vocabulary skills as longitudinal predictors of reading comprehension in young first (L1) and second (L2) language learners. Methods: Two-group latent growth models were used to assess differences in growth and predictions of growth between the 198 L1 and 90 L2 language learners. Results: L1…

Lervag, Arne; Aukrust, Vibeke Grover

2010-01-01

479

Effects of Interactive versus Simultaneous Display of Multimedia Glosses on L2 Reading Comprehension and Incidental Vocabulary Learning  

ERIC Educational Resources Information Center

This study examines the effects of interactive versus simultaneous display of visual and verbal multimedia information on incidental vocabulary learning and reading comprehension of learners of English with lower proficiency levels. In the interactive display condition, learners were allowed to select the type of multimedia information whereas the…

Türk, Emine; Erçetin, Gülcan

2014-01-01

480

Acute aerobic exercise: an intervention for the selective visual attention and reading comprehension of low-income adolescents.  

PubMed

There is a need for feasible and research-based interventions that target the cognitive performance and academic achievement of low-income adolescents. In response, this study utilized a randomized experimental design and assessed the selective visual attention (SVA) and reading comprehension abilities of low-income adolescents and, for comparison purposes, high-income adolescents after they engaged in 12-min of aerobic exercise. The results suggest that 12-min of aerobic exercise improved the SVA of low- and high-income adolescents and that the benefit lasted for 45-min for both groups. The SVA improvement among the low-income adolescents was particularly large. In fact, the SVA improvement among the low-income adolescents was substantial enough to eliminate a pre-existing income gap in SVA. The mean reading comprehension score of low-income adolescents who engaged in 12-min of aerobic exercise was higher than the mean reading comprehension score of low-income adolescents in the control group. However, there was no difference between the mean reading comprehension scores of the high-income adolescents who did and did not engage in 12-min of aerobic exercise. Based on the results, schools serving low-income adolescents should consider implementing brief sessions of aerobic exercise during the school day. PMID:24966846

Tine, Michele

2014-01-01

481

A Metacognitive Program for Improving the Word Identification and Reading Comprehension Skills of Upper Primary Poor Readers.  

ERIC Educational Resources Information Center

This paper reports on a series of three studies designed to assess the effectiveness of a metacognitive approach to teaching word identification and reading comprehension skills to upper primary poor readers, and to investigate effective methods for implementing the metacognitive program in the regular classroom. To improve word identification…

Bruce, Merle E.; Robinson, Gregory L.

482

Are First- and Second-Language Factors Related in Predicting Second-Language Reading Comprehension? A Study of Spanish-Speaking Children Acquiring English as a Second Language from First to Second Grade  

ERIC Educational Resources Information Center

First-language (L1) and 2nd-language (L2) oral language skills and L2 word reading were used as predictors to test the simple view of reading as a model of 2nd-language reading comprehension. The simple view of reading states that reading comprehension is related to decoding and oral language comprehension skills. One hundred thirty-one…

Gottardo, Alexandra; Mueller, Julie

2009-01-01

483

Rule-Based Measures of Literal Comprehension.  

ERIC Educational Resources Information Center

Reading comprehension involves a number of distinctly different intellectual skills that can be assessed if the proper techniques are employed. As part of a reading assessment system, two measures of literal comprehension were developed: the Literal Comprehension Details Test (LCDT) and the Paraphrase Reading Test (PRT). Both the LCDT and the PRT…

Hayford, Paul D.; Salter, Ruth

484

Gamma phase locking modulated by phonological contrast during auditory comprehension in reading disability.  

PubMed

Children with specific reading impairment may have subtle deficits in speech perception related to difficulties in phonological processing. The aim of this study was to examine brain oscillatory activity related to phonological processing in the context of auditory sentence comprehension using magnetoencephalography to better understand these deficits. Good and poor readers, 16-18 years of age, were tested on speech perception of sentence-terminal incongruent words that were phonologically manipulated to be similar or dissimilar to corresponding congruent target words. Functional coupling between regions was measured using phase-locking values (PLVs). Gamma-band (30-45 Hz) PLV between auditory cortex and superior temporal sulcus in the right hemisphere was differentially modulated in the two groups by the degree of phonological contrast between the congruent and the incongruent target words in the latency range associated with semantic processing. Specifically, the PLV was larger in the phonologically similar than in the phonologically dissimilar condition in the good readers. This pattern was reversed in the poor readers, whose lower PLV in the phonologically similar condition may be indicative of the impaired phonological coding abilities of the group, and consequent vulnerability under perceptually demanding conditions. Overall, the results support the role of gamma oscillations in spoken language processing. PMID:22889887

Han, Jooman; Mody, Maria; Ahlfors, Seppo P

2012-10-01

485

Gamma phase-locking modulated by phonological contrast during auditory comprehension in reading disability  

PubMed Central

Children with specific reading impairment may have subtle deficits in speech perception related to difficulties in phonological processing. The aim of this study was to examine brain oscillatory activity related to phonological processing in the context of auditory sentence comprehension using magnetoencephalography (MEG) to better understand these deficits. Good and poor readers, 16-18 years of age, were tested on speech perception of sentence-terminal incongruent words that were phonologically manipulated to be similar or dissimilar to corresponding congruent target words. Functional coupling between regions was measured using phase-locking values (PLV). Gamma band (30-45 Hz) PLV between auditory cortex and superior temporal sulcus in the right hemisphere was differentially modulated in the two groups by the degree of phonological contrast between the congruent and incongruent target words in the latency range associated with semantic processing. Specifically, the PLV was larger in the phonologically similar than in the phonologically dissimilar condition in the good readers. This pattern was reversed in the poor readers, whose lower PLV in the phonologically similar condition may be indicative of the group's impaired phonological coding abilities, and consequent vulnerability under perceptually demanding conditions. Overall, the results support the role of gamma oscillations in spoken language processing.

Han, Jooman; Mody, Maria; Ahlfors, Seppo P.

2014-01-01

486

Understanding the Relative Contributions of Lower-Level Word Processes, Higher-Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers  

ERIC Educational Resources Information Center

Although a considerable amount of evidence has been amassed regarding the contributions of lower-level word processes, higher-level processes, and working memory to reading comprehension, little is known about the relationships among these sources of individual differences or their relative contributions to reading comprehension performance. This…

Hannon, Brenda

2012-01-01

487

Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension: An Empirical Study Among Dutch Students in Grades 6, 8, and 10.  

ERIC Educational Resources Information Center

Discusses a study of grades six, eight, and ten students in the Netherlands to whom grade-appropriate measures of reading comprehension and vocabulary knowledge were administered in their native language, Dutch, as well as in English. The aim was to explore relative contributions to native language and foreign language reading comprehension of a…

Schoonen, Rob; Hulstijn, Jan; Bossers, Bart

1998-01-01

488

Comparing Factors Related to Reading Comprehension in Adolescents Who Speak English as a First (L1) or Second (L2) Language  

ERIC Educational Resources Information Center

This study examined factors related to reading comprehension in adolescents who spoke English as a first language (L1) and English as a second language (L2). Measures of decoding, vocabulary knowledge, and reading comprehension were administered to 31 L1 and 44 L2 speakers. English L2 adolescents scored significantly lower than their L1 peers on…

Pasquarella, Adrian; Gottardo, Alexandra; Grant, Amy

2012-01-01

489

An Explanation of Reading Comprehension across Development Using Models from Cattell-Horn-Carroll Theory: Support for Integrative Models of Reading  

ERIC Educational Resources Information Center

The purpose of this research was to investigate the cognitive abilities that explain reading comprehension across childhood and early adulthood. Drawing from the standardization sample of the Woodcock-Johnson III, analyses were conducted with large samples at age levels spanning early childhood to early adulthood: 5 to 6 (n = 639), 7 to 8 (n =…

Floyd, Randy; Meisinger, Elizabeth; Gregg, Noel; Keith, Timothy

2012-01-01

490

What's in a Name Depends on the Type of Name: The Relationships between Semantic and Phonological Access, Reading Fluency, and Reading Comprehension  

ERIC Educational Resources Information Center

The present study investigated the relationships between lexical access, reading fluency, and comprehension. Two components of speed of lexical access were studied: phonological and semantic. Previous studies have mainly investigated these components of lexical access separately. The present study examined both components in naming tasks--with…

Poulsen, Mads; Elbro, Carsten

2013-01-01

491

Assessing the Relationship of Working Memory to L2 Reading: Does the Nature of Comprehension Process and Reading Span Task Make a Difference?  

ERIC Educational Resources Information Center

Although an important role has been ascribed to working-memory capacity in reading comprehension, little consensus exists on its conceptualization, operationalization, and measurement except for its recognition as a limited-capacity processing and storage system. One specific problem in the measurement of working memory comes from researchers' use…

Alptekin, Cem; Ercetin, Gulcan

2009-01-01

492

Reading with Meaning: The Contributions of Meaning-Related Variables at the Word and Subword Levels to Early Chinese Reading Comprehension  

ERIC Educational Resources Information Center

This study examined the associations of three levels of meaning acquisition, i.e., whole word (vocabulary), morpheme (morphological awareness), and semantic radical (orthography-semantic awareness) to early Chinese reading comprehension among 164 Hong Kong Chinese primary school students, ages 7 and 8 years old, across 1 year. With time 1 word…

Zhang, Juan; McBride-Chang, Catherine; Tong, Xiuli; Wong, Anita M.-Y.; Shu, Hua; Fong, Cathy Y.-C.

2012-01-01

493

The Effects of Modeling and Repeated Taped Reading Instruction on the Learning Disabled Child as Ways To Improve Reading Comprehension Fluency and Word Recognition.  

ERIC Educational Resources Information Center

This practicum focused on the use of repeated taped reading instruction with modeling to improve fluency, comprehension, and automatic word recognition in five students (ages 11-13 years) with learning disabilities for a period of 10 weeks. The instruction also involved the teacher giving corrective feedback and having the students answer story…

Rokicki, Anne L.

494

Reading Comprehension in a Large Cohort of French First Graders from Low Socio-Economic Status Families: A 7-Month Longitudinal Study  

PubMed Central

Background The literature suggests that a complex relationship exists between the three main skills involved in reading comprehension (decoding, listening comprehension and vocabulary) and that this relationship depends on at least three other factors orthographic transparency, children’s grade level and socioeconomic status (SES). This study investigated the relative contribution of the predictors of reading comprehension in a longitudinal design (from beginning to end of the first grade) in 394 French children from low SES families. Methodology/Principal findings Reading comprehension was measured at the end of the first grade using two tasks one with short utterances and one with a medium length narrative text. Accuracy in listening comprehension and vocabulary, and fluency of decoding skills, were measured at the beginning and end of the first grade. Accuracy in decoding skills was measured only at the beginning. Regression analyses showed that listening comprehension and decoding skills (accuracy and fluency) always significantly predicted reading comprehension. The contribution of decoding was greater when reading comprehension was assessed via the task using short utterances. Between the two assessments, the contribution of vocabulary, and of decoding skills especially, increased, while that of listening comprehension remained unchanged. Conclusion/Significance These results challenge the ‘simple view of reading’. They also have educational implications, since they show that it is possible to assess decoding and reading comprehension very early on in an orthography (i.e., French), which is less deep than the English one even in low SES children. These assessments, associated with those of listening comprehension and vocabulary, may allow early identification of children at risk for reading difficulty, and to set up early remedial training, which is the most effective, for them.

Gentaz, Edouard; Sprenger-Charolles, Liliane; Theurel, Anne; Cole, Pascale

2013-01-01

495

How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms  

Microsoft Academic Search

This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic\\u000a knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock\\u000a Passage Comprehension and a researcher-developed content-area reading assignment (the Global Warming Test) consisting of multiple\\u000a lengthy texts. The sample included 67 language-minority students (native Urdu or native

Veslemøy Rydland; Vibeke Grøver Aukrust; Helene Fulland

496

A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency  

Microsoft Academic Search

The purpose of this study was (1) to examine the causal effects of READ 180, a mixed-methods literacy intervention, on measures\\u000a of word reading efficiency, reading comprehension and vocabulary, and oral reading fluency and (2) to examine whether print\\u000a exposure among children in the experimental condition explained variance in posttest reading scores. A total of 294 children\\u000a in Grades 4–6

James S. Kim; Jennifer F. Samson; Robert Fitzgerald; Ardice Hartry

2010-01-01

497

Effects of Text-to-Speech Software on the Reading Rate and Comprehension Skills of High School Students with Specific Learning Disabilities  

ERIC Educational Resources Information Center

The purpose of this study was to examine the effects of a text-to-speech software program known as "Read Please" on the reading rate and reading comprehension accuracy of two high school students with specific learning disabilities (SLD) in reading. A single-subject A-B-A-B "withdrawal" research design (Alberto & Troutman, 2009) was used to…

Moorman, Amanda; Boon, Richard T.; Keller-Bell, Yolanda; Stagliano, Christina; Jeffs, Tara

2010-01-01

498

The default modes of reading: modulation of posterior cingulate and medial prefrontal cortex connectivity associated with comprehension and task focus while reading.  

PubMed

Reading is a fundamental human capacity and yet it can easily be derailed by the simple act of mind-wandering. A large-scale brain network, referred to as the default mode network (DMN), has been shown to be involved in both mind-wandering and reading, raising the question as to how the same neural system could be implicated in processes with both costs and benefits to narrative comprehension. Resting-state functional magnetic resonance imaging (rs-fMRI) was used to explore whether the intrinsic functional connectivity of the two key midline hubs of the DMN-the posterior cingulate cortex (PCC) and anterior medial prefrontal cortex (aMPFC)-was predictive of individual differences in reading comprehension and task focus recorded outside of the scanner. Worse comprehension was associated with greater functional connectivity between the PCC and a region of the ventral striatum. Better comprehension was associated with greater functional connectivity with a region of the right insula. By contrast reports of increasing task focus were associated with functional connectivity from the aMPFC to clusters in the PCC, the left parietal and temporal cortex, and the cerebellum. Our results suggest that the DMN has both costs (such as poor comprehension) and benefits to reading (such as an on-task focus) because its midline core can couple its activity with other regions to form distinct functional communities that allow seemingly opposing mental states to occur. This flexible coupling allows the DMN to participate in cognitive states that complement the act of reading as well as others that do not. PMID:24282397

Smallwood, Jonathan; Gorgolewski, Krzysztof J; Golchert, Johannes; Ruby, Florence J M; Engen, Haakon; Baird, Benjamin; Vinski, Melaina T; Schooler, Jonathan W; Margulies, Daniel S

2013-01-01

499

The default modes of reading: modulation of posterior cingulate and medial prefrontal cortex connectivity associated with comprehension and task focus while reading  

PubMed Central

Reading is a fundamental human capacity and yet it can easily be derailed by the simple act of mind-wandering. A large-scale brain network, referred to as the default mode network (DMN), has been shown to be involved in both mind-wandering and reading, raising the question as to how the same neural system could be implicated in processes with both costs and benefits to narrative comprehension. Resting-state functional magnetic resonance imaging (rs-fMRI) was used to explore whether the intrinsic functional connectivity of the two key midline hubs of the DMN—the posterior cingulate cortex (PCC) and anterior medial prefrontal cortex (aMPFC)—was predictive of individual differences in reading comprehension and task focus recorded outside of the scanner. Worse comprehension was associated with greater functional connectivity between the PCC and a region of the ventral striatum. Better comprehension was associated with greater functional connectivity with a region of the right insula. By contrast reports of increasing task focus were associated with functional connectivity from the aMPFC to clusters in the PCC, the left parietal and temporal cortex, and the cerebellum. Our results suggest that the DMN has both costs (such as poor comprehension) and benefits to reading (such as an on-task focus) because its midline core can couple its activity with other regions to form distinct functional communities that allow seemingly opposing mental states to occur. This flexible coupling allows the DMN to participate in cognitive states that complement the act of reading as well as others that do not.

Smallwood, Jonathan; Gorgolewski, Krzysztof J.; Golchert, Johannes; Ruby, Florence J. M.; Engen, Haakon; Baird, Benjamin; Vinski, Melaina T.; Schooler, Jonathan W.; Margulies, Daniel S.

2013-01-01

500

Paraphrasing: An Effective Comprehension Strategy  

ERIC Educational Resources Information Center

Paraphrasing, somewhat different from retelling and summarizing, helps students monitor their understanding and incorporate new knowledge with what they already know about a topic. Paraphrasing helps students realize that comprehension is the goal of reading.

Kletzien, Sharon B.

2009-01-01