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1

Reading Comprehension  

NSDL National Science Digital Library

This is an exercise in reading comprehension and following directions. Please make sure you read and re-read before asking for help. See how much work you can do all on your own and do your very best. Good luck, have fun and learn something new! 1. Click Here Be a Critical Reader : answer all 10 questions.Do not go on until you have answered all 10 correctly. At this time please stand and silently wave both your arms around as if you are trying to swat a fly for 5 seconds. Thank you :) 2. Click "CONTINUE" to go ...

Mrs. Devitry

2010-03-02

2

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.

Jill Caton Johnson

2005-03-01

3

Assessing Reading Comprehension.  

ERIC Educational Resources Information Center

Many instruments designed to assess reading comprehension reflect instructional tasks that have not clearly been shown to be a part of the process of comprehension. If the measurement instruments are to have construct validity, however, they must be created to reflect what we know about cognitive processing. Recent work in cognitive psychology has…

Schreiner, Robert

4

Reading Comprehension Tests: Multiple Guess?  

ERIC Educational Resources Information Center

Study was designed to determine whether certain commercial 10-item multiple-choice reading comprehension tests were vulnerable to guessing. It was concluded that more valid comprehension tests could be developed if items were tested for guessability. (Author)

Fischer, Robert F.

1973-01-01

5

Extensive Reading: Speed and Comprehension.  

ERIC Educational Resources Information Center

Measured both reading speeds and comprehension in two groups of learners exposed to intensive and extensive reading programs. The extensive group was exposed to a regime of graded readers, while the intensive group studied short texts followed by comprehension questions. Results indicate that subjects exposed to extensive reading achieved both…

Bell, Timothy I.

2001-01-01

6

Reading Comprehension Strategy: Rainbow Dots  

ERIC Educational Resources Information Center

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

Moore, Claire; Lo, Lusa

2008-01-01

7

Intonation in Oral Reading and Reading Comprehension.  

ERIC Educational Resources Information Center

Reports on a study that investigated the relationship between intonation in oral reading and reading comprehension of Black West Indies college students. Concludes that there were no significant relationships and outlines procedures for future research. (FL)

Karlin, Andrea

1985-01-01

8

Comprehension Monitoring and Reading Comprehension in Bilingual Students  

ERIC Educational Resources Information Center

This study explored comprehension monitoring, use of reading strategies and reading comprehension of bilingual students at different levels of perceived proficiency in Italian. The participants were bilingual fifth to eighth-grade elementary school students from four Italian schools in Rijeka, Croatia. Students' reading comprehension was assessed.…

Kolic-Vehovec, Svjetlana; Bajsanski, Igor

2007-01-01

9

The Acquisition of Reading Comprehension Skill  

E-print Network

;the correlation between scores on reading comprehension and listening comprehension tests reaches r comprehension and spoken language comprehension increase and then level out by high school (Sticht & James, 1984

10

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

11

Deep Read: a reading comprehension system  

Microsoft Academic Search

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

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

1999-01-01

12

Working Memory Resources and Children's Reading Comprehension.  

ERIC Educational Resources Information Center

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

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

2000-01-01

13

Reading Comprehension among African American Graduate Students  

ERIC Educational Resources Information Center

A study was conducted to examine the reading comprehension performance of African American graduate students. The result showed that though the African American sample attained statistically significantly higher levels of reading comprehension than a normative sample of undergraduate students, they achieved lower levels of reading comprehension

Onwuegbuzie, Anthony J.; Mayes, Eric; Arthur, Leslie; Johnson, Joseph; Robinson, Veronica; Ashe, Shante; Elbedour, Salman; Collins, Kathleen M. T.

2004-01-01

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

Sources of Individual Differences in Reading Comprehension and Reading Fluency.  

ERIC Educational Resources Information Center

Examines the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. Results support the conclusion that word level processes contribute relatively more to fluency at lower levels while comprehension

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

2003-01-01

16

Reading Strategies or Comprehension Monitoring Strategies?  

ERIC Educational Resources Information Center

In order to probe the relationship between reading strategies and comprehension monitoring strategies and how they function to help readers in comprehension process, the present study utilizes think-aloud and retrospective verbal reports to examine 20 EFL readers' performances in reading texts. The results reveal that the engagement of reading

Yang, Yu-Fen

2006-01-01

17

Writing Composition Activities to Enhance Reading Comprehension.  

ERIC Educational Resources Information Center

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

Gold, Janet T.

18

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

19

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.

20

Components of Reading Comprehension and Scholastic Achievement  

ERIC Educational Resources Information Center

The aim of this study was to understand whether the reading comprehension process is better explained by a single or by multiple factors. 184 students (9 to 13 years old) were presented with a recently devised battery of tests, that measure ten aspects of reading comprehension. Structural equation modelling showed that a two factors model better…

Meneghetti, Chiara; Carretti, Barbara; De Beni, Rossana

2006-01-01

21

Performance in Reading Comprehension — product or process?  

Microsoft Academic Search

This article initially reviews the related research literature accounting for the extent to which perceptions about what constitutes reading influence approaches to the evaluation of students’ performance in reading comprehension. The comprehension testing view and the metacomprehension view, underscoring product and process respectively, are mentioned. The recent interest in the research field, relative to the concept of metacognition, has tended

Samuel S. Myers

1991-01-01

22

The Assessment of Reading Comprehension Difficulties for Reading Intervention  

ERIC Educational Resources Information Center

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

Woolley, Gary

2008-01-01

23

Letter Knowledge Predicts Grade 4 Reading Fluency and Reading Comprehension  

ERIC Educational Resources Information Center

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

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

2008-01-01

24

Test Differences in Diagnosing Reading Comprehension Deficits  

PubMed Central

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

Keenan, Janice M.; Meenan, Chelsea E.

2012-01-01

25

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

26

Comprehension Instruction. 2000 Edition. Texas Reading Initiative.  

ERIC Educational Resources Information Center

It is no exaggeration to say that how well students develop the ability to comprehend what they read has a profound effect on their entire lives. A major goal of reading comprehension instruction, therefore, is to help students develop the knowledge, skills, and experiences they must have if they are to become competent and enthusiastic readers.…

Texas Education Agency, Austin.

27

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

28

Using Image Analysis to Build Reading Comprehension  

ERIC Educational Resources Information Center

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

Brown, Sarah Drake; Swope, John

2010-01-01

29

Improving Early Reading Comprehension Using Embodied CAI  

ERIC Educational Resources Information Center

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

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

2011-01-01

30

A Cognitive View of Reading Comprehension: Implications for Reading Difficulties  

ERIC Educational Resources Information Center

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

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

2014-01-01

31

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

Microsoft Academic Search

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

Molly Ness

2011-01-01

32

Developing Reading Comprehension through Collaborative Learning  

ERIC Educational Resources Information Center

The present study explores the development and promotion of reading comprehension in primary school students, in the context of the implementation of an educational programme called "Learning Together" (LT). The programme, which centred on collaborative learning activities, was designed to promote oral and written communication in…

Rojas-Drummond, Sylvia; Mazón, Nancy; Littleton, Karen; Vélez, Maricela

2014-01-01

33

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

34

Reading Comprehension Strategies for Adult Literacy Outcomes  

ERIC Educational Resources Information Center

This study extends the knowledge garnered from work with younger populations to determine the reading comprehension strategies most important to adults' success on outcome measures and to align them with previously researched interventions. According to an analysis of competence-based standardized tests of literacy (such as the General Educational…

Hock, Mike; Mellard, Daryl

2005-01-01

35

Improving Students' Inferential and Literal Reading Comprehension.  

ERIC Educational Resources Information Center

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

Fabrikant, Wendy; Siekierski, Nancy; Williams, Carolyn

36

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

37

Retell as an Indicator of Reading Comprehension  

PubMed Central

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

Reed, Deborah K.; Vaughn, Sharon

2011-01-01

38

Promoting Different Reading Comprehension Levels through Online Annotations  

ERIC Educational Resources Information Center

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

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

2015-01-01

39

Readers' Digest: The Implementation of Research in Reading Comprehension.  

ERIC Educational Resources Information Center

A review of research in reading comprehension is presented. The role of language in comprehension is analyzed and implications are drawn for actual practice by primary teachers in the reading curriculum. (Author/SK)

Wade, Barrie; Dewhirst, Wendy

1983-01-01

40

Reading Comprehension Strategies for Adult Literacy Outcomes  

PubMed Central

Although research on improving child literacy is converging, no such body of research exists for adult literacy. Yet the need is no less significant. This study extends the knowledge garnered with younger populations by determining the reading comprehension strategies most important to adults’ success on adult literacy outcome measures and aligning them with previously researched interventions. According to an analysis of key adult literacy outcome measures (i.e., competency-based, standardized tests of literacy commonly accepted as reasonable proxies for the global construct of adult literacy: Comprehensive Adult Student Assessment System [CASAS], General Educational Development [GED], and National Assessment of Educational Progress [NAEP]), adults should benefit from strategies that teach looking for clues in or generating questions about a text. Additionally, adults need to learn how to summarize and draw inferences in order to address higher-level literacy demands. Adult learners also need a metacognitive strategy to self-regulate reading behavior (e.g., choose a strategy to use, evaluate its effectiveness, and abandon and choose another strategy if necessary.) Furthermore, when using a competency-based standardized test, adult learners need to be coincidentally taught test-taking skills to reduce the test-related task demands and produce a better index of a learner's reading comprehension skills. PMID:23087594

Hock, Mike; Mellard, Daryl

2011-01-01

41

Reading Fluency as an Indicator of Reading Comprehension  

ERIC Educational Resources Information Center

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

Basaran, Mustafa

2013-01-01

42

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

43

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

44

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

45

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

PubMed Central

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

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

2013-01-01

46

"Passageless" Administration of the Nelson-Denny Reading Comprehension Test: Associations with IQ and Reading Skills  

ERIC Educational Resources Information Center

There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). "The Nelson-Denny Reading Test" (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension test…

Ready, Rebecca E.; Chaudhry, Maheen F.; Schatz, Kelly C.; Strazzullo, Sarah

2013-01-01

47

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

ERIC Educational Resources Information Center

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

Reynolds, Matthew R.; Turek, Joshua J.

2012-01-01

48

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

PubMed Central

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

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

2012-01-01

49

Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition  

Microsoft Academic Search

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

Kathleen D. Allen; Thomas E. Hancock

2008-01-01

50

Planning an Assessment of Listening and Reading Comprehension.  

ERIC Educational Resources Information Center

This article discusses (1) assessment of discourse through listening and reading to evaluate comprehension problems; (2) developmental aspects of the relationship between listening and reading comprehension skills; (3) problems with selecting text passages and methods of testing comprehension; and (4) the development of a set of passages and a…

Carlisle, Joanne F.

1991-01-01

51

Reading Comprehension: What Every Teacher Needs to Know  

ERIC Educational Resources Information Center

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

McLaughlin, Maureen

2012-01-01

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

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

54

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

ERIC Educational Resources Information Center

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

Gold, Carol

2010-01-01

55

Performance in Reading Comprehension--Product or Process?  

ERIC Educational Resources Information Center

Evaluation of reading performance is influenced by perceptions of what constitutes reading. Both product (testing of discrete thinking skills) and process (metacomprehension) information is needed to understand and improve reading comprehension. (SK)

Myers, Samuel S.

1991-01-01

56

Reading Comprehension Instruction for Expository Text in Elementary Education  

Microsoft Academic Search

The thesis focuses on strategies for developing reading comprehension skills in relation to expository, or informational, text and the need for this type of instruction in contemporary elementary classrooms. Comprehension is the final product of reading, and therefore should require attention and emphasis during literary instructional time. Many students enjoy reading narrative text, as it is more relational and has

Kristen Ephraim

2009-01-01

57

Contribution of Morphological Awareness to Second-Language Reading Comprehension  

ERIC Educational Resources Information Center

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

Jeon, Eun Hee

2011-01-01

58

Retrieval Speed as a Determinant of Adult Reading Comprehension.  

ERIC Educational Resources Information Center

More than 100 college students enrolled in a reading and study skills course participated in a study designed to show the effects of retrieval speed on adult reading comprehension. A microcomputer version of the Posner task was used to measure memory retrieval speed, and reading and listening comprehension were measured from McCall-Crabbs…

Haupt, Edward J.; Jacobowitz, Tina

59

Comprehension after Oral and Silent Reading: Does Grade Level Matter?  

ERIC Educational Resources Information Center

The study examines comprehension after oral and silent reading in elementary- and middle-school students. It investigates whether and when one mode is superior to the other for comprehension as children develop, independent of reading ability levels. One hundred and seventy three children in first through seventh grades orally and silently read

Prior, Suzanne M.; Fenwick, Kimberley D.; Saunders, Katie S.; Ouellette, Rachel; O'Quinn, Chantell; Harvey, Shannon

2011-01-01

60

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

61

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

ERIC Educational Resources Information Center

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

Fotovatian, Sepideh; Shokrpour, Nasrin

2007-01-01

62

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

ERIC Educational Resources Information Center

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

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

63

MEASURING THE READING ABILITY OF INCOMING FRESHMEN: A PATH ANALYSIS INVESTIGATION INTO READING COMPREHENSION  

E-print Network

recognition, vocabulary, WMS, reading fluency, listening comprehension, and reading comprehension. The associations between the reading components were used to compare the path model derived by Mellard, Fall, and Woods (2010) using adults with low literacy...

Schuster, Jonathan

2012-05-31

64

Revisiting the "Simple View of Reading" in a Group of Children with Poor Reading Comprehension  

ERIC Educational Resources Information Center

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…

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

2009-01-01

65

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

66

The Role of Speech Prosody and Text Reading Prosody in Children's Reading Comprehension  

ERIC Educational Resources Information Center

Background: Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody--which is independent from reading skills--in addition to text reading prosody, to reading comprehension could…

Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo

2014-01-01

67

Metacognitive strategies and reading comprehension in elementary-school students  

Microsoft Academic Search

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

Svjetlana Koli?-Vehovec; Igor Bajšanski

2006-01-01

68

Mining Student Behavior Patterns in Reading Comprehension Tasks  

ERIC Educational Resources Information Center

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

Peckham, Terry; McCalla, Gord

2012-01-01

69

The Impact of Analogy on L3 Reading Comprehension  

ERIC Educational Resources Information Center

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

Karami, Hossein; Nodoushan, Mohammad Ali Salmani

2014-01-01

70

Reading Comprehension of Deaf Children With Cochlear Implants  

Microsoft Academic Search

The reading comprehension and visual word recognition in 50 deaf children and adolescents with at least 3 years of cochlear implant (0) use were evaluated. Their skills were contrasted with reference data of 500 deaf children without CIs. The reading comprehension level in children with CIs was expected to surpass that in deaf children without implants, partly via improved visual

A. M. Vermeulen; W. H. J. van Bon; R. Schreuder; H. E. T. Knoors; A. F. M. Snik

2007-01-01

71

Effects of Comprehension Skill on Inference Generation during Reading  

ERIC Educational Resources Information Center

The purpose of this study was to investigate differences between readers with different levels of comprehension skill when engaging in a causal questioning activity during reading, and the varied effects on inference generation. Fourth-grade readers (n?=?74) with different levels of comprehension skill read narrative texts aloud and were asked…

Carlson, Sarah E.; van den Broek, Paul; McMaster, Kristen; Rapp, David N.; Bohn-Gettler, Catherine M.; Kendeou, Panayiota; White, Mary Jane

2014-01-01

72

Using Higher Order Thinking Skills To Improve Reading Comprehension.  

ERIC Educational Resources Information Center

This paper describes a program for using higher order thinking skills to improve reading comprehension. The targeted population consists of seventh- and eighth-grade junior high school students in a stable middle class community, located in a southwestern suburb of Chicago. Reading comprehension difficulties were documented through data obtained…

Hendricks, Katheryne; And Others

73

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

74

Improving Reading Comprehension through Higher-Order Thinking Skills  

ERIC Educational Resources Information Center

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

McKown, Brigitte A.; Barnett, Cynthia L.

2007-01-01

75

Metacognitive Strategies and Reading Comprehension in Elementary-School Students  

ERIC Educational Resources Information Center

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

Kolic-Vehovec, Svjetlana; Bajsanski, Igor

2006-01-01

76

Improving Reading Comprehension in a Foreign Language: Strategic Reader  

ERIC Educational Resources Information Center

Second language reading comprehension is the most important skill required by students, especially in a foreign language context. One way to help these students improve their reading comprehension is strategy instruction. In the present study, the effect of two strategies, namely, summarizing and students-generated questions have been…

Khaki, Nasrin

2014-01-01

77

Bridging the Gap between Accountability and Reading Comprehension  

ERIC Educational Resources Information Center

How can public school teachers effectively address the epidemic of poor reading comprehension amongst the nation's youth? How can teachers address the respective needs of every student in the classroom and improve reading comprehension skills simultaneously? The aforementioned inquiries were used by the researchers to investigate best practices in…

Harvey-Woodall, Antionette; Richards, Michelle K.

2010-01-01

78

Correlates of Early Reading Comprehension Skills: A Componential Analysis  

ERIC Educational Resources Information Center

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

Babayigit, Selma; Stainthorp, Rhona

2014-01-01

79

The Association between Mathematical Word Problems and Reading Comprehension  

ERIC Educational Resources Information Center

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

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

2008-01-01

80

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

81

Priorite a la comprehension ecrite (Priority for Reading Comprehension).  

ERIC Educational Resources Information Center

After finding that French language learning was declining in Rio de Janeiro schools because of inadequate resources, oversized classes, and irrelevant curricula, several teachers turned to a magazine for adolescents for motivating students to read. Extracts from an article and a series of exercises developing varied competencies illustrate the…

Santos, Anna Maria Lucena V.; And Others

1991-01-01

82

"Passageless" administration of the Nelson-Denny Reading Comprehension Test: associations with IQ and reading skills.  

PubMed

There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). The Nelson-Denny Reading Test (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension test items can be answered correctly without reading the associated passage. The current study determined how IQ, verbal comprehension, and reading skills were associated with scores on a passageless administration of the NDRT. Results indicated that IQ, verbal comprehension, and broad reading skills were significantly associated with greater NDRT passageless scores. Results raise questions about the validity of the reading comprehension component of the NDRT and suggest that the test may have differential validity based on individual differences in vocabulary, general fund of knowledge, and broad reading skills. PMID:23223200

Ready, Rebecca E; Chaudhry, Maheen F; Schatz, Kelly C; Strazzullo, Sarah

2013-01-01

83

Reading Comprehension Strategies for Adult Literacy Outcomes  

Microsoft Academic Search

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

Mike Hock; Daryl Mellard

2005-01-01

84

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

ERIC Educational Resources Information Center

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

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

2014-01-01

85

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

ERIC Educational Resources Information Center

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

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

2014-01-01

86

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. PMID:21243117

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

2010-01-01

87

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

88

Processing Demands of Reading Comprehension Tests in Young Readers  

ERIC Educational Resources Information Center

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

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

2012-01-01

89

Communicative Literacy Pedagogy: Engaging EAL Students in Reading Comprehension  

ERIC Educational Resources Information Center

In culturally and linguistically diverse classrooms reading comprehension is essential for students to access all areas of the curriculum. For English as an Additional Language (EAL) students, research has identified the need to combine literacy strategies with second language principles to scaffold students' comprehension of text. To…

Miller, Jennifer

2013-01-01

90

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

ERIC Educational Resources Information Center

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

Richgels, Donald J.

1982-01-01

91

Conceptual Change, Text Comprehension and Eye Movements during Reading  

ERIC Educational Resources Information Center

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

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

2013-01-01

92

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

93

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

94

A Model of Reading Comprehension in Chinese Elementary School Children  

ERIC Educational Resources Information Center

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

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

2013-01-01

95

Transforming Reading Comprehension Instruction through Student Conferencing and Teacher Journaling  

ERIC Educational Resources Information Center

When I was asked to teach the entire literacy curriculum to my grade six students in only five months, I implemented reading conferences as an instructional practice to deepen students' reading comprehension. Classroom events related to reading conferences, student decision-making, and instructional planning were recorded in a journal. This…

Costello, David

2014-01-01

96

Reading Comprehension Improvement with Individualized Cognitive Profiles and Metacognition  

ERIC Educational Resources Information Center

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

Allen, Kathleen D.; Hancock, Thomas E.

2008-01-01

97

Thematic Solutions Using Young Adult Literature to Increase Reading Comprehension  

ERIC Educational Resources Information Center

In this article, the authors discuss thematic solutions using young adult literature to increase reading comprehension. Here, they emphasize that prior knowledge plays a very important role in the reading process. As students read, they actively "construct meaning through the integration of existing and new knowledge and the flexible use of…

Adams, Jill; Bushman, John H.

2006-01-01

98

Metacognition and Reading Comprehension: Age and Gender Differences  

Microsoft Academic Search

\\u000a This chapter presents an overview of the authors’ work on age differences in children’s metacognition and reading comprehension\\u000a during upper elementary and high school (9–17-years old) in Croatia, with an emphasis on gender differences. The focus was\\u000a placed on upper elementary school as a crucial period for the development of metacognition in the domain of reading comprehension.\\u000a In the first

Svjetlana Koli?-Vehovec; Igor Bajšanski; Barbara Ron?evi? Zubkovi?

99

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

PubMed

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

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

2014-11-01

100

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

PubMed Central

In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency. PMID:25653474

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

2015-01-01

101

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

ERIC Educational Resources Information Center

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

Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

2012-01-01

102

The Relations and Comparisons between Reading Comprehension and Reading Rate of Japanese High School EFL Learners  

ERIC Educational Resources Information Center

The current study investigated the relation and comparison of reading comprehension and reading rate in Japanese high school EFL learners. One hundred and forty-eight tenth-graders in a Japanese high school participated in this study. Results showed that the relation between reading comprehension and reading rate was weak, but significant (r =…

Fujita, Ken; Yamashita, Junko

2014-01-01

103

Executive Dysfunction Among Children With Reading Comprehension Deficits  

PubMed Central

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

104

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

ERIC Educational Resources Information Center

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

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

2008-01-01

105

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.

106

Using the DASH Method to Measure Reading Comprehension  

ERIC Educational Resources Information Center

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

Shieh, Wenyuh; Freiermuth, Mark R.

2010-01-01

107

Effective Reading Comprehension Instruction: Examining Child × Instruction Interactions  

Microsoft Academic Search

This study examined the effect of 3rd-grade language arts instruction on growth in children's reading comprehension skills and the degree to which the impact of instruction depended on the language and reading skills children brought to the classroom. Classrooms were observed in the fall, winter, and spring, and language arts activities were coded using multiple dimensions of instruction. Overall, the

Carol McDonald Connor; Frederick J. Morrison; Jocelyn N. Petrella

2004-01-01

108

Oakland Adult Reading Lab. Building Comprehension in Adult Education Students.  

ERIC Educational Resources Information Center

Many adult poor readers do not organize what they read in a way that best facilitates good comprehension. To help students overcome this problem, the Adult Day and Evening School in Oakland, California, organized a reading laboratory for their mostly low-income, educationally disadvantaged students with a diverse range of needs. Instruction in the…

Johnston, Suzanne

109

EFL Reading Comprehension, Individual Differences and Text Difficulty  

ERIC Educational Resources Information Center

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

Bilikozen, Neslihan; Akyel, Ayse

2014-01-01

110

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

111

Incidence of Executive Functions on Reading Comprehension Performance in Adolescents  

ERIC Educational Resources Information Center

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

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

2014-01-01

112

Getting the Main Idea and Details through Reading Comprehension.  

ERIC Educational Resources Information Center

A practicum addressed the below-average reading comprehension performance of first graders by the implementation of precision teaching and specific solution strategies. Students (51) were actively involved in their own learning and decision making through the continuous monitoring system of precision teaching. Reading techniques called RAP (an…

Grisham, Sharon K.

113

Listening Comprehension as a Predictor of First Grade Reading Achievement.  

ERIC Educational Resources Information Center

The major purposes of this study were (1) to determine if a listening comprehension test was as valid as a reading readiness test, a visual motor test, a group intelligence test, or an individual intelligence test in measuring the reading readiness of first grade pupils; and (2) to determine if a combination of two or more of these tests would…

Kreamer, Thomas Lawrence

114

Reading Comprehension Strategies as Applied by Iranian EFL Students  

ERIC Educational Resources Information Center

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

Shokrpour, Nasrin; Fotovatian, Sepide

2006-01-01

115

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.

116

Effects of Discourse Structure Graphic Organizers on EFL Reading Comprehension  

ERIC Educational Resources Information Center

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

Jiang, Xiangying

2012-01-01

117

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

118

Improving Reading Comprehension and Fluency through the Use of Guided Reading  

ERIC Educational Resources Information Center

This action research report describes a program to increase students' reading comprehension and fluency through the use of guided reading. The targeted population consists of second and fourth grade students in a northwest suburban area of a large city located in the Midwest. The problems of low reading comprehension and fluency scores were…

Gabl, Kari A.; Kaiser, Kristi L.; Long, Julie K.; Roemer, Jessica L.

2007-01-01

119

Time Spent on Reading and Reading Comprehension in Second Language Learning  

ERIC Educational Resources Information Center

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

Pichette, Francois

2005-01-01

120

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

ERIC Educational Resources Information Center

We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 (n = 1,083) and then randomized to treatment or…

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

2014-01-01

121

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

122

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

123

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

124

Kindergarten Predictors of Second vs. Eighth Grade Reading Comprehension Impairments  

PubMed Central

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 kindergarten predictors of early versus later reading comprehension impairments. Participants included 433 children involved in a longitudinal study of language and reading development. The kindergarten test battery assessed various language skills in addition to phonological awareness, alphabet knowledge, naming speed, and nonverbal cognitive ability. Reading comprehension was assessed in second and eighth grades. Results indicated that different combinations of variables were required to optimally predict second versus eighth grade reading impairments. While some variables effectively predicted reading impairments in both grades, their relative contributions shifted over time. These results are discussed in light of the changing nature of reading comprehension over time. Further research will help to improve the early identification of later reading disabilities. PMID:20463282

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

2013-01-01

125

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

ERIC Educational Resources Information Center

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

Bui, Yvonne N.; Fagan, Yvette M.

2013-01-01

126

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

PubMed Central

This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6–12) with reading difficulties. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. Twenty-nine studies were located and synthesized. Thirteen studies met criteria for a meta-analysis, yielding an effect size (ES) of 0.89 for the weighted average of the difference in comprehension outcomes between treatment and comparison students. Word-level interventions were associated with ES = 0.34 in comprehension outcomes between treatment and comparison students. Implications for comprehension instruction for older struggling readers are described. PMID:20072704

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

2009-01-01

127

Multisyllabic word reading as a moderator of morphological awareness and reading comprehension.  

PubMed

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, 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. Although we have only correlational data, we suggest tentative instructional practices for improving the reading skill of upper elementary struggling readers. PMID:24219914

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

2014-01-01

128

Beyond Recall in Reading Comprehension: Five Key Planning Decisions.  

ERIC Educational Resources Information Center

Over the years, teacher questions have consistently aimed at literal comprehension, indicating that teachers lack understanding of the reading-thinking-questioning hierarchy. Benjamin Bloom's "Cognitive Taxonomy" can serve as a hierarchical framework for the design of questions. Within this framework, a teacher can confront decision making in a…

Sinatra, Richard; Annacone, Dominic

129

Understanding Reading Comprehension: Cognition, Language, and the Structure of Prose.  

ERIC Educational Resources Information Center

Intended to illuminate current understanding of how the reader's cognition and language and the text's structure affect the processing of prose, this volume contains articles written by educators, linguists, psychologists, and artificial intelligence experts on issues of comprehension research. The first part of the book examines reading

Flood, James, Ed.

130

Strategies for Improving Non-Fiction Reading Comprehension.  

ERIC Educational Resources Information Center

This report describes a program for introducing students to strategies for improving their comprehension of non-fiction materials. The targeted population consisted of students of one third grade class in a small, middle class suburb, northwest of a large, midwestern city. Difficulty reading and comprehending non-fiction material was documented…

Bell, Karen; Caspari, Amy

131

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

132

False Recollection in Children with Reading Comprehension Difficulties  

ERIC Educational Resources Information Center

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

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

2008-01-01

133

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

ERIC Educational Resources Information Center

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

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

2012-01-01

134

Gender Effect on Reading Comprehension with Korean EFL Learners  

ERIC Educational Resources Information Center

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

Pae, Tae-Il

2004-01-01

135

Teaching Metalinguistic Awareness and Reading Comprehension with Riddles  

ERIC Educational Resources Information Center

New evidence shows that some types of metalinguistic awareness could be important for reading comprehension in much the same way that phonemic awareness is important for learning to decode. In a recent study, students between 7 and 9 years old were taught to manipulate language and understand the multiple meanings of ambiguous words and sentences.…

Zipke, Marcy

2008-01-01

136

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

137

Improving Reading Comprehension and Social Studies Knowledge in Middle School  

ERIC Educational Resources Information Center

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

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

2013-01-01

138

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

139

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

140

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.

141

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

142

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

143

Do Knowledge Arrangements Affect Student Reading Comprehension of Genetics?  

ERIC Educational Resources Information Center

Various sequences for teaching genetics have been proposed. Three seventh-grade biology textbooks in Taiwan share similar key knowledge assemblages but have different knowledge arrangements. To investigate the influence of knowledge arrangements on student understanding of genetics, we compared students' reading comprehension of the three…

Wu, Jen-Yi; Tung, Yu-Neng; Hwang, Bi-Chi; Lin, Chen-Yung; Che-Di, Lee; Chang, Yung-Ta

2014-01-01

144

The Correlation of IQ and Emotional Intelligence with Reading Comprehension  

ERIC Educational Resources Information Center

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

Ghabanchi, Zargham; Rastegar, Rabe'e

2014-01-01

145

Effects of Comic Strips on L2 Learners' Reading Comprehension  

ERIC Educational Resources Information Center

This article reports the results of an experiment investigating the role of comic strips on ESL learners' reading comprehension. The students' proficiency levels were estimated, and students were organized into a low intermediate-level proficiency group (low-level students) and a high intermediate-level proficiency group (high-level students).…

Liu, Jun

2004-01-01

146

The Effect of Text-to-Self Reading Strategies on Reading Comprehension  

ERIC Educational Resources Information Center

Middle-school male students currently face a disadvantage in reading comprehension compared to female students. Research suggests the problem is that more male students score below grade level in reading comprehension because they require more cognitive scaffolding. The purpose of this study was to evaluate the effectiveness of text-to-self…

Cutright, Cathy Arlene

2010-01-01

147

Assessing for Generalized Improvements in Reading Comprehension by Intervening to Improve Reading Fluency  

ERIC Educational Resources Information Center

The relationship between reading fluency and comprehension was evaluated in five 4th-grade students. These students were identified as being at risk of not meeting yearly goals in reading fluency and comprehension based on fall benchmark assessment data. A brief intervention assessment was used to determine which intervention components would be…

Neddenriep, Christine E.; Fritz, Abigail M.; Carrier, Miranda E.

2011-01-01

148

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

Microsoft Academic Search

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 increasing with grade. However, the unique

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

2007-01-01

149

Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes  

ERIC Educational Resources Information Center

We evaluated the validity of DIBELS ("Dynamic Indicators of Basic Early Literacy Skills") ORF ("Oral Reading Fluency") for predicting performance on the "Florida Comprehensive Assessment Test" (FCAT-SSS) and "Stanford Achievement Test" (SAT-10) reading comprehension measures. The usefulness of previously established ORF risk-level cutoffs [Good,…

Roehrig, Alysia D.; Petscher, Yaacov; Nettles, Stephen M.; Hudson, Roxanne F.; Torgesen, Joseph K.

2008-01-01

150

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

ERIC Educational Resources Information Center

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

Brisbois, Judith E.

151

Read Aloud versus Shared Reading: The Effects on Vocabulary Acquisition, Comprehension, and Fluency  

ERIC Educational Resources Information Center

The purpose of this study was to identify the effects of read alouds on eighteen second graders' vocabulary acquisition and comprehension when listening to stories with and without companion texts. Following each reading session, the students were required to complete a 100 word cloze comprehension test, as well as a brief vocabulary test based on…

Militante, Dana Anne Kappy

2006-01-01

152

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

153

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.

Tracey Allen

154

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

PubMed Central

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

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

2011-01-01

155

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

ERIC Educational Resources Information Center

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

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

2010-01-01

156

Syntactic priming without lexical overlap in reading comprehension.  

PubMed

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

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

2014-06-01

157

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.

Ann Bullion-Mears

2007-09-01

158

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

ERIC Educational Resources Information Center

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

McNinch, George H., Ed.; And Others

159

The Influence of Reading Purpose on Inference Generation and Comprehension in Reading  

Microsoft Academic Search

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

Darcia Narvaez; Paul van den Broek; Angela Barrón Ruiz

1999-01-01

160

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

161

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

162

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

163

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

164

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

165

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

166

Which Component Reading Skills Predict Reading Comprehension Gains in Adult Literacy Students?  

ERIC Educational Resources Information Center

This study examined the predictive relationship between adult literacy students' reading assessments in four component sub-skills (phonological decoding, vocabulary, fluency, and spelling) and their gains in reading comprehension from pretest to posttest. Additionally, the adult literacy instructors' content knowledge in reading

Murphy, Martin G.

2013-01-01

167

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

ERIC Educational Resources Information Center

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

Parault, Susan J.; Williams, Heather M.

2010-01-01

168

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

169

Effects on and Predictability of Computer-Mediated Glosses in Reading Comprehension of EFL College Students  

ERIC Educational Resources Information Center

Prior research indicated that computer-mediated glosses had an overall medium effect on second language reading comprehension. This study investigated the effects of computer-mediated glosses on reading comprehension. It also investigated the predictive power index of the e-glosses use with regard to reading comprehension performance, from a…

Melhi, Abdullah A.

2014-01-01

170

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.

Kurt Hollocher

171

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

172

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

ERIC Educational Resources Information Center

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

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

2011-01-01

173

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

174

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

175

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

ERIC Educational Resources Information Center

The purpose of this intervention study was to test the use of a reading comprehension strategy with students who are deaf/hard of hearing (D/HH) in monitoring and resolving problems with comprehension. The strategy, named Comprehension Check and Repair (CC&R), was designed for D/HH students who struggle with comprehension, despite at least…

Benedict, Kendra M.

2012-01-01

176

Effects of Question-Generation Training on Reading Comprehension.  

ERIC Educational Resources Information Center

The study examined the effects of training in question generation on comprehension question performance, on quality and form of generated questions, and on accuracy of predicted comprehension. Sixth-grade students trained in question generation outperformed four comparison groups on several comprehension and metacomprehension measures. (Author/LMO)

Davey, Beth; McBride, Susan

1986-01-01

177

Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities.  

PubMed

A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21 typically developing children with word decoding skills in the normal ranges of first grade were compared in lower level (explicit meaning) and higher level (implicit meaning) reading comprehension abilities. Moreover, in the group of children with ID it was examined to what extent their levels of lower level and higher level reading comprehension could be predicted from their linguistic skills (word decoding, vocabulary, language comprehension) and cognitive skill (nonverbal reasoning). It was found that children with ID were weaker than typically developing children in higher level reading comprehension but not in lower level reading comprehension. Children with ID also performed below the control group on nonverbal reasoning and language comprehension. After controlling for nonverbal reasoning, linguistic skills predicted lower level reading comprehension but not higher level reading comprehension. It can be concluded that children with ID who have basic decoding skill do reasonably well on lower level reading comprehension but continue to have problems with higher level reading comprehension. PMID:25145807

van Wingerden, Evelien; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo

2014-11-01

178

Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary education  

Microsoft Academic Search

The main aim of this study was to find out what kind of factor model of written language skills could be created on the basis of tests of reading accuracy and fluency, spelling and reading comprehension, and how the written language skills factor and school achievement predict choice of secondary education and what effects gender, special education support and socio-economic

Hannu Savolainen; Timo Ahonen; Mikko Aro; Asko Tolvanen; Leena Holopainen

2008-01-01

179

The Longitudinal Relationship between Reading Fluency and Reading Comprehension Skills in Second-Grade Children  

ERIC Educational Resources Information Center

Fluent readers can read connected text with accuracy, automaticity, and prosody. Without practice, automaticity cannot develop in reading, and readers must focus their attention on decoding, limiting their ability to simultaneously comprehend. Researchers have traditionally assumed that fluency and comprehension have a unidirectional relationship…

Lai, Stephanie A.; George Benjamin, Rebekah; Schwanenflugel, Paula J.; Kuhn, Melanie R.

2014-01-01

180

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

ERIC Educational Resources Information Center

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

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

2012-01-01

181

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

ERIC Educational Resources Information Center

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

Mihara, Kei

2011-01-01

182

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

ERIC Educational Resources Information Center

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

Kim, Young-Suk

2011-01-01

183

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

184

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

185

The Effect of Summary Writing on Reading Comprehension: The Role of Mediation in EFL Classroom  

ERIC Educational Resources Information Center

Reading teachers focus more on the instruction of reading content or strategies, but pay relatively less attention to the impact of writing on reading comprehension. Based on mediation theory, the author examined the effect of summary writing about reading texts on readers' comprehension. By reviewing relevant literatures on the topic of…

Gao, Yang

2013-01-01

186

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

ERIC Educational Resources Information Center

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

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

2012-01-01

187

Reading and Listening Comprehension and Their Relation to Inattention and Hyperactivity  

ERIC Educational Resources Information Center

Background: Children with diagnoses of attention-deficit/hyperactivity disorder (ADHD) frequently have reading problems. To date, it is not clear whether poor reading is associated with both inattention and hyperactivity and also whether poor reading comprehension is the result of poor word reading skills or more general language comprehension

Cain, Kate; Bignell, Simon

2014-01-01

188

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

189

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

ERIC Educational Resources Information Center

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

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

2010-01-01

190

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

191

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.

192

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

ERIC Educational Resources Information Center

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

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

2012-01-01

193

Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4  

PubMed Central

Purpose This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4. Methods Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data. Results Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4. Conclusions These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4. PMID:25799530

Li, Liping; Wu, Xinchun

2015-01-01

194

Supporting Social Studies Reading Comprehension with an Electronic Pop-Up Dictionary  

ERIC Educational Resources Information Center

This study investigated how middle school students' comprehension was impacted by reading social studies texts online with a pop-up dictionary function for every word in the text. A quantitative counterbalance design was used to determine how 129 middle school students' reading comprehension test scores for the pop-up dictionary reading differed…

Fry, Sara Winstead; Gosky, Ross

2008-01-01

195

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.

196

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

ERIC Educational Resources Information Center

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

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

2013-01-01

197

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

198

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

199

Making the "Very" Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary  

ERIC Educational Resources Information Center

Integrating comprehension and vocabulary instruction in read-alouds can help teachers make the very most of class time. The curriculum described illustrates how read-alouds, when implemented with strategic purpose, can boost learners' vocabulary knowledge and reading comprehension. Specifically, the author presents guidelines for: (1) selecting…

Santoro, Lana Edwards; Chard, David J.; Howard, Lisa; Baker, Scott K.

2008-01-01

200

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

201

The Effects of Some Known Sources of Reading Difficulty on Metacomprehension and Comprehension  

Microsoft Academic Search

This study represents an exploration into the relationship between comprehension and metacomprehension. The effects of variables known to be sources of reading difficulty were compared on a measure of reading comprehension and one of metacomprehension. One hundred and twenty seventh grade students each read four versions of thirty-six passages which differed in level of familiarity, goodness of structure, and vocabulary

Taffy E. Raphael; Ann C. Myers; William C. Tirre; Mary Fritz; Peter Freebody

1981-01-01

202

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

203

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

ERIC Educational Resources Information Center

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

Delgado, Cheryl; Weitzel, Marilyn

2013-01-01

204

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

ERIC Educational Resources Information Center

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

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

2014-01-01

205

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

PubMed

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

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

2014-11-01

206

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

PubMed Central

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

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

2014-01-01

207

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

208

Preliminary Investigation of the Effects of Reading Fluency Interventions on Comprehension: Using Brief Experimental Analysis to Select Reading Interventions  

ERIC Educational Resources Information Center

Brief experimental analyses were conducted using two dependent variables to evaluate the effectiveness of reading interventions. Specifically reading rate (words read correctly per minute) and mean reading comprehension levels for six students with reading difficulties were obtained using six different reading intervention/intervention…

Cates, Gary L.; Thomason, Kelly; Havey, Mike

2007-01-01

209

Factors that Influence Bilingual Spanish\\/English-Speaking Children's Word Reading and Sentence Reading Comprehension  

Microsoft Academic Search

Purpose: English- and bilingual Spanish\\/English-speaking children's word reading and sentence reading comprehension were studied to determine whether differences existed between their literacy skills and, if so, what variables accounted for these differences. Method: Fifty-one children, 8-15 years of age (M = 11.40; Mdn = 11.30), from native English-speaking and bilingual Spanish\\/English-speaking backgrounds, participated in this study (14 English and 37

Sandra Levey

210

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

211

Contrastive Goal Orientations in an EFL Reading Context: Influences on Reading Strategy Use and Comprehension Patterns.  

ERIC Educational Resources Information Center

Investigates the influence of goal orientations on strategy use patterns and reading comprehension of adult English-as-a-foreign-language (EFL) readers. Thirty-eight Taiwanese EFL college freshmen were randomly selected and assigned into the mastery-oriented and the combined mastery- and performance-oriented groups. Results indicated that two…

He, Tung-Hsien

2001-01-01

212

Reading, Listening, and Viewing Comprehension in English as a Foreign Language: One or More Constructs?  

ERIC Educational Resources Information Center

Receptive foreign language proficiency is usually measured with reading and listening comprehension tasks. A novel approach to assess such proficiencies--viewing comprehension--is based on the presentation of short instructional videos followed by one or more comprehension questions concerning the preceding video stimulus. In order to evaluate a…

Schroeders, Ulrich; Wilhelm, Oliver; Bucholtz, Nina

2010-01-01

213

The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills  

ERIC Educational Resources Information Center

The first goal of this study was to examine young children's developing narrative comprehension abilities using theory-based, authentic measures of comprehension processes. The second goal was to examine the relations among young children's comprehension abilities and other early reading skills. Children ages 4 and 6 listened to or watched two…

Lynch, Julie S.; van den Broek, Paul; Kremer, Kathleen E.; Kendeou, Panayiota; White, Mary Jane; Lorch, Elizabeth P.

2008-01-01

214

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

ERIC Educational Resources Information Center

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

Casalis, Severine; Leuwers, Christel; Hilton, Heather

2013-01-01

215

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

PubMed Central

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

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

2013-01-01

216

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

ERIC Educational Resources Information Center

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

Coiro, Julie

2011-01-01

217

The Effects of Oral Reading Fluency on Reading Comprehension for Students with Reading Disabilities and Specific Learning Disabilities  

ERIC Educational Resources Information Center

The gap in reading achievement continues to be consistent, despite No Child Left Behind goals to narrow these gaps among minority and other subgroup populations. This gap is especially profound for students with disabilities, and any evidence to support progress monitoring of oral reading fluency (ORF) and comprehension will inform educational…

Nouvelle, Renee C.

2010-01-01

218

67 FR 17590 - Program of Research on Reading Comprehension  

Federal Register 2010, 2011, 2012, 2013, 2014

...Changes: None. Comment Related to Social Studies Comment: One comment concerned student comprehension of social studies expository text, and indicated that research on the nature of expository text in social studies (and probably in...

2002-04-10

219

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

220

Testing a Multicomponent Model of Reading Comprehension for Seventh- and Eighth-Grade Students  

E-print Network

Reading is a complex construct with multiple components that have been theorized and empirically tested. Two multicomponent reading comprehension models were tested in this study to extend understanding of the relation of components skills...

Smith, Stacey Rafferty

2013-04-27

221

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

PubMed Central

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

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

2015-01-01

222

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

PubMed

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

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

2015-01-01

223

Effects of Question-Generation Training on Reading Comprehension  

Microsoft Academic Search

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

Beth Davey; Susan McBride

1986-01-01

224

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

Microsoft Academic Search

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

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

225

Reading Comprehension in Aging: The Role of Working Memory and Metacomprehension  

Microsoft Academic Search

This study examines age-related differences in reading comprehension analyzing the role of working memory and metacomprehension components in a sample of young (18–30 years), young-old (65–74 years), and old-old (75–85 years) participants. Text comprehension abilities were measured by a standardized test, including two texts: a narrative and an expository text. The elderly's reading comprehension performance, when compared to the norm,

Rossana De Beni; Erika Borella; Barbara Carretti

2007-01-01

226

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade  

ERIC Educational Resources Information Center

This paper describes the theoretical framework, as well as the development and testing of the intervention, "Comprehension Tools for Teachers" (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for…

Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.

2014-01-01

227

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

ERIC Educational Resources Information Center

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

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

2013-01-01

228

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

ERIC Educational Resources Information Center

A study involving 16 elementary students with deafness examined whether the use of signed English pictures in association with printed text enhances students' reading comprehension. Results found that comprehension was significantly enhanced by the use of signed English reading books, with poorer readers deriving greater benefits than better…

Wilson, Tamara; Hyde, Merv

1997-01-01

229

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

230

Verbal Coding as an Instructional Strategy in Improving Pupil Performance on Standardized Measures of Reading Comprehension.  

ERIC Educational Resources Information Center

The purpose of this study was to determine if verbalizing while attempting to seek the solution to a typical reading comprehension question would enhance pupil performance on a standardized measure of reading comprehension. Sixty-one seventh graders from an urban public school were selected as subjects; fifty-one were randomly assigned to eight…

Schreiner, Robert L.

231

The Effects of Familiarization with Oral Expository Text on Listening and Reading Comprehension Levels  

ERIC Educational Resources Information Center

This study examined the effects of text type and early familiarization with oral expository text structures on listening and reading comprehension levels. Second-grade students read and listened to narrative and expository texts, and their comprehension was assessed with a sentence verification task. Half of the students had participated in a…

Diakidoy, Irene-Anna N.

2014-01-01

232

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

233

The Effect of Teaching Children How to Take Tests on Reading Comprehension.  

ERIC Educational Resources Information Center

A study investigated the effectiveness of teaching children how to take reading comprehension tests. Twenty-eight fifth grade students were pretested using the Gates-MacGinitie Reading Test, Survey D, Form I. The students were tested on speed and accuracy, vocabulary, and comprehension. Students were given 30 minutes of daily instruction and…

Nicholson, Doris

234

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

ERIC Educational Resources Information Center

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

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

2011-01-01

235

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

ERIC Educational Resources Information Center

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

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

2013-01-01

236

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

ERIC Educational Resources Information Center

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

Lipka, Orly; Siegel, Linda S.

2012-01-01

237

The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding  

ERIC Educational Resources Information Center

Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in…

Arrington, C. Nikki; Kulesz, Paulina A.; Francis, David J.; Fletcher, Jack M.; Barnes, Marcia A.

2014-01-01

238

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

239

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

ERIC Educational Resources Information Center

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

Stothers, Margot; Klein, Perry D.

2010-01-01

240

The New Literacies of Online Reading Comprehension: Expanding the Literacy and Learning Curriculum  

ERIC Educational Resources Information Center

This commentary explores a central issue for our times, online reading comprehension. It first defines three issues that have largely gone unnoticed as the Internet enters our classrooms: (1) literacy has become deictic; (2) effective online information use requires additional online reading comprehension practices, skills, and dispositions; and…

Leu, Donald J.; McVerry, J. Gregory; O'Byrne, W. Ian; Kiili, Carita; Zawilinski, Lisa; Everett-Cacopardo, Heidi; Kennedy, Clint; Forzani, Elena

2011-01-01

241

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

ERIC Educational Resources Information Center

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

Lee, Jaime B.; Sohlberg, McKay Moore

2013-01-01

242

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

ERIC Educational Resources Information Center

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

Zwiers, Jeff

2004-01-01

243

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

Microsoft Academic Search

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 correlation between referential resolution and reading comprehension ranged from 61% to 75%

Yu-fen Yang; Wing-kwong Wong; Hui-chin Yeh

2008-01-01

244

The Effects of the Paraphrasing Strategy on the Reading Comprehension of Young Students  

ERIC Educational Resources Information Center

Reading comprehension is an important component of academic success and a skill required for many activities in school. However, little is known about effective reading comprehension interventions for younger students. This study investigated the effects of the paraphrasing strategy taught using the self-regulated strategy development model.…

Hagaman, Jessica L.; Casey, Kathryn J.; Reid, Robert

2012-01-01

245

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

ERIC Educational Resources Information Center

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

Law, Yin-Kum

2014-01-01

246

The Testing Effect and Judgments of Learning: Their Effects on Reading Comprehension  

ERIC Educational Resources Information Center

One way to improve students' academic performance is to improve their reading comprehension. Previous investigations demonstrated that testing students on learning material as well as having them use metacognitive strategies have independently improved reading comprehension. The test used in the learning phase in previous investigates has…

Romes Beziat, Tara Lynne

2012-01-01

247

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

248

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

ERIC Educational Resources Information Center

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

Ren, Guanxin

2011-01-01

249

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

ERIC Educational Resources Information Center

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

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

2013-01-01

250

The Relationship between Iranian EFL Learners' Stress and Their Reading Comprehension  

ERIC Educational Resources Information Center

This investigation intended to find out the relationship between EFL learners' stress and their reading comprehension. The subjects who included ninety EFL juniors from Shiraz Azad University were asked to answer a standardized reading comprehension test and a stress questionnaire. After finding out the results of stress questionnaire, 10% of the…

Peyman, Somayeh; Sadighi, Firooz

2011-01-01

251

THE RELATIONSHIP OF READING STRATEGIES AND SELF-EFFICACY WITH THE READING COMPREHENSION OF HIGH SCHOOL STUDENTS IN INDONESIA  

E-print Network

The purpose of this study was to investigate the relationship of reading strategies and self-efficacy with the reading comprehension of high school students in Indonesia. A convenience sample of 138 high school students ...

Tobing, Irene Rebecca Angela

2013-08-31

252

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

PubMed

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

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

2015-01-01

253

The use of signed English pictures to facilitate reading comprehension by deaf students.  

PubMed

Many deaf students have severe difficulty acquiring literacy and developing reading comprehension beyond an elementary school level. This difficulty apparently results from a combination of perceptual, communication, instructional, linguistic, and experiential deficits. Although some deaf students develop a degree of signed English proficiency, this does not necessarily translate into reading proficiency. Recent studies examining the possible association between signed English pictures and comprehension of printed text present some support for facilitation of students' word recognition in a format combining those two elements. Whether this format enhances comprehension remains unclear from previous studies. The present study, involving 16 severely or profoundly deaf students across two reading-proficiency groups, examined whether the use of signed English pictures in association with printed text enhances students' reading comprehension. The study found that comprehension was significantly enhanced by the use of signed English reading books, with poorer readers deriving greater benefit than better readers. Practical implications of the findings are discussed. PMID:9351303

Wilson, T; Hyde, M

1997-10-01

254

Oral and Written Expression in Children With Reading Comprehension Difficulties.  

PubMed

Several studies have highlighted that children with reading comprehension difficulties also have problems in tasks that involve telling a story, in writing or verbally. The main differences identified regard poor comprehenders' lower level of coherence in their productions by comparison with good comprehenders. Only one study has compared poor and good comprehenders' performance in both modalities (oral and written), however, to see whether these modalities differently influence poor comprehenders' performance. We qualitatively and quantitatively compared the performance of good and poor comprehenders in oral and written narrative tasks with the aim of shedding light on this issue. Regression analyses were also used to explore the role of working memory and vocabulary in explaining individual differences. Our results showed that the two groups produced narratives of comparable length, with similar percentages of spelling mistakes, whereas they differed in terms of the quality of their narratives, regardless of the modality. These differences were qualified by analyzing the children's use of connective devices, and poor comprehenders were found to use a higher proportion of additive devices than good comprehenders. Regression analyses showed that working memory (particularly the intrusion errors measure) explained a modest part of the qualitative differences in narrative production. Implications for our theoretical understanding of poor comprehenders' profiles and education are discussed. PMID:24710743

Carretti, Barbara; Motta, Eleonora; Re, Anna Maria

2014-04-01

255

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

ERIC Educational Resources Information Center

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

Antoniou, Faye; Souvignier, Elmar

2007-01-01

256

The Effect of a Timed Reading Activity on EFL Learners: Speed, Comprehension, and Perceptions  

ERIC Educational Resources Information Center

To develop reading fluency, a 13-week timed reading activity was integrated into a normal curriculum with the aim of improving students' reading rates. Participants were 84 college students divided into an experimental and a control group. The test instruments involved pretests and posttests on reading speed and comprehension. Students'…

Chang, Anna C-S

2010-01-01

257

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

ERIC Educational Resources Information Center

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

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

2010-01-01

258

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

ERIC Educational Resources Information Center

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

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

2010-01-01

259

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

260

The Importance of Intrinsic Motivation for High and Low Ability Readers' Reading Comprehension Performance  

ERIC Educational Resources Information Center

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

Logan, Sarah; Medford, Emma; Hughes, Naomi

2011-01-01

261

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

262

EFL Learners' Use of Online Reading Strategies and Comprehension of Texts: An Exploratory Study  

ERIC Educational Resources Information Center

This study investigated EFL learners' online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, "English Reading Online", was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read

Huang, Hsin-chou; Chern, Chiou-lan; Lin, Chih-cheng

2009-01-01

263

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

PubMed

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

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

2014-09-25

264

Accuracy of the DIBELS oral reading fluency measure for predicting third grade reading comprehension outcomes.  

PubMed

We evaluated the validity of DIBELS (Dynamic Indicators of Basic Early Literacy Skills) ORF (Oral Reading Fluency) for predicting performance on the Florida Comprehensive Assessment Test (FCAT-SSS) and Stanford Achievement Test (SAT-10) reading comprehension measures. The usefulness of previously established ORF risk-level cutoffs [Good, R.H., Simmons, D.C., and Kame'enui, E.J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.] for third grade students were evaluated on calibration (n(S1)=16,539) and cross-validation (n(S2)=16,908) samples representative of Florida's Reading First population. The strongest correlations were the third (February/March) administration of ORF with both FCAT-SSS and SAT-10 (r(S)=.70-.71), when the three tests were administered concurrently. Recalibrated ORF risk-level cut scores derived from ROC (receiver-operating characteristic) curve analyses produced more accurate identification of true positives than previously established benchmarks. The recalibrated risk-level cut scores predict performance on the FCAT-SSS equally well for students from different socio-economic, language, and race/ethnicity categories. PMID:19083363

Roehrig, Alysia D; Petscher, Yaacov; Nettles, Stephen M; Hudson, Roxanne F; Torgesen, Joseph K

2008-06-01

265

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

PubMed

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

Tighe, Elizabeth L; Schatschneider, Christopher

2014-10-16

266

Effect of Hypertextual Reading on Academic Success and Comprehension Skills  

ERIC Educational Resources Information Center

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

Durukan, Erhan

2014-01-01

267

Bibliographies and Summaries of Selected Articles in Reading Comprehension.  

ERIC Educational Resources Information Center

The 34 summaries contained in this collection represent the theoretical positions and the empirical studies of a wide variety of investigators currently working in the field of language comprehension. The entries summarize contributions from the areas of assessment, artificial intelligence, cognition (including schema theory), instruction,…

Ganger, Sonia; And Others

268

Using the Concept Attainment Strategy to Enhance Reading Comprehension  

ERIC Educational Resources Information Center

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

Boulware, Beverly J.; Crow, Mary Lynn

2008-01-01

269

Remediating Reading Comprehension Difficulties: A Cognitive Processing Approach  

ERIC Educational Resources Information Center

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

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

2010-01-01

270

Comprehension Process Instruction: Creating Reading Success in Grades K-3  

ERIC Educational Resources Information Center

Filling a crucial gap in the literature, this immensely practical volume presents innovative tools for helping K-3 students significantly increase their ability to make meaning from texts. The focus is on teaching the comprehension processes employed by expert readers, using a carefully sequenced combination of whole-class activities, specially…

Block, Cathy Collins; Rodgers, Lori L.; Johnson, Rebecca B.

2004-01-01

271

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

272

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

273

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

274

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

ERIC Educational Resources Information Center

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

Prado, Ludivina; Plourde, Lee A.

2011-01-01

275

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

ERIC Educational Resources Information Center

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

Underwood, Paul; Myskow, Gordon; Hattori, Takahiko

2012-01-01

276

Mutual Compensation between L1 Reading Ability and L2 Language Proficiency in L2 Reading Comprehension.  

ERIC Educational Resources Information Center

Investigates the contribution of first language (L1) reading ability and second or foreign language (L2) proficiency to L2 reading comprehension, by focusing on the compensation between L1 reading ability and L2 proficiency among Japanese university students. Demonstrates the mutual compensation between L1 reading ability and L2 proficiency. (SG)

Yamashita, Junko

2002-01-01

277

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

PubMed

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

Chrysochoou, Elisavet; Bablekou, Zoe; Tsigilis, Nikolaos

2011-01-01

278

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

ERIC Educational Resources Information Center

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

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

2014-01-01

279

Instruction in metacognitive strategies to increase deaf and hard-of-hearing students' reading comprehension.  

PubMed

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

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

2015-01-01

280

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

281

Individual and Developmental Differences in Reading Monitoring: When and How Do Children Evaluate Their Comprehension?  

ERIC Educational Resources Information Center

This paper examines evaluation in reading. Evaluation refers to the processes by which readers monitor their ongoing text comprehension to assess performance and task difficulties. Monitoring is assumed to explain a large proportion of individual differences in text comprehension, in that individuals need to be aware of their objectives and…

Eme, Elsa; Puustinen, Minna; Coutelet, Beatrice

2006-01-01

282

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

ERIC Educational Resources Information Center

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

Prichard, Caleb; Matsumoto, Yuko

2011-01-01

283

Text Segmenting and Comprehension: Effects of Reading and Information Processing Abilities.  

ERIC Educational Resources Information Center

Discussion of text segmenting and comprehension highlights a study of elementary students in Australia that tested two hypotheses, one concerning reading abilities and one concerning information processing skills involved in syntactic analysis. Tests that measured vocabulary, comprehension, and processing skills are described, results are…

Kirby, John R.; Gordon, Christopher J.

1988-01-01

284

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

ERIC Educational Resources Information Center

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

MacGinitie, Walter H.; And Others

285

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

286

The Impact of Reading Expressiveness on the Listening Comprehension of Storybooks by Prekindergarten Children  

ERIC Educational Resources Information Center

Purpose: The purpose of this study was to determine the effect of oral reading expressiveness on the comprehension of storybooks by 4- and 5-year-old prekindergarten children. The possible impact of prosody on listening comprehension was explored. Method: Ninety-two prekindergarten children (M age = 57.26 months, SD = 3.89 months) listened to an…

Mira, William A.; Schwanenflugel, Paula J.

2013-01-01

287

Effectiveness of Instructional Strategies in Reading Comprehension for Students with Autism Spectrum Disorder and Hyperlexia  

ERIC Educational Resources Information Center

Children with Autism Spectrum Disorders (ASD) commonly show deficits in social and communication skills, as well as in interpreting metaphorical meaning of language. These deficits often make reading comprehension more difficult for students with ASD. Past research has primarily focused on decoding rather than on comprehension skill interventions;…

Abnett, Jenelle M.

2013-01-01

288

Ease of Comprehension of Standard and Readable Automobile Insurance Policies as a Function of Reading Abilitya  

Microsoft Academic Search

Standard automobile policies which are hard to understand were compared with passages from the new readable policies. Passages were selected from policies issued by two major insurance companies. Comprehension of the passages was tested using the cloze procedure. One hundred and fifty college and high school students were divided into three reading ability groups using the comprehension section of the

J. Peter Kincaid; Louis G. Gamble

1977-01-01

289

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

Microsoft Academic Search

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

Mina C. Johnson-Glenberg

2000-01-01

290

The Role of Attribution Beliefs, Motivation and Strategy Use in Chinese Fifth-Graders' Reading Comprehension  

ERIC Educational Resources Information Center

Background: The latest report by the Progress in International Reading Literacy Study (PIRLS), issued in 2006, indicated that Hong Kong Primary 4 Chinese students outperformed children from 45 countries and provinces in reading comprehension tests that measured their higher-order reading proficiency. However, the study gave no indication of how…

Law, Yin-Kum

2009-01-01

291

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

ERIC Educational Resources Information Center

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

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

2012-01-01

292

Mathematics Is Differentially Related to Reading Comprehension and Word Decoding: Evidence from a Genetically Sensitive Design  

ERIC Educational Resources Information Center

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. In the current study, the…

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

2012-01-01

293

Adapting an Evidence-Based Reading Comprehension Strategy for Learners with Autism Spectrum Disorder  

ERIC Educational Resources Information Center

Reading is a critical skill for student success in school and postschool opportunities. Although a number of children with autism spectrum disorder (ASD) will develop the decoding skills necessary to read text, many will continue to struggle with reading comprehension. No Child Left Behind (NCLB) and the Individuals with Disabilities Education…

Whalon, Kelly; Hart, Juliet E.

2011-01-01

294

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

295

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

ERIC Educational Resources Information Center

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

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

2012-01-01

296

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

ERIC Educational Resources Information Center

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

Ricketts, Jessie

2011-01-01

297

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

ERIC Educational Resources Information Center

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

Farnia, Fataneh; Geva, Esther

2013-01-01

298

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

ERIC Educational Resources Information Center

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

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

2007-01-01

299

The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students  

ERIC Educational Resources Information Center

This paper reports a study that explored the overall pattern of metacognitive awareness of reading strategy use and its possible relationship with reading comprehension. Moreover, the study investigated the influence of gender and proficiency level on the use of these strategies. The Survey of Reading Strategies Questionnaire (SORS), the…

Tavakoli, Hossein

2014-01-01

300

Reading Comprehension in University Students: Relevance of PASS Theory of Intelligence  

ERIC Educational Resources Information Center

We examined how Planning, Attention, Simultaneous and Successive (PASS) processes predict reading comprehension in a sample of university students (Study 1) and what PASS processes distinguish adults with and without reading difficulties (Study 2). In Study 1, 128 university students were tested on Das-Naglieri Cognitive Assessment System, reading

Georgiou, George K.; Das, J. P.

2014-01-01

301

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

302

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

ERIC Educational Resources Information Center

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

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

2010-01-01

303

Effect of Ideational Prominence on Children's Reading Comprehension of Expository Prose.  

ERIC Educational Resources Information Center

Evaluates the efficacy of the "levels hypothesis" (the prediction that ideas residing at superordinate positions in a text hierarchy are most memorable) as a suitable descriptor of children's reading comprehension of expository prose. (HOD)

Baumann, James F.

1981-01-01

304

Early-adolescents' reading comprehension and the stability of the middle school classroom-language environment.  

PubMed

This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis of speech transcripts revealed substantial variability in teachers' use of sophisticated vocabulary and total amount of talk and that individual teacher's language use was consistent across the school year. Analyses using Hierarchical Linear Modeling showed that when controlling for students' reading comprehension and vocabulary knowledge at the start of the year, teachers' use of sophisticated vocabulary was significantly related to students' reading comprehension outcomes, as was the time spent on vocabulary instruction. These findings suggest that the middle school classroom language environment plays a significant role in the reading comprehension of adolescent learners. (PsycINFO Database Record PMID:25688998

Gámez, Perla B; Lesaux, Nonie K

2015-04-01

305

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

PubMed Central

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

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

2013-01-01

306

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

PubMed

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

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

2013-01-01

307

The Effects of Repeated Readings on the Reading Fluency and Comprehension for High School Students with Specific Learning Disabilities  

ERIC Educational Resources Information Center

The purpose of this investigation was to examine the efficacy of repeated readings on the oral reading fluency rate and reading comprehension accuracy of high school students with specific learning disabilities. The participants included three tenth and eleventh grade students with specific learning disabilities in a study skills resource…

Vandenberg, Amy C.; Boon, Richard T.; Fore, Cecil, III; Bender, William N.

2008-01-01

308

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

309

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

ERIC Educational Resources Information Center

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

Parsky, Larry Melvin

310

Experimental Evaluation of Computer Assisted Self-Assessment of Reading Comprehension: Effects on Reading Achievement and Attitude.  

ERIC Educational Resources Information Center

A study evaluated the effect software for self-assessment and management of reading practice had on reading achievement and motivation in two primary schools in Aberdeen, Scotland. The program utilized was The Accelerated Reader (AR) which was designed to enable curriculum based assessment of reading comprehension within the classroom. Students…

Vollands, Stacy R.; And Others

311

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

ERIC Educational Resources Information Center

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

Law, Yin-kum

2011-01-01

312

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

ERIC Educational Resources Information Center

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

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

2005-01-01

313

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

314

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

ERIC Educational Resources Information Center

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

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

2011-01-01

315

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

316

Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities.  

PubMed

It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their roles in nonverbal LD and phonological dyslexia, respectively. Nonverbal tests of PO and non-reading tests of PA were administered to a sample of adults with postsecondary education. Approximately two thirds of the sample had previously been diagnosed as having LD. In a multiple regression analysis, tests of PO and PA were used to predict scores for tests of reading comprehension and mechanics. Despite the nonverbal nature of the perceptual organizational test stimuli, PO strongly predicted reading comprehension. Tests of PA predicted decoding and reading speed. Results were interpreted as supporting the hypothesis that integrative processes usually characterized as nonverbal were nonetheless used by readers with and without disabilities to understand text. The study's findings have implications for understanding the reading of adults with learning disabilities, and the nature of reading comprehension in general. PMID:20838941

Stothers, Margot; Klein, Perry D

2010-12-01

317

Right is not always wrong: DTI and fMRI evidence for the reliance of reading comprehension on language-comprehension networks in the right hemisphere.  

PubMed

The Simple View theory suggests that reading comprehension relies on automatic recognition of words combined with language comprehension. The goal of the current study was to examine the structural and functional connectivity in networks supporting reading comprehension and their relationship with language comprehension within 7-9 year old children using Diffusion Tensor Imaging (DTI) and fMRI during a Sentence Picture Matching task. Fractional Anisotropy (FA) values in the left and right Inferior Longitudinal Fasciculus (ILF) and Superior Longitudinal Fasciculus (SLF), known language-related tracts, were correlated from DTI data with scores from the Woodcock-Johnson III (WJ-III) Passage Comprehension sub-test. Brodmann areas most proximal to white-matter regions with significant correlation to Passage Comprehension scores were chosen as Regions-of-Interest (ROIs) and used as seeds in a functional connectivity analysis using the Sentence Picture Matching task. The correlation between percentile scores for the WJ-III Passage Comprehension subtest and the FA values in the right and left ILF and SLF indicated positive correlation in language-related ROIs, with greater distribution in the right hemisphere, which in turn showed strong connectivity in the fMRI data from the Sentence Picture Matching task. These results support the participation of the right hemisphere in reading comprehension and may provide physiologic support for a distinction between different types of reading comprehension deficits vs difficulties in technical reading. PMID:25515348

Horowitz-Kraus, Tzipi; Grainger, Molly; DiFrancesco, Mark; Vannest, Jennifer; Holland, Scott K

2015-03-01

318

Reading comprehension in aging: the role of working memory and metacomprehension.  

PubMed

This study examines age-related differences in reading comprehension analyzing the role of working memory and metacomprehension components in a sample of young (18-30 years), young-old (65-74 years), and old-old (75-85 years) participants. Text comprehension abilities were measured by a standardized test, including two texts: a narrative and an expository text. The elderly's reading comprehension performance, when compared to the norm, emerged to be adequate. More specifically, the young-old showed an equivalent level of comprehension as the young adults for the narrative text. However, a clear age-related decline was found in the case of the expository text. Hierarchical regression analyses showed that working memory capacity, as well as different metacomprehension components but not age, are the key aspects in explaining the different patterns of changes in the comprehension of narrative and expository texts. PMID:17364380

De Beni, Rossana; Borella, Erika; Carretti, Barbara

2007-03-01

319

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

320

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

321

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

322

Mind wandering and reading comprehension: examining the roles of working memory capacity, interest, motivation, and topic experience.  

PubMed

Individual differences in mind wandering and reading comprehension were examined in the current study. In particular, individual differences in mind wandering, working memory capacity, interest in the current topic, motivation to do well on the task, and topic experience and their relations with reading comprehension were examined in the current study. Using confirmatory factor analysis and structural equation modeling it was found that variation in mind wandering while reading was influenced by working memory capacity, topic interest, and motivation. Furthermore, these same factors, along with topic experience, influenced individual differences in reading comprehension. Importantly, several factors had direct effects on reading comprehension (and mind wandering), while the relation between reading comprehension (and mind wandering) and other factors occurred via indirect effects. These results suggest that both domain-general and domain-specific factors contribute to mind wandering while reading and to reading comprehension. PMID:22905931

Unsworth, Nash; McMillan, Brittany D

2013-05-01

323

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

324

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

325

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

ERIC Educational Resources Information Center

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

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

2006-01-01

326

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

327

Background Knowledge and Its Effect on Standardized Reading Comprehension Test Performance  

ERIC Educational Resources Information Center

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

Awabdy, Graziella Whipple

2012-01-01

328

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

ERIC Educational Resources Information Center

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

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

2009-01-01

329

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

ERIC Educational Resources Information Center

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

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

2010-01-01

330

Expressive Writing Events To Improve Reading Comprehension and Abstract Thinking of Non-Proficient College Learners.  

ERIC Educational Resources Information Center

A study investigated whether expressive writing facilitated abstraction in language use, thereby improving reading comprehension. Ninety students enrolled in four required basic skills reading courses at a suburban community college in New Jersey were divided into a control and an experimental group. Students in the experimental group wrote…

Baker, Isabel; Mulcahy-Ernt, Patricia

331

Measuring Reading Comprehension of Content Area Texts Using an Assessment of Knowledge Organization  

ERIC Educational Resources Information Center

The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related…

Davis, Marcia H.; Guthrie, John T.

2015-01-01

332

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

333

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

ERIC Educational Resources Information Center

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

Cain, Kate; Oakhill, Jane; Bryant, Peter

2004-01-01

334

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

335

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

ERIC Educational Resources Information Center

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…

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

2013-01-01

336

Examining the Prediction of Reading Comprehension on Different Multiple-Choice Tests  

ERIC Educational Resources Information Center

In this study, 180 Norwegian fifth-grade students with a mean age of 10.5 years were administered measures of word recognition skills, strategic text processing, reading motivation and working memory. Six months later, the same students were given three different multiple-choice reading comprehension measures. Based on three forced-order…

Andreassen, Rune; Braten, Ivar

2010-01-01

337

The Effects of Embedded and Elaborative Interrogation Questions on L2 Reading Comprehension  

ERIC Educational Resources Information Center

With 97 advanced second language (L2) learners of Spanish, the present study utilized domain specific texts to examine the effects of embedded "what" questions and elaborative "why" questions on reading comprehension. Participants read two different vignettes, either with or without the adjuncts, from a social psychology textbook, and then…

Brantmeier, Cindy; Callender, Aimee; McDaniel, Mark

2011-01-01

338

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

339

Children's Reading Comprehension and Narrative Recall in Sung and Spoken Story Contexts  

ERIC Educational Resources Information Center

A growing number of reading professionals have advocated teaching literacy through music and song; however, little research exists supporting such practices. The purpose of this study was to determine if sung story book readings would enhance story comprehension and narrative re-tellings in children with histories of speech and language delay.…

Kouri, Theresa; Telander, Karen

2008-01-01

340

Effects of Chunked Text-Material on Reading Comprehension of High and Low Ability Readers.  

ERIC Educational Resources Information Center

Examines whether text-material presented in "chunks" or phrases significantly improves the reading comprehension of 50 eighth grade students composed of 2 reading ability groups. Finds that "chunking" sentences into meaningful units of thought aids low-ability readers more than high-ability readers. (MG)

Casteel, Clifton A.

1990-01-01

341

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

ERIC Educational Resources Information Center

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

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

2012-01-01

342

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

E-print Network

reading and teaching children how to relate the written words to those experiences. Previous work has Springer Science+Business Media B.V. 2009 Abstract An embodied approach to reading comprehension suggests difficult by the necessity of focusing attention on decoding. Having children manip- ulate toys

Zhu, Xiaojin "Jerry"

343

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

344

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

345

READING COMPREHENSION INSTRUCTION FOR SECONDARY STUDENTS: CHALLENGES FOR STRUGGLING STUDENTS AND TEACHERS  

Microsoft Academic Search

This article describes research on reading compre- hension instruction with secondary students with learning dis- abilities. Specific difficulties for the struggling reader at the secondary level are described, followed by a review of reviews of the reading comprehension instruction research. Specific details from the most promising practices that have scientific evidence are highlighted. These practices include peer tutoring that incor-

Margo A. Mastropieni; Thomas E. Scruggs; Janet E. Graetz

346

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

347

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

348

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

349

A retrospective longitudinal study of cognitive and language skills in poor reading comprehension.  

PubMed

Fifty-six specific poor reading comprehenders (SPRC) were selected in Grade 4 and retrospectively compared to good comprehenders at preschool (age 5) and at the end of kindergarten, Grade 1, and Grade 2. The results revealed deficits in vocabulary, grammar, verbal memory and early deficits in phonological awareness in most of the SPRC sample, beginning in preschool. The reading comprehension deficits in children with SPRC were not as marked in earlier assessments in Grade 1 and 2, probably because of the greater dependence on word decoding in reading comprehension in the early grades. PMID:25581078

Elwér, Åsa; Gustafson, Stefan; Byrne, Brian; Olson, Richard K; Keenan, Janice M; Samuelsson, Stefan

2015-04-01

350

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

351

High School Students With Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention.  

PubMed

A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state accountability test and were randomly assigned to one of three treatment conditions and a business as usual (BAU) condition: reading without dropout prevention, reading with dropout prevention, dropout prevention without reading, or a BAU condition. Findings from the 2-year reading intervention (reading with and without dropout prevention combined and BAU) are reported in this article. Students in reading treatment compared to students in BAU demonstrated significant gains on reading comprehension (effect size = .43), and improved reading was associated with better grades in social studies. Findings from this study provide a rationale for further implementation and investigation of intensive intervention for high school students with reading difficulties. PMID:24395083

Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G; Fall, Anna-Mária; Schnakenberg, Jennifer B

2014-01-01

352

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

353

The Development of Listening and Reading Comprehension Screening Measures to Inform Instructional Decisions for End-of-Second-Grade Students  

E-print Network

comprehension. A second challenge is that many reading comprehension tests do not include assessment of language comprehension, measure the same competencies (Cutting & Scarborough, 2006; Nation & Snowling, 1997), or even measure reading comprehension (Keenan... & Betjemann, 2006). As Keenan and Betjemann suggested: It is important to know exactly what a test is measuring, because these tests are used both to identify specific deficits in a child?s skills and to tailor remediation efforts. Thus, it is important...

Carreker, Suzanne 1954-

2012-07-11

354

Novel Approaches to Examine Passage, Student, and Question Effects on Reading Comprehension  

PubMed Central

Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random-effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students’ (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader’s passage fluency. Further, an exploratory analysis of two-way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs. PMID:24535914

Miller, Amanda C.; Davis, Nicole; Gilbert, Jennifer K.; Cho, Sun-Joo; Toste, Jessica R.; Street, James; Cutting, Laurie E.

2014-01-01

355

Examining the Structure of Reading Comprehension: Do Literal, Inferential, and Evaluative Comprehension Truly Exist?  

ERIC Educational Resources Information Center

Although the recent identification of the five critical components of early literacy has been a catalyst for modifications to the content of materials used to provide reading instruction and the tools used to examine student's acquisition of early literacy skills, these skills have not received equal attention from test developers and publishers.…

Basaraba, Deni; Yovanoff, Paul; Alonzo, Julie; Tindal, Gerald

2013-01-01

356

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

357

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

358

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

359

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

360

A Component Analysis of Metacognition in Reading Comprehension: The Contributions of Awareness and Self?Regulation  

Microsoft Academic Search

The purpose of this study was to examine the relative effects of awareness of purpose and self?regulated strategies in metacomprehension training. Thirty?six students identified as having reading difficulties were either trained to cue themselves to the purpose of reading (awareness of purpose alone) or to employ an underlining strategy (awareness of purpose and a self?regulated strategy) to enhance reading comprehension.

Lawrence J. OShea; Dorothy J. OShea

1994-01-01

361

Effectively Utilizing Group Reading Strategies To Enhance Comprehension.  

ERIC Educational Resources Information Center

Explores an innovative teaching methodology designed to improve students' reading abilities. Discusses how this strategy, know as "snap shot linkage," has proven to be effective in combating not only students' inabilities to read and learn, but the anxiety that often accompanies reading activities. (SG)

Simplicio, Joseph S. C.

2003-01-01

362

Reading disability defined as a discrepancy between listening and reading comprehension: a longitudinal study of stability, gender differences, and prevalence.  

PubMed

The purpose of this study was to determine whether defining reading disability by a discrepancy between group-administered tests of listening and reading comprehension would produce result similar in terms of stability, gender ratio, and prevalence to IQ-achievement test discrepancy definitions. The total population of a small school district (N = 1,008) was followed from prekindergarten through Grade 7-8 for 13 years. As is often seen in epidemiological studies using IQ and individually administered reading tests to define reading disability, stability in the classification of reading disability was low. Among the participants with a consistent reading disability, the male-to-female ratio was 3.2:1, compared with 1.3:1 for the 5.1% of the sample who were nondiscrepant poor readers in both lower and upper grades. A mean 2.7% of the population was classified as reading disabled over the eight-grade span, and only 1.7% demonstrated a consistent reading disability in both the lower and the upper grades. An increase in the ratio of nondiscrepant to discrepant poor readers after Grade 5 was due mainly to late-emerging poor readers. It was concluded that defining reading comprehension disability in terms of a discrepancy between listening and reading comprehension provides a fairly accurate estimate of the stability, gender ratio, and prevalence of the disorder. PMID:15499714

Badian, N A

1999-01-01

363

The Unique Relation of Silent Reading Fluency to End-of-Year Reading Comprehension: Understanding Individual Differences at the Student, Classroom, School, and District Levels  

ERIC Educational Resources Information Center

Despite many previous studies on reading fluency (measured by a maze task) as a screening measure, our understanding is limited about the utility of silent reading fluency in predicting later reading comprehension and contextual influences (e.g., schools and districts) on reading comprehension achievement. In the present study we examined: (1) How…

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

2015-01-01

364

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.

365

Increasing Literacy Skills for Students with Intellectual and Developmental Disabilities: Effects of Integrating Comprehensive Reading Instruction with Sign Language  

ERIC Educational Resources Information Center

This study evaluated the impact of a comprehensive reading program enhanced with sign language on the literacy and language skills of three elementary school students with intellectual and developmental disabilities. Students received individual and small group comprehensive reading instruction for approximately 55 minutes per session. Reading

Beecher, Larissa; Childre, Amy

2012-01-01

366

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

ERIC Educational Resources Information Center

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

Tsai, Yea-Ru; Talley, Paul C.

2014-01-01

367

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

ERIC Educational Resources Information Center

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

Srivastava, Pradyumn; Gray, Shelley

2012-01-01

368

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

ERIC Educational Resources Information Center

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

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

2014-01-01

369

Using Prompt Fading to Teach Self-Questioning to Fifth Graders with LD: Effects on Reading Comprehension  

ERIC Educational Resources Information Center

Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self-questioning. In this study, two fifth graders with LD were taught to self-generate questions using a prompt fading procedure. The participants were…

Rouse, Christina A.; Alber-Morgan, Sheila R.; Cullen, Jennifer M.; Sawyer, Mary

2014-01-01

370

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

ERIC Educational Resources Information Center

The purpose of this intervention study was to examine the use of a metacognitive strategy--the Comprehension, Check, and Repair Strategy--on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher-student dyads.…

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

2015-01-01

371

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

372

Extending Research on the Validity of Brief Reading Comprehension Rate and Level Measures to College Course Success  

ERIC Educational Resources Information Center

Students in an undergraduate human development course (N = 215) participated in a brief assessment of their reading (comprehension level, reading speed, comprehension rate) and multiple-choice test-taking skills on the second day of class. Students first read a one-page, 400-word passage unrelated to the course and then answered 10…

Williams, Robert L.; Skinner, Christopher H.; Jaspers, Kathryn E.

2007-01-01

373

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

374

Exercises to teach scientific reading comprehension and mineralogic concepts  

NSDL National Science Digital Library

Students read a short paper from the scientific literature on a narrowly focused mineralogical topic. Reading is guided by a 1-page set of questions and tasks, arranged in sequence with the paper, that make students look at the details of data, arguments, and conclusions. The tangible result is properly answered questions and typically some graphs, but the student gains a less tangible improved understanding of how to read scientific papers in general and an improved understanding of that particular paper in particular.

Kurt Hollocher

375

Comprehension syntax  

Microsoft Academic Search

The syntax of comprehensions is very close to the syntax of a number of practical database query languages and is, we believe, a better starting point than first-order logic for the development of database languages. We give an informal account of a language based on comprehension syntax that deals uniformly with a variety of collection types; it also includes pattern

Peter Buneman; Leonid Libkin; Dan Suciu; Val Tannen; Limsoon Wong

1994-01-01

376

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

377

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.

Janine Elliott

2007-01-01

378

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

379

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

380

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

381

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.

Roxanne Greitz Miller

2006-09-01

382

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. PMID:23667307

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

2013-01-01

383

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.

384

CORE: Reading Reform That Works! Comprehensive School Reform.  

ERIC Educational Resources Information Center

This booklet describes CORE (Consortium on Reading Excellence), a company which began in California in 1995 and has subsequently expanded its work. CORE is committed to the view that the most effective professional development includes both theory and practice, focuses on teaching and learning, is grounded in collegial relationships, is based on…

2000

385

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

386

A path analysis of reading comprehension for adults with low literacy  

E-print Network

Decoding 0.774 -0.131 0.599 0.772 -0.201 0.219 0.402 0.488 0.180 0.219 0.137 0.596 -0.509 -0.384 CFI =0.985 RMSEA .73 9 percntCIforRMSEA =0.29 to0.14 ! 2 df=25 =90.14, p< 0.1 1.0 1.0 1.0 Comprehension path analysis 13 Table 4. Model... Vocabulary 0.359 0.036 0.599 Reading fluency 2.201 0.114 0.772 Rapid automated naming — Reading fluency -0.932 0.185 -0.201 Vocabulary Language comprehension 0.072 0.023 0.219 Auditory working memory Language comprehension 0.174 0.030 0.402 Word...

Mellard, Daryl; Fall, Emily C.; Woods, Kari

2010-04-01

387

Transactional Literature Circles and the Reading Comprehension of English Learners in the Mainstream Classroom  

ERIC Educational Resources Information Center

This study examines a problem that many mainstream teachers face today: how to successfully improve reading comprehension for English language learners (ELLs) in an English-only environment. The researcher examines both the academic and psychosocial effects of the Transactional Literature Circles (TLC) programme on a treatment group of 75 fourth…

McElvain, Cheryl Marie

2010-01-01

388

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

389

Evaluation of Turkish Hearing Impaired Students' Reading Comprehension with the Miscue Analysis Inventory  

ERIC Educational Resources Information Center

The purpose of the current study is to evaluate the reading comprehension of hearing impaired 8th graders who are being trained through an auditory-oral approach. The evaluation is conducted through miscue analysis using complex stories. To realize this aim, the following research questions are formulated. (1) To what extent do hearing impaired…

Girgin, Umit

2006-01-01

390

Developmental Relations between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study  

ERIC Educational Resources Information Center

The present study followed a sample of first-grade (N = 316, M[subscript age] = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and…

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

2015-01-01

391

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

392

Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages  

E-print Network

A path model of second language (L2; English) oral language and reading comprehension variables was tested on a sample of 100 Spanish-speaking English-language learners enrolled in a transitional bilingual program over a 3-year period. The data...

Spies, Tracy

2012-07-16

393

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

394

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

395

Comprehension of Humor in Children with Nonverbal Learning Disabilities, Reading Disabilities, and without Learning Disabilities  

ERIC Educational Resources Information Center

The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive, and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities (NVLD). Children with NVLD were compared with children with reading disabilities and a…

Semrud-Clikeman, Margaret; Glass, Kimberly

2008-01-01

396

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

ERIC Educational Resources Information Center

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

Peretz, Arna S.; Shoham, Miriam

397

Informational Text Comprehension: Its Challenges and How Collaborative Strategic Reading Can Help  

ERIC Educational Resources Information Center

With the increased emphasis on informational text with Common Core State Standards and the difficulty many students have with this type of text, this study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. Participating students included a…

McCown, Margaret Averill; Thomason, Gina B.

2014-01-01

398

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

399

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

400

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

401

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

402

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

403

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

404

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

ERIC Educational Resources Information Center

This report describes a program for using graphic organizers to enhance reading comprehension in the content areas. The targeted population consisted of middle school students in regular education classes at four different locations in a large metropolitan area. Graphic organizers will aid visually/spatially talented students as well as…

Agnello, Carol; Jockl, Peter; Pearson, Isabel; Velasco, Daniel

405

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

406

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

ERIC Educational Resources Information Center

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

Khorsand, Narjess

2009-01-01

407

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

408

Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension: An Experimental Study  

ERIC Educational Resources Information Center

An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught, and whether this instruction improves students' reading comprehension. Lower SES third graders from a variety of cultural backgrounds (M = 8 yr. 7 mo., N = 46) were randomly assigned to treatment and control groups. Those receiving…

Zipke, Marcy; Ehri, Linnea C.; Cairns, Helen Smith

2009-01-01

409

Elementary/Middle School Reading Comprehension vs. High School Mathematics: Two Different Approaches to CRT Development.  

ERIC Educational Resources Information Center

This paper details the development of the high school general mathematics examination and reading comprehension tests for grades one through eight for the curriculum referenced testing program in Charleston County School District, South Carolina. While the basic developmental approach was similar, problems encountered in developing the two types…

Rose, Janet S.; Gustin, William C.

410

Response to Intervention: Evaluating the Effectiveness of Fluency Interventions on Reading Comprehension  

ERIC Educational Resources Information Center

The purpose of this qualitative heuristic case study (supported by quantitative data) was to investigate the change in reading comprehension after implementation of a fluency intervention. The study participants were five students on tier 2 of the Response to Intervention pyramid. The study was guided by three research questions. RQ1: Why does…

Dixon, Kimberly T.

2013-01-01

411

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

412

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

ERIC Educational Resources Information Center

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

Cronin, Kathleen A.

2014-01-01

413

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

414

Speededness of the Academic Assessment Placement Program (AAPP) Reading Comprehension Test.  

ERIC Educational Resources Information Center

Whether the time limits of the Academic Assessment Placement Program (AAPP) Reading Comprehension Test of the State Board of Regents (SBR) of Tennessee provide fair treatment for all underprepared students was assessed. Focus was on studying various response patterns and completion rates that indicate whether or not speededness (SP) is critical.…

Davis, Todd; And Others

415

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

416

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

417

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

ERIC Educational Resources Information Center

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'…

Neiles, Kelly Y.

2012-01-01

418

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

ERIC Educational Resources Information Center

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

McVay, Jennifer C.

2010-01-01

419

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

420

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

ERIC Educational Resources Information Center

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

Wheldall, Kevin; McMurtry, Sarah

2014-01-01

421

Does Naturally Occurring Comprehension Strategies Instruction Make a Difference when Students Read Expository Text?  

ERIC Educational Resources Information Center

The present study examined whether observed differences in naturally occurring classroom instruction of reading comprehension strategies were reflected in students' independent use of strategies to comprehend expository text. Based on a descriptive classroom study in 4 ninth-grade language arts classrooms, participants were divided into two groups…

Braten, Ivar; Anmarkrud, Oistein

2013-01-01

422

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

423

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

424

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

ERIC Educational Resources Information Center

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

Sridhar, Dheepa; Vaughn, Sharon

2000-01-01

425

Analyzing the Effects of Story Mapping on the Reading Comprehension of Children with Low Intellectual Abilities  

ERIC Educational Resources Information Center

This single-case study examined the effects of a graphic organizing strategy on the ability of children to improve their text comprehension abilities. Participants were six students between ten and fourteen years old with major problems in understanding what they read. The intervention intended to teach them to visually highlight key elements of a…

Grünke, Matthias; Wilbert, Jürgen; Stegemann, Kim Calder

2013-01-01

426

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

427

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

ERIC Educational Resources Information Center

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

Paris, Scott G.

428

The teaching of reading comprehension and metacomprehension strategies. A program implemented by teaching staff  

Microsoft Academic Search

This paper presents a piece of research in which a program for the direct teaching of reading comprehension and metacomprehension strategies addressed to a sample of Second Cycle Primary Education stu- dents was drawn up. A series of meetings were held with the teachers of the target sample students in order to train them on how to apply the program.

José María Madariaga Orbea; Estibaliz Martínez Villabeitia

2010-01-01

429

The Role of Metacognition in Reading Comprehension: Implications for Instruction. Literacy Research Report No. 19.  

ERIC Educational Resources Information Center

Metacognition has received recent attention by researchers and teachers alike because of the possibilities for successful instruction and intervention for readers at all levels. This paper explores the area of metacognition as it relates specifically to reading comprehension. The paper addresses six areas: (1) the definitions of metacognition,…

Abromitis, Barbara

430

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

431

The Effect of Multiple Intelligences Strategies on EFL Ninth Graders' Achievement in Reading Comprehension  

ERIC Educational Resources Information Center

This study aimed at investigating the effect of multiple intelligences strategies comprising logical-mathematical intelligence, verbal-linguistic intelligence, intrapersonal intelligence and interpersonal intelligence on ninth grade students' reading comprehension achievement in an EFL setting. The population of the study consisted of all ninth…

Jallad, Nasreen Y.; Bani Abdelrahman, Abdallah A.

2008-01-01

432

Syntactic Skills in Sentence Reading Comprehension among Chinese Elementary School Children  

ERIC Educational Resources Information Center

The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of…

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

2012-01-01

433

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

434

Improving Oral Reading Fluency (and Comprehension) through the Creation of Talking Books.  

ERIC Educational Resources Information Center

Discusses a formative experiment in which 9- and 10-year-old girls created "electronic talking books" in an activity designed to improve oral reading fluency. Outlines facilitative and inhibitive factors that emerged during this process, as well as some unplanned outcomes, such as an improvement in the students' comprehension. Suggests how the…

Oakley, Grace

2003-01-01

435

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

PubMed

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

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

2014-12-01

436

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

437

Symbols Can Improve the Reading Comprehension of Adults with Learning Disabilities  

ERIC Educational Resources Information Center

Background: This study aimed to test the hypothesis that adding symbols to written text can improve its comprehensibility for adults with learning disabilities. Methods: Nineteen adults with mild or borderline learning disabilities attempted to read four short passages of text, two of which had Widgit Rebus symbols added to them. Following each…

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

2007-01-01

438

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

ERIC Educational Resources Information Center

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

Urakami, Jacqueline; Krems, Josef F.

2012-01-01

439

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

ERIC Educational Resources Information Center

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

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

2015-01-01

440

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

441

Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers  

ERIC Educational Resources Information Center

The effects of 2 rigorous strategic approaches to reading comprehension for 32 5th-grade students who struggle with reading were investigated. The first approach, TWA (Think before reading, think While reading, think After reading), was taught following explicit self-regulated strategy development instructional procedures (K. R. Harris & S.…

Mason, Linda H.

2004-01-01

442

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.

Jessica Fries-Gaither

443

Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence-Based Study  

ERIC Educational Resources Information Center

In this study, we used a randomized design to investigate the effects of an enriched reading program on 226 urban elementary students' (third through sixth grade) reading comprehension, oral reading fluency, and attitude toward reading in 2 elementary schools. The Schoolwide Enrichment Model in Reading Framework (SEM-R) provides enriched reading

Reis, Sally M.; McCoach, D. Betsy; Coyne, Michael; Schreiber, Frederic J.; Eckert, Rebecca D.; Gubbins, E. Jean

2007-01-01

444

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

PubMed Central

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

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

2012-01-01

445

Morpho-syntactic reading comprehension in children with early and late cochlear implants.  

PubMed

This study explores morpho-syntactic reading comprehension in 19 Spanish children who received a cochlear implant (CI) before 24 months of age (early CI [e-CI]) and 19 Spanish children who received a CI after 24 months (late CI [l-CI]). They all were in primary school and were compared to a hearing control (HC) group of 19 children. Tests of perceptual reasoning, working memory, receptive vocabulary, and morpho-syntactic comprehension were used in the assessment. It was observed that while children with l-CI showed a delay, those with e-CI reached a level close to that which was obtained by their control peers in morpho-syntactic comprehension. Thus, results confirm a positive effect of early implantation on morpho-syntactic reading comprehension. Inflectional morphology and simple sentence comprehension were noted to be better in the e-CI group than in the l-CI group. The most important factor in distinguishing between the HC and l-CI groups or the e-CI and l-CI groups was verbal inflectional morphology. PMID:25735596

López-Higes, Ramón; Gallego, Carlos; Martín-Aragoneses, María Teresa; Melle, Natalia

2015-04-01

446

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

447

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

448

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

449

Is Vocabulary a Strong Variable Predicting Reading Comprehension and Does the Prediction Degree of Vocabulary Vary According to Text Types  

ERIC Educational Resources Information Center

The purpose of this study was to explore whether there was a significant correlation between vocabulary and reading comprehension in terms of text types as well as whether the vocabulary was a predictor of reading comprehension in terms of text types. In this regard, the correlational research design was used to explain specific research…

Yildirim, Kasim; Yildiz, Mustafa; Ates, Seyit

2011-01-01

450

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

ERIC Educational Resources Information Center

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

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

2011-01-01

451

Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds  

ERIC Educational Resources Information Center

This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4 children who entered kindergarten with little or no experience with English (ESL) to that of a group…

Lesaux, Nonie K.; Lipka, Orly; Siegel, Linda S.

2006-01-01

452

The Impact of General and Specific Vocabulary Knowledge on Reading and Listening Comprehension: A Case of Iranian EFL Learners  

ERIC Educational Resources Information Center

The present study was carried out to determine the effect of general vocabulary knowledge and gaining familiarity with the specific vocabulary content of a reading or listening comprehension test on a group of Iranian EFL learners' reading and listening comprehension ability. Two groups of male and female English majors (N = 58) participated in…

Mehrpour, Saeed; Rahimi, Mohammad

2010-01-01

453

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

454

Role of Working Memory in Explaining the Performance of Individuals with Specific Reading Comprehension Difficulties: A Meta-Analysis  

ERIC Educational Resources Information Center

It is well established that working memory is related to reading comprehension ability. However, its role in explaining specific reading comprehension difficulties is still under debate: the issue mainly concerns whether the contribution of working memory is dependent on task modality (verbal tasks being more predictive than visuo-spatial tasks)…

Carretti, Barbara; Borella, Erika; Cornoldi, Cesare; De Beni, Rossana

2009-01-01

455

The Stickybear Reading Comprehension Series: Science. School Version with Lesson Plans for Ages 7-10. Volume 1. Stickybear Software.  

ERIC Educational Resources Information Center

This software product presents multi-level stories to capture the interest of children in grades two through five, while teaching them crucial reading comprehension skills. With stories touching on everything from the invention of velcro to the journey of food through the digestive system, the open-ended reading comprehension program is versatile…

1996

456

The Effect of Summarization on Intermediate EFL Learners' Reading Comprehension and Their Performance on Display, Referential and Inferential Questions  

ERIC Educational Resources Information Center

This study examined the effect of summarization as a generative learning strategy of the readers' performance on reading comprehension, in general, and reading comprehension display, referential and inferential questions in particular. The subjects in this study were 61 high school students. They were assigned to two groups--control and…

Ghabanchi, Zargham; Mirza, Fateme Haji

2010-01-01

457

Impact of Early Code-Skill and Oral-Comprehension Training on Reading Achievement in First Grade  

ERIC Educational Resources Information Center

In a 3-year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word-identification and reading-comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4…

Bianco, Maryse; Pellenq, Catherine; Lambert, Eric; Bressoux, Pascal; Lima, Laurent; Doyen, Anne-Lise

2012-01-01

458

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

459

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

ERIC Educational Resources Information Center

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

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

2014-01-01

460

Impact of a Middle School Reading Strategies Elective on Reading Comprehension Test Scores and Reading Confidence.  

ERIC Educational Resources Information Center

In the fall of 2001, a local middle school decided to implement a new elective course. This course was designed to assist struggling middle school readers in acquiring the reading proficiency that would be required to succeed in higher level course work. Students remained in their regular English classes, but devoted the elective period that their…

Kornfeld, Tammy Wilks

461

Individual differences and emotional inferences during reading comprehension.  

PubMed

This study investigated readers' representations of the main protagonist's emotional status in short narratives, as well as several mental factors that may affect these representations. General and visuospatial working memory, empathy, and simulation were investigated as potential individual differences in generating emotional inferences. Participants were confronted with narratives conveying information about the protagonist's emotional state. We manipulated each narrative's target sentence according to its content (emotional label vs. description of the behaviour associated to the emotion) and its congruence to the story (matching vs. mismatching). The results showed that globally the difference between reading times of congruent and incongruent target sentences was bigger in the behavioural than in the emotional condition. This pattern was accentuated for high visuospatial working memory participants when they were asked to simulate the stories. These results support the idea that mental models may be of a perceptual nature and may more likely include behavioural elements than emotion labels per se, as suggested earlier by Gygax et al. (2007). PMID:22774802

Gillioz, Christelle; Gygax, Pascal; Tapiero, Isabelle

2012-12-01

462

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

NASA Astrophysics Data System (ADS)

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 is based on schema theory that supports the use of prior knowledge as a foundation for learning. The purpose of this project study was to address this local problem by providing middle school science teachers with a user-friendly resource for nonfiction reading comprehension strategies in a science context. The research question examined nonfiction reading comprehension strategies that could supplement middle school science teachers' instructional practices to increase student comprehension in science, as reflected on the results of state standardized tests. This project study consulted science and language arts teachers using a Delphi questionnaire technique to achieve a consensus through multiple iterations of questionnaires. Science teachers identified 7 areas of concern as students read nonfiction texts, and language arts teachers suggested effective reading comprehension strategies to address these areas. Based on the consensus of reading comprehension strategies and review of literature, a resource guide for middle school science teachers was created. By improving reading comprehension in content areas, teachers may not only increase student learning, but also underscore the importance of literacy relating to life-long learning through future occupations, academic endeavors, and society as well.

Wegner, Molly F.

463

Skills needed for reading comprehension of physics texts and their relation to problem-solving ability  

NASA Astrophysics Data System (ADS)

This article reports an investigation of some of the skills needed for the critical reading of physics texts. To assess these skills a reading comprehension test was developed that combines features of errordetection and true-false-unreported tests. This test was administered to college students of physics, and the results were analyzed statistically to determine the separability of the skills and their hierarchical ranking. It was found that the skill required to comprehend texts in continuous format is of a higher level than and separable from the skill required to comprehend texts in the form of a separated list of statements. The skill required to discriminate unreported statements from the others (true and false) was found to be of a higher level than and separable from the skills required to make the other discriminations. The relation between the students' reading comprehension skills and their problem-solving ability was also investigated. Students' scores on reading comprehension of texts that require a very low problem-solving ability were found to be uncorrelated to their grades on solving problems that require a very low decoding ability. This implies that the two abilities are independent.Received: 31 August 1993; Revised: 27 July 1994;

Koch, Adina; Eckstein, Shulamith G.

464

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

465

The Construction of Visual-spatial Situation Models in Children's Reading and Their Relation to Reading Comprehension  

PubMed Central

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 investigates 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 ages 9 through 16 years (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.

2014-01-01

466

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

467

Examining the Role of Vocabulary Depth, Cross-Linguistic Transfer, and Types of Reading Measures on the Reading Comprehension of Latino Bilinguals in Elementary School  

ERIC Educational Resources Information Center

Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish-English bilingual elementary students. We add to…

Leider, Christine Montecillo; Proctor, C. Patrick; Silverman, Rebecca D.; Harring, Jeffrey R.

2013-01-01

468

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

469

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

Microsoft Academic Search

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

Wendy Paige Free

2004-01-01

470

GENDER, VIOLENCE-ORIENTED PASSAGE CONTENT AND SECOND LANGUAGE READING COMPREHENSION  

Microsoft Academic Search

Various Latin American authors treat violence as a principal theme in their works. This inquiry examines the topic familiarity levels and comprehension of university level male and female second language (L2) readers with two different authentic violence-oriented texts. During two different testing periods 68 participants received: a 700 word reading passage, a written recall task, a multiple-choice test, and a

Cindy Brantmeier

2004-01-01

471

Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills  

Microsoft Academic Search

The authors examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design. Four- and 6-year-old children were tested on oral language and decoding skills and were retested 2 years later. In all age groups, oral language and decoding skills formed distinct clusters. The 2

Panayiota Kendeou; Paul van den Broek; Mary Jane White; Julie S. Lynch

2009-01-01

472

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

PubMed

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

Georgiou, George K; Das, J P

2014-01-01

473

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.

474

IV. NIH Toolbox Cognition Battery (CB): measuring language (vocabulary comprehension and reading decoding).  

PubMed

Mastery of language skills is an important predictor of daily functioning and health. Vocabulary comprehension and reading decoding are relatively quick and easy to measure and correlate highly with overall cognitive functioning, as well as with success in school and work. New measures of vocabulary comprehension and reading decoding (in both English and Spanish) were developed for the NIH Toolbox Cognition Battery (CB). In the Toolbox Picture Vocabulary Test (TPVT), participants hear a spoken word while viewing four pictures, and then must choose the picture that best represents the word. This approach tests receptive vocabulary knowledge without the need to read or write, removing the literacy load for children who are developing literacy and for adults who struggle with reading and writing. In the Toolbox Oral Reading Recognition Test (TORRT), participants see a letter or word onscreen and must pronounce or identify it. The examiner determines whether it was pronounced correctly by comparing the response to the pronunciation guide on a separate computer screen. In this chapter, we discuss the importance of language during childhood and the relation of language and brain function. We also review the development of the TPVT and TORRT, including information about the item calibration process and results from a validation study. Finally, the strengths and weaknesses of the measures are discussed. PMID:23952202

Gershon, Richard C; Slotkin, Jerry; Manly, Jennifer J; Blitz, David L; Beaumont, Jennifer L; Schnipke, Deborah; Wallner-Allen, Kathleen; Golinkoff, Roberta Michnick; Gleason, Jean Berko; Hirsh-Pasek, Kathy; Adams, Marilyn Jager; Weintraub, Sandra

2013-08-01

475

Reading comprehension in children with ADHD: cognitive underpinnings of the centrality deficit.  

PubMed

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 and Keenan, Annals of Dyslexia 59:99-113, 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. PMID:23054132

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

2013-04-01

476

Reading comprehension in adolescents with ADHD: Exploring the poor comprehender profile and individual differences in vocabulary and executive functions.  

PubMed

The overall objective of this study was to investigate reading comprehension in youth with and without a prior diagnosis of attention-deficit hyperactivity disorder (ADHD). The first goal was to determine whether youth with and without ADHD matched in word reading ability exhibited differences in reading comprehension proficiency. The next goal was to determine whether good and poor comprehenders within the ADHD subgroup differed from each other on language and academic achievement measures. The third objective was to examine whether word recognition or oral vocabulary knowledge mediated the effect of ADHD symptoms on reading comprehension performance. Youth with ADHD scored significantly lower than the comparison youth on a standardized measure of reading comprehension. Relative to good comprehenders with ADHD, poor comprehenders with ADHD exhibited weaknesses in expressive vocabulary, mathematical reasoning, written expression, and exhibited more executive function (EF) difficulties as reported by the teacher. Expressive vocabulary and word reading, but not teacher EF ratings, accounted for unique variance in reading comprehension performance and mediated the relationship between ADHD symptoms and reading comprehension. Implications for further research and educational practice are discussed. PMID:25589478

Martinussen, Rhonda; Mackenzie, Genevieve

2015-03-01

477

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers.  

PubMed

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students' word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short term memory). Also, student attention demonstrated a significant indirect effect on third grade reading comprehension via word reading, but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers' responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students' attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed. PMID:25110548

Miller, Amanda C; Fuchs, Douglas; Fuchs, Lynn S; Compton, Donald L; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle

2014-07-01

478

Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents  

PubMed Central

We investigated the roles of classroom supports for multiple motivations and engagement in students’ informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students’ perceptions of the motivational-engagement supports were associated with increases in students’ intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature. PMID:25506087

Guthrie, John T.; Klauda, Susan Lutz

2014-01-01

479

Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension  

ERIC Educational Resources Information Center

Current research has shown that comprehension can vary depending on text and question types and that readers' word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntactic awareness, inferencing, and planning or organizing all have also been linked to reading comprehension,…

Eason, Sarah H.; Goldberg, Lindsay F.; Young, Katherine M.; Geist, Megan C.; Cutting, Laurie E.

2012-01-01

480

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

481

Teaching College Level Content and Reading Comprehension Skills Simultaneously via an Artificially Intelligent Adaptive Computerized Instructional System  

ERIC Educational Resources Information Center

This paper presents a behavioral model for conceptualizing advanced reading comprehension as a "higher order" behavior class. Also discussed are strategies and tactics utilized by an artificially intelligent adaptive tutoring and testing software system designed to shape such comprehension skills while also teaching subject-specific "content" to…

Ray, Roger D.; Belden, Noelle

2007-01-01

482

Reader–Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension  

Microsoft Academic Search

Current research has shown that comprehension can vary depending on text and question types and that readers' word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntactic awareness, inferencing, and planning or organizing all have also been linked to reading comprehension, but these characteristics have not been examined with regard to specific

Sarah H. Eason; Lindsay F. Goldberg; Katherine M. Young; Megan C. Geist; Laurie E. Cutting

2012-01-01

483

The Effect of a Curriculum Teaching Syntactic Embedding Upon the Reading Comprehension of Fourth-Grade Students.  

ERIC Educational Resources Information Center

Having been taught for one year from a curriculum designed to enhance comprehension of syntactic structures, two groups (experimental and control) of fourth grade students were tested by two special cloze instruments to examine the effect of the curriculum on the comprehension of syntactic structures which the students encountered in reading.…

Stedman, Nathan Alexander, III

484

Reading Comprehension of Informative Texts in Secondary School: A Focus on Direct and Indirect Effects of Reader's Prior Knowledge  

ERIC Educational Resources Information Center

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…

Tarchi, Christian

2010-01-01

485

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. PMID:22590519

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

2012-01-01

486

Effects of the order of reading text or viewing a film and L1/L2 captions on reading comprehension.  

PubMed

The purpose of the study was to investigate the effects of order of reading text or viewing a film and L1/L2 captions on participants' comprehension. The participants were college freshmen (N = 236) enrolled in English as a Foreign Language (EFL) courses. In the experiment, there were four conditions: the text was read first, and then the film version viewed with either Chinese or English subtitles, or the film version was viewed first with Chinese or English subtitles. Pre-test and post-test scores on the General English Proficiency Test (GEPT) indicated that the read-first group viewing the film with Chinese subtitles outperformed the read-first and view-first groups viewing the film version with English subtitles. PMID:23033742

Chen, Mei-Ling

2012-08-01

487

The Effects of a Reader's Theater Instructional Intervention on Second Grade Students' Reading Fluency and Comprehension Skills  

ERIC Educational Resources Information Center

An estimated 75% of students who are poor readers in third grade continue to be lower achieving readers in ninth grade. The National Reading Panel has identified fluency as a prominent cause of reading comprehension problems which ultimately affect overall reading development. The purpose of this study was to test the theoretical framework of…

Johnson, Diane D.

2011-01-01

488

The Effect of Amplified Elementary Science Reading Materials Upon the Comprehension of Upper Grade Elementary School Children.  

ERIC Educational Resources Information Center

Reported is a study to determine if amplifying elementary reading material through the use of exemplars (based on Ausubel's theory of meaningful verbal learning) would reduce conceptual difficulty and thereby increase reading comprehension. Reading passages were developed for three different elementary science concepts with three levels of…

Hall, Carolyn Irwin

489

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

490

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

491

The Improvement of Reading Comprehension of the Second Grade At-Risk Students Using Multisensory Methods of Instruction.  

ERIC Educational Resources Information Center

A program was designed to improve the reading skills of the second grade at-risk students in a suburban K-6 elementary school located northwest of Chicago, Illinois. The second grade at-risk students could not read fluently at the conclusion of the academic school year, and consequently did not exhibit strong reading comprehension skills. A…

Hunt, Geraldine

492

Training Use of Top-Level Structure in Expository Text: Increases in Reading Comprehension of Young and Old Adults.  

ERIC Educational Resources Information Center

A study examined whether teaching a specific reading strategy could improve the reading comprehension and memory of young (18 to 32) and older (62 and older) high school educated adults with average to high vocabulary test scores. The "plan strategy" was identified through an examination of what more than 1,000 adults wrote down as they read and…

Meyer, Bonnie J. F.; And Others

493

Semantics of Students' Reading Comprehension Essays Course project: This project addresses automated scoring of the content of  

E-print Network

Semantics of Students' Reading Comprehension Essays Course project essays. In past work we have applied a manual annotation procedure) to the task of identifying semantic units in students' essays. The pyramid scores

494

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. PMID:23662034

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

2012-01-01

495

The effect of two deletion schemes upon the comprehension and reading rate of five levels of telegraphic prose  

E-print Network

THE EFFECT OF TWO DELETION SCHEMES UPON THE COMPREHENSION AND READING RATE OF FIVE LEVELS OF TELEGRAPHIC PROSE A Thesis by CHARLES ADRIAN PANTALION, JR. Submitted to the Graduate College of Texas Ai!M University in partial fulfillment... of the requirement for the degree of MASTER OF SCIENCE May 1972 Major Subject: Psychology THE EFFECT OF TWO DELETION SCHEMES UPON THE COMPREHENSION AND READING RATE OF FIVE LEVELS OF TELEGRAPHIC PROSE A Thesis by CHARLES ADRIAN PANTALION, JR. Approved...

Pantalion, Charles Adrian

1972-01-01

496

A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.  

PubMed

The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82%-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. PMID:25351773

Tighe, Elizabeth L; Schatschneider, Christopher

2014-10-28

497

Reading component skills in dyslexia: word recognition, comprehension and processing speed  

PubMed Central

The cognitive model of reading comprehension (RC) posits that RC is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the RC model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8–13 years) were divided in a Dyslexic Group (DG; 18 children, MA = 10.78, SD = 1.66) and control group (CG 22 children, MA = 10.59, SD = 1.86). All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and RC, word recognition, processing speed, picture naming, receptive vocabulary, and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and RC, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items) and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on RC test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear. PMID:25506331

de Oliveira, Darlene G.; da Silva, Patrícia B.; Dias, Natália M.; Seabra, Alessandra G.; Macedo, Elizeu C.

2014-01-01

498

Reading component skills in dyslexia: word recognition, comprehension and processing speed.  

PubMed

The cognitive model of reading comprehension (RC) posits that RC is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the RC model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8-13 years) were divided in a Dyslexic Group (DG; 18 children, MA = 10.78, SD = 1.66) and control group (CG 22 children, MA = 10.59, SD = 1.86). All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and RC, word recognition, processing speed, picture naming, receptive vocabulary, and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and RC, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items) and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on RC test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear. PMID:25506331

de Oliveira, Darlene G; da Silva, Patrícia B; Dias, Natália M; Seabra, Alessandra G; Macedo, Elizeu C

2014-01-01

499

Literal and Inferential Reading Comprehension of Students Who Are Deaf or Hard of Hearing.  

ERIC Educational Resources Information Center

This study compared the literal and inferential comprehension abilities for textual, functional, and recreational text genres of 195 students who were deaf or hard of hearing. Literal comprehension exceeded inferential comprehension for males but not females. Educational setting (special class, resource room, or fully mainstreamed) influenced…

Walker, L.; Munro, J.; Rickards, F. W.

1998-01-01

500

Figurative language and reading comprehension in American deaf and hard-of-hearing children: textual interactions.  

PubMed

The limited evidence on figurative language in deaf children, as well as 'professional intuitions', has led those who teach them to conclude that reading comprehension will be significantly complicated by figurative language. However, there are disagreements among practitioners as to how best to manage figurative language when it appears in text. Generally, some sort of textual modification is made, although those for and against 'simplified texts' are split on this issue. Those who favour them suggest either that complex vocabulary and syntax be reconstructed or that they be gradually introduced. However, reformulations are seldom standard nor are the figurative tropes such as metaphor, simile, personification etc. systematically introduced. Those against simplified texts argue that the problem of figurative language control is not one of linguistic complexity, but one of cognitive processing: deaf children can grasp inferred or indirect meaning so long as the referential domain is made clear. Such comprehension comes by way of demonstration, practice and feedback and figurative language need not present a special problem. In this present study, 14 deaf and hard-of-hearing children and youths who had been randomly assigned to one of two groups were given an original story entitled 'Peaches the Cat' and asked to read it. One group read a literal version of the story and one group read a figurative version in which all textual answers to the question were masked with figurative phraseology. Both groups answered the questions above a chance level and the figurative version did not prove to be more difficult than the literal version. The two groups were comparable on hearing loss and on reading and language ability.(ABSTRACT TRUNCATED AT 250 WORDS) PMID:2095841

Rittenhouse, R K; Stearns, K

1990-12-01