Sample records for comprehension reading comprehension

  1. Processes in Reading Comprehension.

    ERIC Educational Resources Information Center

    Ransom, Grayce A.

    This examination of the processes in reading comprehension is divided into seven categories. "Theoretical Foundations" reviews some of the research conducted by Bruner, Piaget, and Bloom in the areas of cognition or comprehension processes of young children. "Development of a Spiraling Reading Curriculum" examines a spiraling taxonomy of reading

  2. Improving Science Reading Comprehension

    NSDL National Science Digital Library

    Jill Caton Johnson

    2005-03-01

    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.

  3. Improving Reading Comprehension.

    ERIC Educational Resources Information Center

    Anhalt, Mary Emily; And Others

    An action research study described and evaluated a program for improving the reading comprehension of targeted first, second, and third grade students, in a progressive suburban community in northern Illinois. The problem was noted by the researchers, who in recent years had observed a need for improvement in reading comprehension as indicated by…

  4. Interruptions disrupt reading comprehension.

    PubMed

    Foroughi, Cyrus K; Werner, Nicole E; Barragán, Daniela; Boehm-Davis, Deborah A

    2015-06-01

    Previous research suggests that being interrupted while reading a text does not disrupt the later recognition or recall of information from that text. This research is used as support for Ericsson and Kintsch's (1995) long-term working memory (LT-WM) theory, which posits that disruptions while reading (e.g., interruptions) do not impair subsequent text comprehension. However, to fully comprehend a text, individuals may need to do more than recognize or recall information that has been presented in the text at a later time. Reading comprehension often requires individuals to connect and synthesize information across a text (e.g., successfully identifying complex topics such as themes and tones) and not just make a familiarity-based decision (i.e., recognition). The goal for this study was to determine whether interruptions while reading disrupt reading comprehension when the questions assessing comprehension require participants to connect and synthesize information across the passage. In Experiment 1, interruptions disrupted reading comprehension. In Experiment 2, interruptions disrupted reading comprehension but not recognition of information from the text. In Experiment 3, the addition of a 15-s time-out prior to the interruption successfully removed these negative effects. These data suggest that the time it takes to process the information needed to successfully comprehend text when reading is greater than that required for recognition. Any interference (e.g., an interruption) that occurs during the comprehension process may disrupt reading comprehension. This evidence supports the need for transient activation of information in working memory for successful text comprehension and does not support LT-WM theory. (PsycINFO Database Record PMID:25867225

  5. Promoting Reading Comprehension.

    ERIC Educational Resources Information Center

    Flood, James, Ed.

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

  6. Comprehension Processes in Reading.

    ERIC Educational Resources Information Center

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

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

  7. Motivation for Reading Comprehension

    ERIC Educational Resources Information Center

    Anmarkrud, Oistein; Braten, Ivar

    2009-01-01

    In a sample of 104 Norwegian ninth-grade students, we examined whether perceived reading efficacy and reading task value uniquely predicted the comprehension of a social studies text after variance associated with gender, achievement in the domain, topic knowledge, deeper strategies, and surface strategies had been removed through forced-order…

  8. Assessing Reading Comprehension in Bilinguals

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  9. Extensive Reading: Speed and Comprehension.

    ERIC Educational Resources Information Center

    Bell, Timothy I.

    2001-01-01

    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…

  10. Reading Comprehension Strategy: Rainbow Dots

    ERIC Educational Resources Information Center

    Moore, Claire; Lo, Lusa

    2008-01-01

    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…

  11. Comprehension Monitoring and Reading Comprehension in Bilingual Students

    ERIC Educational Resources Information Center

    Kolic-Vehovec, Svjetlana; Bajsanski, Igor

    2007-01-01

    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.…

  12. BASIC TEST OF READING COMPREHENSION.

    ERIC Educational Resources Information Center

    CLOWARD, ROBERT D.; COHEN, S. ALAN

    THE TEST WAS DESIGNED TO ASSESS SPEED OF READING COMPREHENSION. IT CONSISTED OF NUMBERED PASSAGES, ONE TO THREE SENTENCES IN LENGTH, ARRANGED IN PARAGRAPH FORM TO SIMULATE THE NORMAL READING EXERCISE. TOWARD THE END OF EACH PASSAGE, A WORD WAS INSERTED WHICH SPOILED THE MEANING OF THE PASSAGE. THE PUPILS WERE INSTRUCTED TO FIND THE WORD THAT…

  13. Contextual Information and Reading Comprehension.

    ERIC Educational Resources Information Center

    Teale, William H.

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

  14. Reading Rate and Comprehension

    ERIC Educational Resources Information Center

    Jodai, Hojat

    2011-01-01

    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…

  15. Individual Differences in Reading Comprehension

    Microsoft Academic Search

    Frank H. Farley; Anthony L. Truog

    1970-01-01

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

  16. Reading Comprehension and the Computer.

    ERIC Educational Resources Information Center

    Boyer, Nancy W.

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

  17. The SRA Reading Laboratory and Reading Comprehension

    ERIC Educational Resources Information Center

    Boey, Lim Kiat

    1975-01-01

    Although the medium of instruction in many universities in Southeast Asia is the respective national language, many sources of information are in English. This article reports on an experiment at the University of Malaya to develop reading comprehension in English by means of the SRA (Scientific Research Associates) Reading Laboratory. (CLK)

  18. The Effects of Reading Fluency on Comprehension

    ERIC Educational Resources Information Center

    Zugel, Kevin M.

    2009-01-01

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

  19. How Do We Motivate Reading Comprehension?

    ERIC Educational Resources Information Center

    Shanahan, Timothy

    1982-01-01

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

  20. Reading Strategies or Comprehension Monitoring Strategies?

    ERIC Educational Resources Information Center

    Yang, Yu-Fen

    2006-01-01

    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

  1. Reading Efficiency Strategies for Better Comprehension

    E-print Network

    Kasman, Alex

    Reading Speed You CAN read faster-- you just have to train your brain to do this. Try varying your you read the more your brain is forced to pay attention to what you are reading, so don't just sitReading Efficiency Strategies for Better Comprehension Try these techniques if you want to... Read

  2. Describing Comprehension: Teachers' Observations of Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Vander Does, Susan Lubow

    2012-01-01

    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'…

  3. The Acquisition of Reading Comprehension Skill

    E-print Network

    comprehension is learning to under- stand writing as well as one understands spoken language has empirical as the reader builds a mental representation of a text message. (For a review of current ideas about reading Comprehension We can expect the comprehension of written language to approximate the comprehen- sion of spoken

  4. A Low Vision Reading Comprehension Test.

    ERIC Educational Resources Information Center

    Watson, G. R.; And Others

    1996-01-01

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

  5. Teachers' Perceptions of Strategy Based Reading Instruction for Reading Comprehension

    ERIC Educational Resources Information Center

    Gibson, Katherine D.

    2009-01-01

    Strategy based reading instruction helps teachers differentiate the teaching of reading. It also supports many types of readers by explicitly teaching and modeling reading comprehension strategies. The purpose of this study is to explore the effectiveness of strategy based reading instruction for improving student reading comprehension. …

  6. Improving Reading Rates and Comprehension through Timed Repeated Reading

    ERIC Educational Resources Information Center

    Chang, Anna C-S.; Millett, Sonia

    2013-01-01

    Thirteen English as a foreign language students read 26 passages during a 13-week period. Each passage was read five times, and students answered comprehension questions after the first and the fifth reading. Another 13 students read the same number of passages but without repetition and only answered the comprehension questions once. All students…

  7. Early Identification of Reading Comprehension Difficulties.

    PubMed

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

    2014-10-24

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

  8. Primary school students' reading comprehension skills

    Microsoft Academic Search

    Tuula Merisuo-Storm

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

  9. Vocabulary Acquisition: Implications for Reading Comprehension

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  10. Electronic Books: Children's Reading and Comprehension

    ERIC Educational Resources Information Center

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

    2007-01-01

    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…

  11. A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  12. The "RAP" on Reading Comprehension

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  13. Reading Comprehension Strategies for Adult Literacy Outcomes

    ERIC Educational Resources Information Center

    Hock, Mike; Mellard, Daryl

    2005-01-01

    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…

  14. Instructional Approaches that Significantly Increase Reading Comprehension

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  15. Fundamental factors of comprehension in reading

    Microsoft Academic Search

    Frederick B. Davis

    1944-01-01

    A survey of the literature was made to determine the skills involved in reading comprehension that are deemed most important by authorities. Multiple-choice test items were constructed to measure each of nine skills thus identified as basic. The intercorrelations of the nine skill scores were factored, each skill being weighted in the initial matrix roughly in proportion to its importance

  16. Metacognition and Reading Comprehension Skills. Final Report.

    ERIC Educational Resources Information Center

    Paris, Scott G.

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

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

    ERIC Educational Resources Information Center

    Coke, Esther U.

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

  18. Promoting Different Reading Comprehension Levels through Online Annotations

    ERIC Educational Resources Information Center

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

    2015-01-01

    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…

  19. Reading Comprehension Strategies for Adult Literacy Outcomes

    PubMed Central

    Hock, Mike; Mellard, Daryl

    2011-01-01

    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

  20. Reading Fluency as an Indicator of Reading Comprehension

    ERIC Educational Resources Information Center

    Basaran, Mustafa

    2013-01-01

    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…

  1. Improving Reading Comprehension through Application and Transfer of Reading Strategies

    ERIC Educational Resources Information Center

    Pesa, Nicole; Somers, Sarah

    2007-01-01

    This study describes a program designed to improve reading comprehension through the selection, application, and transfer of appropriate reading strategies with both fictional and informational texts. The targeted population consisted of seventh and eighth grade middle school students in a middle-class community in the western suburbs of Chicago,…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  4. 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

    Reynolds, Matthew R.; Turek, Joshua J.

    2012-01-01

    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…

  5. Reading Comprehension and Understanding Idiomatic Expressions: A Developmental Study

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  6. Reading Comprehension: What Every Teacher Needs to Know

    ERIC Educational Resources Information Center

    McLaughlin, Maureen

    2012-01-01

    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.…

  7. Word Knowledge in a Theory of Reading Comprehension

    ERIC Educational Resources Information Center

    Perfetti, Charles; Stafura, Joseph

    2014-01-01

    We reintroduce a wide-angle view of reading comprehension, the Reading Systems Framework, which places word knowledge in the center of the picture, taking into account the progress made in comprehension research and theory. Within this framework, word-to-text integration processes can serve as a model for the study of local comprehension

  8. Second Language Sentence Processing in Reading for Comprehension and Translation

    ERIC Educational Resources Information Center

    Lim, Jung Hyun; Christianson, Kiel

    2013-01-01

    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…

  9. Statements Not Questions: A Reading Comprehension Instruction Strategy

    ERIC Educational Resources Information Center

    Cockrum, Ward A.; Timmerman, Jamie; Kurth, Jennifer

    2009-01-01

    Reading comprehension instruction that helps guide the students' interactions with text needs to include discussions about the material that was read and the meaning the students have formed from reading it. Statements Not Questions is a reading comprehension instruction strategy that can promote students' ability to understand stories they are…

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

    ERIC Educational Resources Information Center

    Fotovatian, Sepideh; Shokrpour, Nasrin

    2007-01-01

    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…

  11. Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension

    ERIC Educational Resources Information Center

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

    2008-01-01

    Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two…

  12. Contribution of Morphological Awareness to Second-Language Reading Comprehension

    ERIC Educational Resources Information Center

    Jeon, Eun Hee

    2011-01-01

    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

  13. Reading Comprehension Strategies: An International Comparison of Teacher Preferences

    ERIC Educational Resources Information Center

    Kissau, Scott; Hiller, Florian

    2013-01-01

    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…

  14. Deep Structure as a Part of Reading Comprehension.

    ERIC Educational Resources Information Center

    Reynolds, Marianne Clifford

    The purpose of this study was to investigate the relationship between students' ability to recover deep structures, as measured by the Sentence Comprehension Subtest (SCS) of the SRA Reading Index, and their reading comprehension as measured by the Reading Progress Scale (RPS). All 11th grade students in Hillsborough High School, Belle Mead, New…

  15. Retrieval Speed as a Determinant of Adult Reading Comprehension.

    ERIC Educational Resources Information Center

    Haupt, Edward J.; Jacobowitz, Tina

    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…

  16. An Analysis of Reading Comprehension Tests. Final Report.

    ERIC Educational Resources Information Center

    Auerbach, Irma-Theresa

    An investigation of reading comprehension tests was undertaken in this doctoral dissertation study to find out what the tests evaluate. The history of standardized reading tests and of efforts to define comprehension was traced. Standardized tests from three batteries (California Achievement Test, Gates-MacGinitie Reading Test, and Stanford…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  18. Improving Reading Comprehension in a Foreign Language: Strategic Reader

    ERIC Educational Resources Information Center

    Khaki, Nasrin

    2014-01-01

    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…

  19. The Impact of Analogy on L3 Reading Comprehension

    ERIC Educational Resources Information Center

    Karami, Hossein; Nodoushan, Mohammad Ali Salmani

    2014-01-01

    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…

  20. Correlates of Early Reading Comprehension Skills: A Componential Analysis

    ERIC Educational Resources Information Center

    Babayigit, Selma; Stainthorp, Rhona

    2014-01-01

    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,…

  1. Genetic and Environmental Influences on Reading and Listening Comprehension

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  2. Reading Comprehension as a Factor in Communication with Engineers.

    ERIC Educational Resources Information Center

    Sacks, George A.; Sacks, Florence

    A study of the reading rate and comprehension of 10 aerospace engineers and analysis of the readability of sample company communications were undertaken. The Nelson-Denny Reading Test comprehension scores for the engineers, when compared with scores of a norm group provided by the Nelson-Denny Test Manual, were nearly the same in mean and standard…

  3. Reading Comprehension and Autism in the Primary General Education Classroom

    ERIC Educational Resources Information Center

    Nguyen, Neal Nghia; Leytham, Patrick; Schaefer Whitby, Peggy; Gelfer, Jeffrey I.

    2015-01-01

    Reading comprehension is a critical building block for effective early literacy development. Many students with autism spectrum disorder demonstrate difficulties in reading comprehension. These difficulties may be attributed to deficits in Theory of Mind, Weak Central Coherence, and Executive Functioning. Given the rise in the number of students…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  5. Effects of Differentiated Reading on Elementary Students' Reading Comprehension and Attitudes toward Reading

    ERIC Educational Resources Information Center

    Shaunessy-Dedrick, Elizabeth; Evans, Linda; Ferron, John; Lindo, Myriam

    2015-01-01

    In this investigation, we examined the effects of a differentiated reading approach on fourth grade students' reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model-Reading [SEM-R]) or control (district reading curriculum) conditions.…

  6. Reading Comprehension: The Purpose of Reading Instruction or a Red Herring.

    ERIC Educational Resources Information Center

    Page, William D.

    1980-01-01

    Examines problems involved in defining reading comprehension. Suggests reexamining comprehension testing, rethinking the missions of reading instruction, and helping students find, formulate, and solve problems for which using written language provides a solution. (TJ)

  7. Reading Comprehension Instruction in Grades 4-8.

    ERIC Educational Resources Information Center

    North Central Regional Educational Lab., Oak Brook, IL.

    Researchers have found that readers they described as "strategic" had a purpose for reading, that they monitored their comprehension as they read, and they reflected on their reading. Although most readers have grasped fundamental reading processes by age 12, they still do not have well-articulated concepts about effective strategies to enhance…

  8. Mental juggling: when does multitasking impair reading comprehension?

    PubMed

    Cho, Kit W; Altarriba, Jeanette; Popiel, Maximilian

    2015-01-01

    The present study investigated the conditions under which multitasking impairs reading comprehension. Participants read prose passages (the primary task), some of which required them to perform a secondary task. In Experiment 1, we compared two different types of secondary tasks (answering trivia questions and solving math problems). Reading comprehension was assessed using a multiple-choice test that measured both factual and conceptual knowledge. The results showed no observable detrimental effects associated with multitasking. In Experiment 2, the secondary task was a cognitive load task that required participants to remember a string of numbers while reading the passages. Performance on the reading comprehension test was lower in the cognitive load conditions relative to the no-load condition. The present study delineates the conditions under which multitasking can impair or have no effect on reading comprehension. These results further our understanding of our capacity to multitask and have practical implications in our technologically advanced society in which multitasking has become commonplace. PMID:25832739

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

    PubMed

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

    2011-09-15

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

  10. Updating during Reading Comprehension: Why Causality Matters

    ERIC Educational Resources Information Center

    Kendeou, Panayiota; Smith, Emily R.; O'Brien, Edward J.

    2013-01-01

    The present set of 7 experiments systematically examined the effectiveness of adding causal explanations to simple refutations in reducing or eliminating the impact of outdated information on subsequent comprehension. The addition of a single causal-explanation sentence to a refutation was sufficient to eliminate any measurable disruption in…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  12. Reading Comprehension and Reading Related Abilities in Adolescents with Reading Disabilities and Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Ghelani, Karen; Sidhu, Robindra; Jain, Umesh; Tannock, Rosemary

    2004-01-01

    Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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

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

    PubMed Central

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

    2010-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  16. Processing Demands of Reading Comprehension Tests in Young Readers

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  17. How Graphic Novels Support Reading Comprehension Strategy Development in Children

    ERIC Educational Resources Information Center

    Brenna, Beverley

    2013-01-01

    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…

  18. Using Anticipatory Reading Guides to Improve Elementary Students' Comprehension

    ERIC Educational Resources Information Center

    Ortlieb, Evan

    2013-01-01

    One of the greatest challenges of an elementary school teacher is equipping students with comprehension strategies that transfer to all content areas. With stable levels of reading achievement over the last two decades in the United States, it is necessary that further research be conducted on methods of increasing students' comprehension

  19. Developing reading comprehension with moving image narratives

    E-print Network

    Maine, Fiona; Shields, Robin

    2015-01-01

    images (Keene and Zimmerman, 2007), these strategies can be seen to transcend written forms of narrative, as they draw on and develop knowledge of texts and narrative structure as a whole. They enable readers to create meaning through a transaction... of ‘transactional strategies’ for comprehension of written text to be positive (Keene and Zimmerman, 2007; Palincsar & Brown, 1984; Pressley, 2006; Spörer, Brunstein, & Kieschke, 2009) particularly when the teaching involves discussion and response to text...

  20. Transforming Reading Comprehension Instruction through Student Conferencing and Teacher Journaling

    ERIC Educational Resources Information Center

    Costello, David

    2014-01-01

    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…

  1. A Model of Reading Comprehension in Chinese Elementary School Children

    ERIC Educational Resources Information Center

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

    2013-01-01

    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,…

  2. Improved Reading Comprehension: A Key to University Retention?

    ERIC Educational Resources Information Center

    Dixon, Ruth A.

    A study investigated the growth in reading comprehension of students successfully completing a college developmental reading course, and the retention of students taking (and not taking) the reading course. Subjects, 197 first-time freshmen who entered Indiana Wesleyan University during 1989-90 and the 1990-91 school years, were divided into a…

  3. Strategies for Improving Reading Comprehension among College Students

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Santoro, Julie Kay

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    McNeil, Levi

    2011-01-01

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

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

    PubMed Central

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

    2015-01-01

    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

  7. Improving Reading Fluency and Comprehension among Elementary Students: Evaluation of a School Remedial Reading Program

    ERIC Educational Resources Information Center

    Hausheer, Robin; Hansen, Alana; Doumas, Diana M.

    2011-01-01

    This study examined the effectiveness of a remedial reading program on improving reading fluency and comprehension among elementary school students. Twenty-four students were selected to participate in the 8-month program. Results indicated reading fluency and reading comprehension scores improved significantly across the academic year for both…

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

    PubMed

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

    2009-01-01

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

  9. The Relations between Lower and Higher Level Comprehension Skills and Their Role in Prediction of Early Reading Comprehension

    ERIC Educational Resources Information Center

    Silva, Macarena; Cain, Kate

    2015-01-01

    This study of 4- to 6-year-olds had 2 aims: first, to determine how lower level comprehension skills (receptive vocabulary and grammar) and verbal memory support early higher level comprehension skills (inference and literal story comprehension), and second, to establish the predictive power of these skills on subsequent reading comprehension.…

  10. Executive Dysfunction Among Children With Reading Comprehension Deficits

    PubMed Central

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

    2010-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

    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

  12. RC-MAPS: Bridging the Comprehension Gap in EAP Reading

    ERIC Educational Resources Information Center

    Sterzik, Angela Meyer; Fraser, Carol

    2012-01-01

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

  13. EFL Reading Comprehension, Individual Differences and Text Difficulty

    ERIC Educational Resources Information Center

    Bilikozen, Neslihan; Akyel, Ayse

    2014-01-01

    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…

  14. Reading Comprehension Strategies as Applied by Iranian EFL Students

    ERIC Educational Resources Information Center

    Shokrpour, Nasrin; Fotovatian, Sepide

    2006-01-01

    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

  15. Incidence of Executive Functions on Reading Comprehension Performance in Adolescents

    ERIC Educational Resources Information Center

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

    2014-01-01

    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

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

    ERIC Educational Resources Information Center

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

    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…

  17. Using the DASH Method to Measure Reading Comprehension

    ERIC Educational Resources Information Center

    Shieh, Wenyuh; Freiermuth, Mark R.

    2010-01-01

    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…

  18. Teaching Comprehension Strategies during Reading Instruction: Using Drama Techniques

    ERIC Educational Resources Information Center

    Van Wyk, Retha

    2005-01-01

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

  19. Implementing Online Question Generation to Foster Reading Comprehension

    ERIC Educational Resources Information Center

    Yeh, Hui-Chin; Lai, Pei-Yi

    2012-01-01

    Many studies have concluded that question generation has a positive effect on students' reading comprehension. However, few studies have delineated how students generate questions from a text and what processes are involved in question generation. This study aims to investigate how the question generation processes improve students' reading

  20. Theories of Reading Speed and Comprehension

    ERIC Educational Resources Information Center

    Jensen, Poul Erik

    1978-01-01

    Research methodology on reading improvement should focus on the processing of stimuli and experience of content rather than on simple models of reading using eye movement, silent speech, perceptual span, reading ability and visual ability as explanatory concepts. (MKM)

  1. Evaluation of the Cloze Procedure as a Teaching Device for Improving Reading Comprehension.

    ERIC Educational Resources Information Center

    Ellington, Billie Jean

    This study evaluated the effect of the cloze procedure in the development of comprehension, vocabulary, and speed of reading by comparing the scores on the Cooperative English Tests; Reading Comprehension of a group receiving cloze reading comprehension exercises, a group receiving conventional reading comprehension exercises, and a group…

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

    ERIC Educational Resources Information Center

    Ari, Omer

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Coiro, Julie

    2011-01-01

    This article highlights four cognitive processes key to online reading comprehension and how one might begin to transform existing think-aloud strategy models to encompass the challenges of reading for information on the Internet. Informed by principles of cognitive apprenticeship and an emerging taxonomy of online reading comprehension

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

    PubMed Central

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

    2009-01-01

    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

  5. Enhancing the Reading Fluency and Comprehension of Children with Reading Disabilities in an Orthographically Transparent Language

    ERIC Educational Resources Information Center

    Snellings, Patrick; van der Leij, Aryan; de Jong, Peter F.; Blok, Henk

    2009-01-01

    Breznitz (2006) demonstrated that Hebrew-speaking adults with reading disabilities benefited from a training in which reading rate was experimentally manipulated. In the present study, the authors examine whether silent reading training enhances the sentence reading rate and comprehension of children with reading disabilities and whether results…

  6. Examining Associations between Reading Motivation and Inference Generation beyond Reading Comprehension Skill

    ERIC Educational Resources Information Center

    Clinton, Virginia

    2015-01-01

    The purpose of this study was to examine the associations between reading motivation and inference generation while reading. Undergraduate participants (N = 69) read two science articles while thinking aloud, completed a standardized reading comprehension assessment, and self reported their habitual reading motivation. Findings indicate that…

  7. Looking for Evidence-Based Practice in Reading Comprehension Instruction

    ERIC Educational Resources Information Center

    Ehren, Barbara J.

    2005-01-01

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

  8. Rapid Naming Speed Components and Reading Comprehension in Bilingual Children

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  9. Instruction of Reading Comprehension Strategies in Literature Textbooks

    ERIC Educational Resources Information Center

    Falknor, Joletta Crooks

    2010-01-01

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

  10. Do Knowledge Arrangements Affect Student Reading Comprehension of Genetics?

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  11. The Influence of Interest on Reading Comprehension in EFL Students

    ERIC Educational Resources Information Center

    Eidswick, John

    2009-01-01

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

  12. Improving Reading Comprehension and Social Studies Knowledge in Middle School

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  13. Drawing on Text Features for Reading Comprehension and Composing

    ERIC Educational Resources Information Center

    Risko, Victoria J.; Walker-Dalhouse, Doris

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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,…

  16. Effects of Three Questioning Strategies on EFL Reading Comprehension.

    ERIC Educational Resources Information Center

    El-Koumy, Abdel Salam A.

    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…

  17. The Correlation of IQ and Emotional Intelligence with Reading Comprehension

    ERIC Educational Resources Information Center

    Ghabanchi, Zargham; Rastegar, Rabe'e

    2014-01-01

    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…

  18. Assessing EFL Reading Comprehension: The Case of Ethiopian Learners.

    ERIC Educational Resources Information Center

    Stavans, Anat; Oded, Brenda

    1993-01-01

    In a study of cultural differences and information dissemination, a group of unsuccessful Ethiopian English-as-a-Foreign-Language (EFL) university students in Israel were compared with a typical Israeli EFL group. Results show that unsuccessful learners use similar strategies for reading comprehension, etc., but their use is "mechanical." (18…

  19. A Slow Look at Speeded Reading Comprehension Tests.

    ERIC Educational Resources Information Center

    Kerstiens, Gene

    1990-01-01

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

  20. Reading Comprehension from a First to a Second Language

    ERIC Educational Resources Information Center

    Montes, Florencia; Botero, María Patricia; Pechthalt, Tracy

    2009-01-01

    The purpose of this action research paper is to disseminate the results of a 2-month study which focuses on how a student's first language (L1) reading comprehension skills affect the same skills in their second language (L2). The subjects of the study are sixth grade girls, ranging in age from 11 to 13 years old. They attend a private bilingual…

  1. Bringing a Reading Passage to Life: A Creative Comprehension Activity.

    ERIC Educational Resources Information Center

    Montone, Christopher L.; Short, Deborah J.

    A creative reading comprehension activity developed for multi-grade (6-8) English-as-a-Second-Language (ESL) social studies classes is described. The activity was developed as part of a project integrating language and culture in social studies instruction. Researchers worked with an ESL teacher and a social studies teacher to create a series of…

  2. Comprehensive Monitoring: Getting the Students Actively Involved in Reading.

    ERIC Educational Resources Information Center

    Bos, Candace S.

    1983-01-01

    Learning disabled adolescents can be taught to monitor their reading comprehension. Among approaches are self-questioning (by which students become aware of important textual information) and multipass (an approach using surveying, sizing up, and sorting out). In addition, general strategies such as providing direct instruction and modeling are…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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.…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

    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,…

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

    ERIC Educational Resources Information Center

    Diakidoy, Irene-Anna N.

    1998-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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

  7. Reading Comprehension Student Template: Thinking About Text

    NSDL National Science Digital Library

    Tracey Allen

    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.

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

    PubMed

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

    2011-08-01

    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

  9. The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

    Microsoft Academic Search

    Shira Lubliner; Linda Smetana

    2005-01-01

    This study examined the effects of a multifaceted, metacognitive vocabulary intervention on the reading comprehension and vocabulary achievement of fifth-grade children in one of California's lowest performing Title I schools. Instruction was comprehensive, designed to facilitate encoding of student-selected words, mastery of clarifying strategies, and executive control of strategies that maximize word-learning proficiency. Strong gains in reading comprehension and vocabulary

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

    Microsoft Academic Search

    Louise Spear-Swerling

    2006-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    Microsoft Academic Search

    Darcia Narvaez; Paul van den Broek; Angela Barrón Ruiz

    1999-01-01

    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

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

    ERIC Educational Resources Information Center

    McNinch, George H., Ed.; And Others

    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…

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

    ERIC Educational Resources Information Center

    Gutman, Tricia E.

    2011-01-01

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

  15. Motivating Reading Comprehension: Concept-Oriented Reading Instruction

    ERIC Educational Resources Information Center

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

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    Carlson, Sarah; Seipel, Ben; McMaster, Kristen

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Melhi, Abdullah A.

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

    Murphy, Martin G.

    2013-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

    Swanson, H. Lee

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Amer, Aly A.

    1997-01-01

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

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

    ERIC Educational Resources Information Center

    Yang, Kai-Lin

    2012-01-01

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

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

    NSDL National Science Digital Library

    Kurt Hollocher

    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.

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  6. Examining the Impact of Audio Presentation on Tests of Reading Comprehension

    ERIC Educational Resources Information Center

    Laitusis, Cara Cahalan

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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

  8. Conceptual Change, Text Comprehension and Eye Movements During Reading

    NASA Astrophysics Data System (ADS)

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

    2013-08-01

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

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

    PubMed Central

    Petscher, Yaacov; Kim, Young-Suk

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Benedict, Kendra M.

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    He, Tung-hsien

    2008-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  13. The Efficacy of Comprehension Training and Reading Practice for Print Readers with Macular Loss.

    ERIC Educational Resources Information Center

    Watson, G. R.; And Others

    1992-01-01

    This project examined whether the rehabilitation of reading recognition allowed comprehension of print for 38 low vision adults (ages 37-87) who were former readers. The project developed training strategies for enhancing reading comprehension. The paper concludes that instruction in comprehension has value as part of low vision rehabilitation for…

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

    ERIC Educational Resources Information Center

    Srivastava, Pradyumn

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Andreassen, Rune; Braten, Ivar

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Pearman, Cathy J.

    2008-01-01

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

  17. Use of a Measure of Reading Comprehension to Enhance Prediction on the State High Stakes Assessment

    ERIC Educational Resources Information Center

    Shapiro, Edward S.; Solari, Emily; Petscher, Yaacov

    2008-01-01

    The current study examined the diagnostic accuracy of two screening measures of risk for future difficulties in reading comprehension, as well as the degree to which adding a screening measure of reading comprehension enhanced the prediction of Oral Reading Fluency to outcomes of student reading performance on the state high stakes assessment for…

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

    ERIC Educational Resources Information Center

    Gao, Yang

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

    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

    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…

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

    ERIC Educational Resources Information Center

    Gutkind, Rebeka Chaia

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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,…

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

    ERIC Educational Resources Information Center

    Bolukbas, Fatma

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Shen, Helen H.; Jiang, Xin

    2013-01-01

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

  4. Pictures in Your Head: A Discussion of Relationships Among Mental Imagery, Reading Comprehension, and Reading Attitude.

    ERIC Educational Resources Information Center

    Cramer, Eugene H.

    In the last twenty years, a growing body of empirical research has re-established mantal imagery as an important part of current cognitive theory. This paper describes research attempting to determine the relationship between mental imagery, reading comprehension, and reading attitude. One hundred twenty-four Wisconsin eleventh and twelfth grade…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Christensen, Torkil

    1990-01-01

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

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

    ERIC Educational Resources Information Center

    Mihara, Kei

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    Amer, Aly Anwar; Khouzam, Naguib

    1993-01-01

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

  10. Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading Comprehension and Deep Learning in Sociology Courses

    ERIC Educational Resources Information Center

    Roberts, Judith C.; Roberts, Keith A.

    2008-01-01

    Reading comprehension skill is often assumed by sociology instructors, yet many college students seem to have marginal reading comprehension skills, which may explain why fewer than half of them are actually doing the reading. Sanctions that force students to either read or to pay a price are based on a rational choice model of behavior--a…

  11. The Effects of the Paraphrasing Strategy on the Reading Comprehension of Middle School Students at Risk for Failure in Reading

    ERIC Educational Resources Information Center

    Hagaman, Jessica L.; Reid, Robert

    2008-01-01

    Reading is an important component of academic success and a skill required for many adult responsibilities. Many strategies exist that claim to increase reading comprehension. However, in contrast to foundational reading skills (e.g., vocabulary, fluency, decoding), there is relatively little research that has been done on reading comprehension

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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.…

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

    Microsoft Academic Search

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

    2010-01-01

    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 longitudinally were used. These children were administered Dynamic Indicators

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

    PubMed Central

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

    2010-01-01

    Predictors of reading comprehension were evaluated in 41 children with cerebral palsy and 74 typically developing children between the ages of 6 and 12 years. Regression analyses were conducted to determine the relative contributions of measures of phonemic awareness, receptive vocabulary, and general reasoning to variance in reading comprehension. All three independent variables were statistically significant predictors of reading comprehension in both groups of participants. The impact of phonemic awareness on reading comprehension was moderated by age, but only in the typically developing group. Within the group with cerebral palsy, there was an indirect effect of functional expressive ability on reading comprehension, mediated by phonemic awareness. It is concluded that largely the same variables predict reading comprehension in children with cerebral palsy as in typically developing children, but that children with cerebral palsy continue to rely on phonological processing for a more protracted period of time. PMID:20455127

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

    ERIC Educational Resources Information Center

    Bellinger, Jillian M.; DiPerna, James C.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Jiang, Xiangying

    2011-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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

  18. The Effect of Project-Based Activities on Intermediate EFL Students' Reading Comprehension Ability

    ERIC Educational Resources Information Center

    Shiraz, Mona Poorverdi; Larsari, Ebrahim Ezati

    2014-01-01

    The present study investigates the relationship between the use of Project-based activities and intermediate EFL students' reading comprehension. The study addresses the questions of whether students' reading comprehension differs after implementing Project-based activities, and whether different projects lead to different degrees of reading

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

    ERIC Educational Resources Information Center

    Concannon-Gibney, Tara; McCarthy, Mary Jean

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  1. Lexical Threshold Revisited: Lexical Text Coverage, Learners' Vocabulary Size and Reading Comprehension

    ERIC Educational Resources Information Center

    Laufer, Batia; Ravenhorst-Kalovski, Geke C.

    2010-01-01

    We explore the relationship between second language (L2) learners' vocabulary size, lexical text coverage that their vocabulary provides and their reading comprehension. We also conceptualize "adequate reading comprehension" and look for the lexical threshold for such reading in terms of coverage and vocabulary size. Vocabulary size was measured…

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

    ERIC Educational Resources Information Center

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

    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…

  3. An Investigation of Item Bias in a Test of Reading Comprehension. Technical Report No. 163.

    ERIC Educational Resources Information Center

    Linn, Robert L.; And Others

    The possibility that certain features of items on a reading comprehension test may lead to biased estimates of the reading achievement of particular subgroups of students was investigated. Item response data on the reading comprehension section of a frequently used achievement test were obtained from the Anchor Test Study data files. Eight…

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

    ERIC Educational Resources Information Center

    Nash, Hannah; Heath, James

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Fry, Sara Winstead; Gosky, Ross

    2008-01-01

    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…

  6. Signals in Expository Prose: Effects on Reading Comprehension.

    ERIC Educational Resources Information Center

    Spyridakis, Jan H.; Standal, Timothy C.

    1987-01-01

    Examines the effects of three text signal types (headings, previews, logical connectives) on relatively sophisticated college age readers and their comprehension of technical expository prose. Concludes that all three types can enhance comprehension, but that facilitation depends on passage length and difficulty. (FL)

  7. Using Directed Reading Thinking Activity Strategies To Teach Students Reading Comprehension Skills in Middle Grades Language Arts.

    ERIC Educational Resources Information Center

    DeFoe, Marguerite Corbitt

    This practicum was designed to use directed reading thinking activity strategies to teach reading comprehension skills to middle grades language arts students who frequently failed to make passing scores in reading comprehension exercises. The program included three specific strategies. The first strategy was to teach the students higher-order…

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

    PubMed Central

    Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

    2010-01-01

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

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

    PubMed Central

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

    2014-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    He, Tung-Hsien

    2001-01-01

    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…

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

    PubMed Central

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

    2013-01-01

    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

  13. Information-Processing Differences of College-Age Readers Differing in Reading Comprehension and Speed

    Microsoft Academic Search

    Joan L. Rankin

    1993-01-01

    The present study examined information-processing differences among four types of readers, specifically high comprehension–high speed, high comprehension–low speed, low comprehension–high speed, and low comprehension–low speed college-age readers. Performance was compared on a variety of information-processing tasks, including letter reordering, word reordering, reading span, verification of real words and nonwords, and verification of real sentences and nonsense sentences. Tasks were categorized

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  15. Text Structure and Reading Comprehension: The Development of Five Structure Models and Issues in Comprehension of Expository Prose.

    ERIC Educational Resources Information Center

    Freeman, Ruth H.

    In order to investigate the text structure/reading comprehension relationship, this paper reviews recent research on text representation theories. Text structure investigation--research on semantic memory as it is concerned with meaning from the word level through the inference level--follows the premise that sentences are understood in the…

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

    ERIC Educational Resources Information Center

    Coiro, Julie

    2011-01-01

    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…

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

    PubMed

    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

    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

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

    Microsoft Academic Search

    Young-Suk Kim

    2011-01-01

    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 of the school year. The results showed that alphabet knowledge, phonological awareness, and semantic knowledge

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

    Microsoft Academic Search

    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

    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

  20. Facilitating Reading Comprehension by Teaching Text Structure: What the Research Shows.

    ERIC Educational Resources Information Center

    Carrell, Patricia L.

    The limited existing research on text structure and its effects on reading comprehension in English as a native language and English as a second language (ESL) is reviewed, and studies that have shown facilitating effects on first language reading comprehension of explicitly teaching text structure are discussed. A research project in progress…

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

    ERIC Educational Resources Information Center

    Feldmann, Shirley C.; Fish, Marian C.

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

  2. Exploring Sources of Reading Comprehension Difficulties among Language Minority Learners and Their Classmates in Early Adolescence

    ERIC Educational Resources Information Center

    Lesaux, Nonie K.; Kieffer, Michael J.

    2010-01-01

    This study explores the nature of reading comprehension difficulties among early adolescent language minority (LM) learners and native English speakers in urban schools. Sixth-grade students (399 LM learners, 182 native English speakers) were screened for difficulties, using a standardized measure of reading comprehension. Of these, 262 students…

  3. Increasing Reading Comprehension in First and Second Graders Through Cooperative Learning

    ERIC Educational Resources Information Center

    Hollingsworth, Amanda; Sherman, Jennifer; Zaugra, Cynthia

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    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

    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…

  5. Increasing the Inclusion of Reading Comprehension Strategies in Secondary Content-Area Classrooms

    ERIC Educational Resources Information Center

    Ness, Molly

    2007-01-01

    This article presents research on the frequency of reading comprehension instruction in secondary content-area classrooms. In 2,400 minutes of direct classroom observation, only 3% of instructional time was allotted to coaching middle and high school readers on the reading comprehension strategies essential to understanding informational text.…

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

    ERIC Educational Resources Information Center

    Taboada, Ana; Rutherford, Vanessa

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  8. The Effects of the Amount and Type of Simplification on Foreign Language Reading Comprehension.

    ERIC Educational Resources Information Center

    Tweissi, Adel I.

    1998-01-01

    Analyzed whether variations in amount and type of linguistic simplification would create differences in the comprehension levels of Jordanian college students studying English. Students read different versions of a text and completed an achievement test. Simplification positively affected students' reading comprehension. The type, not amount, of…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

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

    Microsoft Academic Search

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Lipka, Orly; Siegel, Linda S.

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Diakidoy, Irene-Anna N.

    2014-01-01

    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…

  13. Beyond Vocabulary: Pragmatic Factors in Reading Comprehension--Culture, Convention, Coherence and Cohesion.

    ERIC Educational Resources Information Center

    Bensoussan, Marsha

    1986-01-01

    Analysis of research involving reading comprehension ability in a second language shows that problems with illocutionary force, logical connectors, and modifiers indicate that many students are either unable to draw on a culturally appropriate memory schema for reading comprehension or have preconceived notions about word meaning that prevent them…

  14. Effects of Exposure to Literary Arabic on Reading Comprehension in a Diglossic Situation.

    ERIC Educational Resources Information Center

    Abu-Rabia, Salim

    2000-01-01

    Examines the influence of exposure to literary Arabic of preschool children on their reading comprehension of literary Arabic stories in grades 1 and 2. Indicates better reading comprehension results for the children who were exposed to literary Arabic than for the children who were exposed only to spoken Arabic. (SC)

  15. Glossing Frequency and L2 Reading Comprehension: The Influence of CALL Glossing

    ERIC Educational Resources Information Center

    Taylor, Alan

    2014-01-01

    This study challenges the assertion that an increase in L1 glossing results in more L2 reading comprehension. The results of this study, a quantitative meta-analysis, indicate that there is a significant difference (p = 0.04) in L2 reading comprehension between groups based on how much L1 glossing is provided. It was found that the group with the…

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

    ERIC Educational Resources Information Center

    Pandolfo, Judith Martin

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

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

    ERIC Educational Resources Information Center

    Nicholson, Doris

    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…

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

    ERIC Educational Resources Information Center

    Law, Yin-Kum

    2014-01-01

    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…

  19. Using Questioning Techniques and the Cloze Procedure in a Second Grade Classroom To Increase Reading Comprehension.

    ERIC Educational Resources Information Center

    Kelty, Carole L.

    This practicum program was developed and implemented to increase the reading comprehension of second grade students. The objectives of the program were for students to improve the ability to use context clues by 20%, improve reading comprehension by 15%, identify the 4 types of QAR (Question Answer Relationship) questions by 80%, and write…

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

    ERIC Educational Resources Information Center

    Lee, Jaime B.; Sohlberg, McKay Moore

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

    Peyman, Somayeh; Sadighi, Firooz

    2011-01-01

    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…

  3. The influence of distraction on reading comprehension: a Big Five analysis

    Microsoft Academic Search

    Georganne Ylias; Patrick C. L Heaven

    2003-01-01

    This experiment is a partial replication of the Furnham, Gunter, and Peterson (1994) study of personality and television distraction effects on undergraduate reading comprehension performance. We examined the effects of television distraction on the reading comprehension of 178 undergraduates who were either relatively high or low on the five major personality domains: extraversion (E), neuroticism (N), agreeableness (A), conscientiousness (C),

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

    ERIC Educational Resources Information Center

    Webb, Stuart A.

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

    Chen, Kuang Yu

    2009-01-01

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

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

    PubMed

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

    2015-01-01

    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

  7. Effects of reading-oriented tasks on students' reading comprehension of geometry proof

    NASA Astrophysics Data System (ADS)

    Yang, Kai-Lin; Lin, Fou-Lai

    2012-06-01

    This study compared the effects of reading-oriented tasks and writing-oriented tasks on students' reading comprehension of geometry proof (RCGP). The reading-oriented tasks were designed with reading strategies and the idea of problem posing. The writing-oriented tasks were consistent with usual proof instruction for writing a proof and applying it. Twenty-two classes of ninth-grade students ( N = 683), aged 14 to 15 years, and 12 mathematics teachers participated in this quasi-experimental classroom study. While the experimental group was instructed to read and discuss the reading tasks in two 45-minute lessons, the control group was instructed to prove and apply the same propositions. Generalised estimating equation (GEE) method was used to compare the scores of the post-test and the delayed post-test with the pre-test scores as covariates. Results showed that the total scores of the delayed post-test of the experimental group were significantly higher than those of the control group. Furthermore, the scores of the experimental group on all facets of reading comprehension except the application facet were significantly higher than those of the control group for both the post-test and delayed post-test.

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

    ERIC Educational Resources Information Center

    Logan, Sarah; Medford, Emma; Hughes, Naomi

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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

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

    ERIC Educational Resources Information Center

    Atai, Mahmood Reza; Nazari, Ogholgol

    2011-01-01

    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…

  11. The role of reading comprehension in word meaning acquisition during reading

    Microsoft Academic Search

    Irene-Anna N. Diakidoy

    1998-01-01

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

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

    PubMed

    Tighe, Elizabeth L; Schatschneider, Christopher

    2014-10-16

    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

  13. Remediating Reading Comprehension Difficulties: A Cognitive Processing Approach

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  14. Intensity in Vocabulary Instruction and Effects on Reading Comprehension

    ERIC Educational Resources Information Center

    Baumann, James F.

    2009-01-01

    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,…

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

    E-print Network

    Carreker, Suzanne 1954-

    2012-07-11

    The premise of the Simple View of Reading is that reading comprehension is the product of two components – decoding and language comprehension. Each component is necessary but not sufficient. To support teachers in identifying end...

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

    ERIC Educational Resources Information Center

    Underwood, Paul; Myskow, Gordon; Hattori, Takahiko

    2012-01-01

    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…

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

    Microsoft Academic Search

    Amy C. Crosson; Nonie K. Lesaux

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

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

    PubMed

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

    2015-01-01

    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

  20. The Impact of Analogy and Content Knowledge on Reading Comprehension: What Helps, What Hurts.

    ERIC Educational Resources Information Center

    Hammadou, Joann

    2000-01-01

    Explores the impact of analogies and prior content knowledge on reading comprehension of expository texts by both first and second language readers. Written recall protocols were analyzed for two texts. Readers were university students of French or English as a foreign language. Analogy was to have a debilitating effect on comprehension regardless…

  1. An Investigation of Effective Instructional Methods to Train Preservice Teachers in Reading Comprehension Strategies

    ERIC Educational Resources Information Center

    Kropiewnicki, Mary

    2006-01-01

    This qualitative study investigated effective instructional methods to train elementary education preservice teachers to apply reading comprehension strategies as readers and teachers. Four comprehension strategies and the components of two instructional models that have proven their efficacy were selected for the content and instructional…

  2. Using Entering Reading Comprehension Performance as a Predictor of Performance in College Classes

    Microsoft Academic Search

    James M. Royer; Wynn A. Abranovic; Gale M. Sinatra

    1987-01-01

    In the reported study, we tested the hypothesis that the comprehension of reading material drawn from a college course could be used to predict learning performance in that course. Students enrolled in an educational psychology course or a business statistics course took at the beginning of the semester comprehension tests that were based on both psychology and statistics texts. The

  3. Weaving through Words: Using the Arts To Teach Reading Comprehension Strategies.

    ERIC Educational Resources Information Center

    Mantione, Roberta D.; Smead, Sabine

    This book shows teachers how to help their learners take an active role in becoming strategic thinkers and readers and how to develop meaningful lessons to aid students in their comprehension of text. The book delineates an arts-integrated curriculum that helps teachers teach reading comprehension strategies. It is an in-depth look at the effects…

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

    ERIC Educational Resources Information Center

    Abnett, Jenelle M.

    2013-01-01

    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;…

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

    ERIC Educational Resources Information Center

    Mira, William A.; Schwanenflugel, Paula J.

    2013-01-01

    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…

  6. Advanced Story Map Instruction: Effects on the Reading Comprehension of Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Gardill, M. Cathleen; Jitendra, Asha K.

    1999-01-01

    This multiple baseline study investigated the effectiveness of direct instruction of an advanced story-map procedure on the reading comprehension performance of six middle school students with learning disabilities (LD). Results indicated an increase in story grammar and basal comprehension performance generalization to a novel passage, and…

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

    ERIC Educational Resources Information Center

    Prichard, Caleb; Matsumoto, Yuko

    2011-01-01

    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…

  8. Investigating the Effect of Wide Reading on Listening Comprehension of Written Language.

    ERIC Educational Resources Information Center

    Hedrick, Wanda B.; Cunningham, James W.

    2002-01-01

    Looks at growth in listening comprehension of 146 children from third grade to fifth grade and their fifth-grade estimate of accumulated wide reading as measured by an instrument using a checklist-with-foils logic, the Title Recognition Test. Indicates that individual differences in growth of listening comprehension from third grade to fifth grade…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  10. Evaluation of Hearing Impaired Student's Reading Comprehension with the Cloze Procedure

    ERIC Educational Resources Information Center

    Girgin, Umit

    2007-01-01

    Different evaluation methods are applied in order to determine and develop the skills used for reading comprehension. Cloze is an informal evaluation method which is used to determine students' current reading knowledge, to develop their focusing skills on contextual cues and to enhance critical reading. Cloze involves evaluating readers' prior…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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

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

    ERIC Educational Resources Information Center

    Farnia, Fataneh; Geva, Esther

    2013-01-01

    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

  13. How Children Talk Together to Make Meaning from Texts: A Dialogic Perspective on Reading Comprehension Strategies

    ERIC Educational Resources Information Center

    Maine, Fiona

    2013-01-01

    This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter-mental and intra-mental processes of reading,…

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

    ERIC Educational Resources Information Center

    Tavakoli, Hossein

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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.…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Boudah, Daniel J.

    2014-01-01

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

  20. The Effects of Syntactic Maturity on Comprehension of Graded Reading Passages.

    ERIC Educational Resources Information Center

    DiStefano, Philip; Valencia, Sheila

    1980-01-01

    A study of 65 seventh grade students indicates that existing readability formulas should be used in combination with measures of syntactic complexity to assess levels of passage difficulty for students who appear to have difficulty in reading comprehension. (JD)

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

    PubMed Central

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

    2012-01-01

    Based on numerous suggestions in the literature, we evaluated lexical decision (LD) as a putative endophenotype for reading comprehension by investigating heritability estimates and segregation analyses parameter estimates for both of these phenotypes. Specifically, in a segregation analysis of a large sample of families, we established that there is little to no overlap between genes contributing to LD and reading comprehension and that the genetic mechanism behind LD derived from this analysis appears to be more complex than that for reading comprehension. We conclude that in our sample, LD is not a good candidate as an endophenotype for reading comprehension, despite previous suggestions from the literature. Based on this conclusion, we discuss the role and benefit of the endophenotype approach in studies of complex human cognitive functions. PMID:23062302

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    E-print Network

    Carreker, Suzanne 1954-

    2012-07-11

    ), because most of the variance in reading comprehension was not accounted for by decoding and language comprehension in a multiplicative equation alone in their study. However, Savage (2006) was unable to support an additive-plus- product model as Chen... and Velluntino suggested. In a study with older poor readers, Savage reported that an additive equation (i.e., R = D + L) best described reading comprehension. Although the relative contributions of decoding and language comprehension to reading...

  5. A case of exceptional reading accuracy in a child with Down syndrome: Underlying skills and the relation to reading comprehension

    PubMed Central

    Groen, Margriet A.; Laws, Glynis; Nation, Kate; Bishop, Dorothy V. M.

    2006-01-01

    We report on a case of a girl with Down syndrome (DS), K.S., whose reading accuracy is exceptional. This ability is associated with robust phonological skills and relative strengths in visual and verbal short-term memory, articulation, and speech fluency. Although her reading comprehension is age appropriate when it comes to the retention of literal information, K.S. has some difficulties in using knowledge-based inferences in reading comprehension. Reading comprehension in that sense is at a level commensurate with her oral language skills. Her reading performance parallels that of children with reading comprehension difficulties who do not have DS. This reading profile is in contrast with claims that individuals with DS mainly use sight-word strategies in reading and shows that the phonological pathway can be highly proficient in a child with DS. However, even in a case such as K.S. where reading accuracy is good, functional literacy is constrained by limited comprehension skills. PMID:21049374

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  7. Impacts of comprehensive reading instruction on diverse outcomes of low- and high-achieving readers.

    PubMed

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

    2009-01-01

    Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the effects of Concept-Oriented Reading Instruction (CORI) with traditional instruction (TI) on several outcomes in a 12-week intervention for low achievers and high achievers. Low achievers in the CORI group were afforded explicit instruction, leveled texts, and motivation support. Compared with TI students, CORI students scored higher on posttest measures of word recognition speed, reading comprehension on the Gates-MacGinitie Reading Test, and ecological knowledge. CORI was equally effective for lower achievers and higher achievers. Explicitly supporting multiple aspects of reading simultaneously appeared to benefit diverse learners on a range of reading outcomes. PMID:19264929

  8. Small group story readings: The effects on children's comprehension and responses to literature

    Microsoft Academic Search

    Lesley Mandel Morrow

    1990-01-01

    Research has indicated that frequent exposure to story readings has positive effects on some aspects of early literacy. Much of the work on storybook readings has focused upon the interactive behavior between parent and child during one?to?one readings in middle?class homes. This study Investigated whether frequent small group readings In school would Increase comprehension scores and the number and complexity

  9. The Effect of Visual Imagery Training on the Reading and Listening Comprehension of Low Listening Comprehenders in Year 2.

    ERIC Educational Resources Information Center

    Center, Yola; Freeman, Louella; Robertson, Gregory; Outhred, Lynne

    1999-01-01

    Assesses effectiveness of a representational visual imagery training program on the reading and listening comprehension of a group of poor listening comprehenders (mean age: 7 years 8 months). Finds significant improvement on a curriculum-based test of listening comprehension, a standardised test of reading comprehension, and a measure of story…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  11. 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

    Van Keer, Hilde; Vanderlinde, Ruben

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    Microsoft Academic Search

    Rachel Schiff; Sarit Schwartz-Nahshon; Revital Nagar

    2011-01-01

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

  14. Emergent Readers' Social Interaction Styles and Their Comprehension Processes during Buddy Reading

    ERIC Educational Resources Information Center

    Christ, Tanya; Wang, X. Christine; Chiu, Ming Ming

    2015-01-01

    To examine the relations between emergent readers' social interaction styles and their comprehension processes, we adapted sociocultural and transactional views of learning and reading, and conducted statistical discourse analysis of 1,359 conversation turns transcribed from 14 preschoolers' 40 buddy reading events. Results show that…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  17. Reading Comprehension Instruction in Irish Primary Classrooms: Key Insights into Teachers' Perspectives on Classroom Practices

    ERIC Educational Resources Information Center

    Concannon-Gibney, Tara; Murphy, Brian

    2012-01-01

    Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students…

  18. The Validity of Reading Comprehension Test Scores: Evidence of Generalizability across Different Test Administration Conditions.

    ERIC Educational Resources Information Center

    Bishop, N. Scott

    This study examined the effects of different test administration conditions on reading comprehension test scores. Evidence of performance differences across district testing conditions might imply that the meanings and interpretations associated with the corresponding test scores have limited generalizability (i.e., knowing how well one reads

  19. Background Knowledge and Its Effect on Standardized Reading Comprehension Test Performance

    ERIC Educational Resources Information Center

    Awabdy, Graziella Whipple

    2012-01-01

    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…

  20. Increasing Reading Comprehension of Elementary Students through Fluency-Based Interventions

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  3. Using Art to Assess Reading Comprehension and Critical Thinking in Adolescents

    ERIC Educational Resources Information Center

    Holdren, Tara Shoemaker

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Uchikoshi, Yuuko

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

    Swanson, Elizabeth; Wanzek, Jeanne

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

    Davis, Marcia H.; Guthrie, John T.

    2015-01-01

    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…

  7. The Use of Visual Imagery to Teach Reading Comprehension to Adult Education Students.

    ERIC Educational Resources Information Center

    Johnston, Suzanne

    A study was conducted to determine if visualization could be used as an organizational tool to help adult education students improve their reading comprehension by helping them to see the structure of what they are reading in a sort of verbal picture of organized ideas. Following a review of research, which identified five areas in which…

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

    ERIC Educational Resources Information Center

    Akbulut, Yavuz

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Souvignier, Elmar; Mokhlesgerami, Judith

    2006-01-01

    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…

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

    ERIC Educational Resources Information Center

    Abdellah, Antar Solhy

    2009-01-01

    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…

  12. Reading Perspective: Can It Improve Middle School Students' Comprehension of Informational Text?

    ERIC Educational Resources Information Center

    Ramsay, Crystal M.; Sperling, Rayne A.

    2015-01-01

    In 2 experiments the authors investigated whether assigning a perspective to middle school students prior to reading a long informational text would improve their reading comprehension. Pretest-posttest control group designs were employed in both experiments, in Experiment 1 (n = 146 fifth- and sixth-grade students) and in Experiment 2 (n = 83…

  13. Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038

    ERIC Educational Resources Information Center

    Shanahan, Timothy; Callison, Kim; Carriere, Christine; Duke, Nell K.; Pearson, P. David; Schatschneider, Christopher; Torgesen, Joseph

    2010-01-01

    Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly…

  14. Fiction and Non-Fiction Reading and Comprehension in Preferred Books

    ERIC Educational Resources Information Center

    Topping, Keith J.

    2015-01-01

    Are the books preferred and most enjoyed by children harder than other books they read? Are non-fiction books read and understood at the same level of difficulty as fiction books? The Accelerated Reader software offers computerized comprehension quizzes of real books individually chosen by children, giving children (and teachers, librarians, and…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Chia, Noel Kok Hwee; Kee, Norman Kiak Nam

    2013-01-01

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

  17. The Effects of Pre-Existing Inappropriate Highlighting on Reading Comprehension.

    ERIC Educational Resources Information Center

    Silvers, Vicki L.; Kreiner, David S.

    1997-01-01

    Addresses concerns that, if a student uses a second-hand textbook already highlighted throughout the text, it may interfere with reading comprehension. Investigates highlighting: in the first experiment preexisting inappropriate highlighting interfered with performance on a reading test; in the second experiment, advance warning on the negative…

  18. SMART: Speech-enabled Mobile Assisted Reading Technology for word comprehension

    E-print Network

    Kam, Matthew

    SMART: Speech-enabled Mobile Assisted Reading Technology for word comprehension Anuj Kumar1-recognition to examine and train the cognitive underpinnings of word reading in English as a Second Language (ESL, and semantic ­ than silently practicing it. 31 children from grades 4 and 5 learning ESL in rural India

  19. Comprehension of Connected Discourse.

    ERIC Educational Resources Information Center

    Mosberg, Ludwig; Shima, Fred

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

  20. 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

    Berninger, Virginia W.; Abbott, Robert D.

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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.…

  2. The Effect of Text Format upon Underachieving First Year College Students' Self-Efficacy for Reading and Subsequent Reading Comprehension

    ERIC Educational Resources Information Center

    McCabe, Patrick P.; Kraemer, Linda A.; Miller, Paul M.; Parmar, Rene S.; Ruscica, Marybeth B.

    2006-01-01

    This study had two purposes. One was to investigate the effect of text format on underachieving first-year college students' self-efficacy for reading; the second was to compare self-efficacy ratings with subsequent reading comprehension. Seventy-six students in a university learning support services program at a large Northeastern university…

  3. 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

    Scheffel, Debora; Lefly, Dianne; Houser, Janet

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Monte-Sano, Chauncey

    2011-01-01

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

  5. The Effects of Stress on Reading: A Comparison of First-Language versus Intermediate Second-Language Reading Comprehension

    ERIC Educational Resources Information Center

    Rai, Manpreet K.; Loschky, Lester C.; Harris, Richard Jackson

    2015-01-01

    This study investigated how resource-demanding reading tasks and stressful conditions affect 1st-language (L1) and intermediate 2nd-language (L2) reading comprehension. Using the attentional control theory framework (Eysenck, Derakshan, Santos, & Calvo, 2007), we investigated the roles of central executive working memory (WM) resources,…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  8. A path analysis of reading comprehension for adults with low literacy

    PubMed Central

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

    2010-01-01

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

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

    E-print Network

    Snider, Barry B.

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

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  11. 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

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

    2015-01-01

    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…

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

    NASA Astrophysics Data System (ADS)

    Neiles, Kelly Y.

    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.

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

    ERIC Educational Resources Information Center

    Srivastava, Pradyumn; Gray, Shelley

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

    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.…

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

    ERIC Educational Resources Information Center

    Beecher, Larissa; Childre, Amy

    2012-01-01

    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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  17. Does Manipulating Foreknowledge of Output Tasks Lead to Differences in Reading Behaviour, Text Comprehension and Noticing of Language Form?

    ERIC Educational Resources Information Center

    Yoshimura, Fumiko

    2006-01-01

    This paper reports an experiment that addresses whether manipulating foreknowledge of output tasks leads to differences in reading behaviour, text comprehension and noticing of language form. Three tasks are used: reading for memorization, reading for retelling and reading for visualization. Reading for memorization and reading for retelling are…

  18. Measuring College Students' Reading Comprehension Ability Using Cloze Tests

    ERIC Educational Resources Information Center

    Williams, Rihana Shiri; Ari, Omer; Santamaria, Carmen Nicole

    2011-01-01

    Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post-secondary students (e.g. struggling and non-struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open-ended) was compared in order to identify the test format that contributes greater…

  19. Mobile-Device-Supported Strategy for Chinese Reading Comprehension

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  20. Reading Comprehension Strategies in Secondary Content-Area Classrooms

    ERIC Educational Resources Information Center

    Ness, Molly

    2007-01-01

    As students move up through the grades, the academic demands on them increase, and a great many of those increases come in the form of reading. The academic tasks students encounter in the upper elementary grades, and even more so in secondary school, involve a great deal of reading in support of learning new and complicated content. As the…

  1. Matthew Effects in Reading Comprehension: Myth or Reality?

    ERIC Educational Resources Information Center

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

    2011-01-01

    The presence of Matthew effects was tested in students of varying reading, spelling, and vocabulary skills. A cross-sequential design was implemented, following 587 Grade 2 through 4 students across five measurement points (waves) over 2 years. Students were administered standardized assessments of reading, spelling, and vocabulary. Results…

  2. Summarizing with Drawings: A Reading-Comprehension Strategy

    NSDL National Science Digital Library

    Janine Elliott

    2007-01-01

    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.

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

    PubMed Central

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

    2014-01-01

    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

  4. Unlocking Reading Comprehension with Key Science Inquiry Skills

    NSDL National Science Digital Library

    Roxanne Greitz Miller

    2006-09-01

    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.

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

    PubMed Central

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

    2013-01-01

    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

  6. Dimensions of Discourse Level Oral Language Skills and Their Relation to Reading Comprehension and Written Composition: An Exploratory Study

    ERIC Educational Resources Information Center

    Kim, Young-Suk Grace; Park, Cheahyung; Park, Younghee

    2015-01-01

    We examined the relations of discourse-level oral language skills [i.e., listening comprehension, and oral retell and production of narrative texts (oral retell and production hereafter)] to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and…

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

    PubMed

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

    2011-01-01

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

  8. Effect of Frequency and Idiomaticity on Second Language Reading Comprehension

    ERIC Educational Resources Information Center

    Martinez, Ron; Murphy, Victoria A.

    2011-01-01

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

  9. Educational Content of Basal Reading Texts: Implications for Comprehension Instruction.

    ERIC Educational Resources Information Center

    Schmidt, William H.; And Others

    To explore the issue of educational content in basal readers, a study analyzed 34 basal reading textbooks, representing eight of the most commonly used series in American elementary education. Educational content was defined and categorized along three dimensions: subject matter, function, and ethos. The subject matter component covered theories,…

  10. How to Teach Expository Text Structure to Facilitate Reading Comprehension

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Semrud-Clikeman, Margaret; Glass, Kimberly

    2008-01-01

    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…

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

    E-print Network

    Spies, Tracy

    2012-07-16

    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...

  13. The Improvement of Reading Comprehension Skills in At Risk Second Graders.

    ERIC Educational Resources Information Center

    Quigley, Mary Ann V.

    The improvement of reading comprehension skills in a target group of at-risk students in the second grade of a North Florida school was achieved through the implementation strategies of parental involvement and collaborative learning. At-home parent-child literacy interactions increased and parents became active role models in a Parent as Readers…

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

    ERIC Educational Resources Information Center

    Horn, Mary; Feng, Jianhua

    2012-01-01

    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…

  15. Investigating Deaf Students' Use of Visual Multimedia Resources in Reading Comprehension

    ERIC Educational Resources Information Center

    Nikolaraizi, Magda; Vekiri, Ioanna; Easterbrooks, Susan R.

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  17. Early-Adolescents' Reading Comprehension and the Stability of the Middle School Classroom-Language Environment

    ERIC Educational Resources Information Center

    Gámez, Perla B.; Lesaux, Nonie K.

    2015-01-01

    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…

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

    ERIC Educational Resources Information Center

    Padeliadu, Susana; Antoniou, Faye

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

    Braten, Ivar; Anmarkrud, Oistein

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  1. The Effect of Strategy Instruction on the Reading Comprehension of High School Students with ADHD

    ERIC Educational Resources Information Center

    Johnson, Joseph W.

    2011-01-01

    The purpose of this study was to determine the effect of strategy instruction on the reading comprehension of high school students with ADHD. The research design was a multiple baseline across participants design with multiple probes during baseline (Kazdin, 1982). The participants were three female high school students with ADHD who were also…

  2. The Effects of Different Test-Taking Conditions on Reading Comprehension Test Performance.

    ERIC Educational Resources Information Center

    Bishop, N. Scott; Frisbie, David A.

    Prior research has shown that test takers use a variety of strategies when taking passage-based reading comprehension tests. The specific effects that these alternative strategies have on actual examinee test performance are largely unknown. Evidence suggesting that performance differences exist across testing conditions would imply that the…

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

    ERIC Educational Resources Information Center

    Kieffer, Michael J.; Box, Catherine DiFelice

    2013-01-01

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

  4. The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension

    ERIC Educational Resources Information Center

    Johnson, Kaprea F.

    2014-01-01

    The impact of hyperactivity and peer relationships on academic achievement has long been highlighted in the professional literature. This study highlights how much variation in reading comprehension scores, an indicator of academic achievement, are accounted for by hyperactivity, conduct problems, and peer problems. The participants included 129…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  6. The Effects of Cognitive Strategy Instruction on Chinese Reading Comprehension among Hong Kong Low Achieving Students

    ERIC Educational Resources Information Center

    Lau, Kit-ling; Chan, David W.

    2007-01-01

    This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a…

  7. Enhancing Reading Comprehension among Students with High-Functioning Autism Spectrum Disorder: A Randomized Pilot Study

    ERIC Educational Resources Information Center

    Roux, Catherine; Dion, Eric; Barrette, Anne

    2015-01-01

    Reading with comprehension is a challenge for students with high-functioning autism spectrum disorder. Unfortunately, research has little to offer to teachers trying to help these students. The present study pilots a new intervention targeting vocabulary, main idea identification, anaphoric relations, and text structure. Students (N = 13, M…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

  9. Comprehensive Adult Student Assessment Systems Braille Reading Assessment: An Exploratory Study

    ERIC Educational Resources Information Center

    Posey, Virginia K.; Henderson, Barbara W.

    2012-01-01

    Introduction: This exploratory study determined whether transcribing selected test items on an adult life and work skills reading test into braille could maintain the same approximate scale-score range and maintain fitness within the item response theory model as used by the Comprehensive Adult Student Assessment Systems (CASAS) for developing…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

    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…

  11. "Do Closed Captioned Lessons Enhance Reading Comprehension in the Hearing Impaired Adolescent?"

    ERIC Educational Resources Information Center

    Putz, Linda

    A study investigated whether there would be a significant improvement in the reading comprehension test scores of hearing-impaired secondary school students if their content area subjects included closed captioned television lessons. Subjects, eight students in an experimental group and five students in a control group, were grouped according to…

  12. Using Necessary Information to Identify Item Dependence in Passage-Based Reading Comprehension Tests

    ERIC Educational Resources Information Center

    Baldonado, Angela Argo; Svetina, Dubravka; Gorin, Joanna

    2015-01-01

    Applications of traditional unidimensional item response theory models to passage-based reading comprehension assessment data have been criticized based on potential violations of local independence. However, simple rules for determining dependency, such as including all items associated with a particular passage, may overestimate the dependency…

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

    ERIC Educational Resources Information Center

    Ercetin, Gulcan; Alptekin, Cem

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

    Ferguson, Iyla

    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…

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

    ERIC Educational Resources Information Center

    Rose, Janet S.; Gustin, William C.

    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…

  16. Information-Processing Differences of College-Age Readers Differing in Reading Comprehension and Speed.

    ERIC Educational Resources Information Center

    Rankin, Joan L.

    1993-01-01

    Examines information-processing differences among four types of readers differing in reading comprehension and speed. Finds that good comprehenders outperformed poor comprehenders on all types of tasks, but the results were less clear for the high- and low-speed readers. Proposes differences in working memory as a source of individual differences…

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

    ERIC Educational Resources Information Center

    Markham, Paul; Peter, Lizette

    2003-01-01

    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…

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

    ERIC Educational Resources Information Center

    Chen, Hsin-Yuan

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Wheldall, Kevin; McMurtry, Sarah

    2014-01-01

    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…

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

    ERIC Educational Resources Information Center

    Perkins, Kyle; And Others

    1995-01-01

    This article reports the results of using a three-layer back propagation artificial neural network to predict item difficulty in a reading comprehension test. Three classes of variables were examined: text structure, propositional analysis, and cognitive demand. Results demonstrate that the networks can consistently predict item difficulty. (JL)

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

    ERIC Educational Resources Information Center

    Perkins, Kyle; And Others

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

  2. Print and Image Integration of Science Texts and Reading Comprehension: A Systemic Functional Linguistics Perspective

    ERIC Educational Resources Information Center

    Hsu, Pei-Ling; Yang, Wen-Gin

    2007-01-01

    Systemic functional linguistics (SFL) was the foundation for this study that explored the effect of science text and image integration on grade 9 students' reading comprehension. Two texts in Chinese on the moon phase with different print and image integration were compared--a traditional textbook (TT) used in Taiwanese junior high schools and a…

  3. Test-Taking Strategies on a Multiple-Choice Test of Reading Comprehension.

    ERIC Educational Resources Information Center

    Nevo, Nava

    1989-01-01

    Comparison of the reading comprehension processes used by Hebrew-speaking students of French in both their native and second languages found that there was a transfer of strategies from the native to the second language, although in the second language, students used more strategies that did not lead to the selection of a correct response than in…

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

    ERIC Educational Resources Information Center

    Peretz, Arna S.; Shoham, Miriam

    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…

  5. Comprehension Aids, Internet Technologies, and the Reading of Authentic Materials by Adult Second Language Learners

    Microsoft Academic Search

    Fleming Louis Bell

    2004-01-01

    For second language teachers and theorists alike, there is a need to understand the processes involved in the second language learner’s pursuit of comprehension during the act of reading in the target language. This study seeks to provide insights into issues such as how second language readers approach the task in terms of how they use resources in the form

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

    ERIC Educational Resources Information Center

    Ghaith, Ghazi; Obeid, Hoda

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    Khorsand, Narjess

    2009-01-01

    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…

  8. Use of Bloom's Taxonomy in Developing Reading Comprehension Specifications

    ERIC Educational Resources Information Center

    Luebke, Stephen; Lorie, James

    2013-01-01

    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…

  9. Increasing the Social Studies Reading Comprehension of Middle School Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Bryski, Crystal

    2009-01-01

    This action research project sets out to identify which component of multi-text instruction is most effective in increasing the reading comprehension level of middle school students with learning disabilities. The research is going to be conducted over a two-week time period during the Spring 2009 with three male middle school students with…

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

    ERIC Educational Resources Information Center

    Underwood, Phyllis Swann

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Ghaith, Ghazi; El-Malak, Mirna Abd

    2004-01-01

    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…

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

    ERIC Educational Resources Information Center

    Berchin, Janice

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

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

    ERIC Educational Resources Information Center

    McVay, Jennifer C.

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Alshumaimeri, Yousif A.; Almasri, Meshail M.

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Miller, Debbie

    2012-01-01

    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.…

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

    ERIC Educational Resources Information Center

    Paris, Scott G.

    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…

  17. Neural Processing Associated with Comprehension of an Indirect Reply during a Scenario Reading Task

    ERIC Educational Resources Information Center

    Shibata, Midori; Abe, Jun-ichi; Itoh, Hiroaki; Shimada, Koji; Umeda, Satoshi

    2011-01-01

    In daily communication, we often use indirect speech to convey our intention. However, little is known about the brain mechanisms that underlie the comprehension of indirect speech. In this study, we conducted a functional MRI experiment using a scenario reading task to compare the neural activity induced by an indirect reply (a type of indirect…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Zhang, Dongbo

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Seigneuric, Alix; Ehrlich, Marie-France

    2005-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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,…

  4. 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

    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

    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…

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

    ERIC Educational Resources Information Center

    El-Koumy, Abdel Salam Abdel Khalek

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  7. Involving Parents in a Summer Book Reading Program to Promote Reading Comprehension, Fluency, and Vocabulary in Grade 3 and Grade 5 Children

    ERIC Educational Resources Information Center

    Pagan, Stephanie; Sénéchal, Monique

    2014-01-01

    In this research, parents and children participated in a comprehensive book reading intervention designed to improve children's literacy. Over eight weeks during the summer, children in the intervention condition were encouraged to read one book weekly and parents were trained to foster reading comprehension. Forty-eight Grades 3 and 5 children…

  8. [Reciprocal teaching and self-monitoring of strategy use: effects on reading comprehension].

    PubMed

    Soriano Ferrer, Manuel; Chebaani, Fatma; Soriano Ayala, Encarnación; Descals Tomás, Adela

    2011-02-01

    Reciprocal teaching (RT) is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. However, self-monitoring (SM) strategy use can optimize instruction of comprehension. Thus, the present study analyzed: (a) the efficacy of RT in regular classes and (b) the efficacy of RT + SM of strategy use. A sample of 59 students in the fourth year of primary education was selected: 19 children were selected as an RT condition, 18 as an RT + SM condition, while the remaining 22 made up the comparison group. Two types of comprehension measures were used: tasks of specific effects (getting the main idea, writing a summary, comprehension-monitoring test) and transfer effect measures (standardised tests, word meaning inference, and free recall). Thus, the results show that both the RT condition and the RT + SM condition benefited from the instruction, performing better than the comparison group in measures of specific effects and in some of the transfer effect measures. This result shows that SM is not a necessary component in the instruction of reading comprehension with RT. PMID:21266140

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

    PubMed

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

    2015-04-01

    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

  10. 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

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

    2007-01-01

    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

  11. Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students

    ERIC Educational Resources Information Center

    Tighe, Elizabeth L.; Wagner, Richard K.; Schatschneider, Christopher

    2015-01-01

    This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade…

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

    ERIC Educational Resources Information Center

    Carlisle, Joanne; Kelcey, Ben; Berebitsky, Dan; Phelps, Geoffrey

    2011-01-01

    The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for…

  13. The Role of Sustained Attention and Display Medium in Reading Comprehension among Adolescents with ADHD and without It

    ERIC Educational Resources Information Center

    Stern, Pnina; Shalev, Lilach

    2013-01-01

    Difficulties in reading comprehension are common in children and adolescents with Attention Deficit/Hyperactivity Disorder (ADHD). The current study aimed at investigating the relation between sustained attention and reading comprehension among adolescents with and without ADHD. Another goal was to examine the impact of two manipulations of the…

  14. Mind Wandering and Reading Comprehension: Examining the Roles of Working Memory Capacity, Interest, Motivation, and Topic Experience

    ERIC Educational Resources Information Center

    Unsworth, Nash; McMillan, Brittany D.

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  16. 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

    Feiker Hollenbeck, Amy R.

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  18. The Effect of Reciprocal Teaching Plus across Three Content Areas on Reading Comprehension in Seventh and Eighth Grade Students

    ERIC Educational Resources Information Center

    Hancock, Jack William

    2012-01-01

    Evidence suggests that middle school students are spending insufficient school time in reading and writing activities, with little comprehensive literacy training from their teachers. To address that gap in practice, this quasi-experimental study addressed the impact of a 12-week treatment program on the reading comprehension and vocabulary mean…

  19. The Respective Advantages and Disadvantages of Different Ways of Measuring the Instructional Sensitivity of Reading Comprehension Test Items.

    ERIC Educational Resources Information Center

    Perkins, Kyle

    In this paper four classes of procedures for measuring the instructional sensitivity of reading comprehension test items are reviewed. True experimental designs are not recommended because some of the most important reading comprehension variables do not lend themselves to experimental manipulation. "Ex post facto" factorial designs are…

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

    ERIC Educational Resources Information Center

    Mehrpour, Saeed; Rahimi, Mohammad

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Ghabanchi, Zargham; Mirza, Fateme Haji

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Duran, Erol

    2013-01-01

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

  3. Reciprocal Teaching and Transenvironmental Programming: A Program to Facilitate the Reading Comprehension of Students with Reading Difficulties.

    ERIC Educational Resources Information Center

    Bruce, Merle E.; Chan, Lorna K. S.

    1991-01-01

    Seven poor readers (ages 11-12) were trained in reading comprehension strategies using reciprocal teaching procedures in resource rooms and were instructed to employ the strategies in their homeroom classes. The combination of reciprocal teaching and transenvironmental programing was effective in facilitating subjects' unprompted use of relevant…

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

    ERIC Educational Resources Information Center

    Sahin, Ayfer

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Pirnay-Dummer, Pablo; Ifenthaler, Dirk

    2011-01-01

    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…

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

    Microsoft Academic Search

    Michael Pressley; Irene W. Gaskins

    2006-01-01

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

  7. How Word Decoding, Vocabulary and Prior Topic Knowledge Predict Reading Comprehension. A Study of Language-Minority Students in Norwegian Fifth Grade Classrooms

    ERIC Educational Resources Information Center

    Rydland, Veslemoy; Aukrust, Vibeke Grover; Fulland, Helene

    2012-01-01

    This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global…

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

    NASA Astrophysics Data System (ADS)

    Koch, Adina; Eckstein, Shulamith G.

    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;

  9. The role of sustained attention and display medium in reading comprehension among adolescents with ADHD and without it.

    PubMed

    Stern, Pnina; Shalev, Lilach

    2013-01-01

    Difficulties in reading comprehension are common in children and adolescents with Attention Deficit/Hyperactivity Disorder (ADHD). The current study aimed at investigating the relation between sustained attention and reading comprehension among adolescents with and without ADHD. Another goal was to examine the impact of two manipulations of the text on the efficiency of reading comprehension: Spacing (standard- vs. double-spacing) and Type of presentation (computer screen vs. hard copy). Reading comprehension of two groups of adolescents (participants with ADHD and normal controls) was assessed and compared in four different conditions (standard printed, spaced printed, standard on computer screen, spaced on computer screen). In addition, participants completed a visual sustained attention task. Significant differences in reading comprehension and in sustained attention were obtained between the two groups. Also, a significant correlation was obtained between sustained attention and reading comprehension. Moreover, a significant interaction was revealed between presentation-type, spacing and level of sustained attention on reading comprehension. Implications for reading intervention and the importance of early assessment of attention functioning are discussed. PMID:23023301

  10. Reading Intervention to Improve Narrative Production, Narrative Comprehension, and Motivation and Interest of Children with Hearing Loss

    ERIC Educational Resources Information Center

    Pakulski, Lori A.; Kaderavek, Joan N.

    2012-01-01

    This study examined the effects of a reading intervention on narrative production, narrative comprehension, and reading motivation interest in children with hearing loss. Seven school children between the ages of 9 and 11 were paired with younger "reading buddies" (without hearing loss). The children with hearing loss read storybooks to an…

  11. A Technique for Tracking the Reading Rate to Identify the E-Book Reading Behaviors and Comprehension Outcomes of Elementary School Students

    ERIC Educational Resources Information Center

    Huang, Yueh-Min; Liang, Tsung-Ho

    2015-01-01

    Tracking individual reading behaviors is a difficult task, as is carrying out real-time recording and analysis throughout the reading process, but these aims are worth pursuing. In this study, the reading rate is adopted as an indicator to identify different reading behaviors and comprehension outcomes. A reading rate tracking technique is thus…

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

    PubMed Central

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

    2014-01-01

    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

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

    ERIC Educational Resources Information Center

    Petscher, Yaacov; Foorman, Barbara

    2009-01-01

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

  14. 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

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

    2013-01-01

    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…

  15. Reading Strategies to Develop Higher Thinking Skills for Reading Comprehension (Estrategias de lectura para el desarrollo de habilidades de pensamiento para la comprensión de lectura)

    ERIC Educational Resources Information Center

    Echeverri Acosta, Luz Marina; McNulty Ferri, Maria

    2010-01-01

    This paper reports an action research project which examined the foreign language reading comprehension of public school eighth graders who experienced a directed reading-thinking approach with strategies for comprehension and application. The strategies used were prediction, prior knowledge, graphic organizers, and questions. Data analyzed…

  16. Towards enhanced second language reading comprehension assessment: Computerized versus manual scoring of written recall protocols

    Microsoft Academic Search

    Peter J. Heinz

    Second language (L2) reading comprehension assessment has long relied upon classical quantitative, product-oriented measurement techniques (i.e., multiple- choice and cloze) in both research and classroom assessment. As Bernhardt (1991) clearly demonstrated, these traditionally employed assessment methods are unable to capture the complex processes that take place between learner and text. The present paper has as its central purpose to enhance

  17. A path analysis of reading comprehension for adults with low literacy

    E-print Network

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

    2010-04-01

    %) of these adults with low literacy were between 16 and 64 years old, indicating that a large literacy deficit exists among the current and future U.S. workforce (Kutner, et al., 2005; Kutner, et al., 2007; U.S. Census Bureau, 2000). To address the economic... linguistic form, the comprehension component makes sense of this linguistic information” (Catts, et al., 2003, p. 151). The simple view predicts that as readers progress from beginning reading tasks to more advanced tasks, the primary sources...

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

    PubMed Central

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

    2012-01-01

    We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information – a centrality deficit (Miller & Keenan, 2009). We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory. PMID:23054132

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

    PubMed

    Martinussen, Rhonda; Mackenzie, Genevieve

    2015-03-01

    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

  20. Comprehensive care.

    PubMed

    Pioli, G; Davoli, M L; Pellicciotti, F; Pignedoli, P; Ferrari, A

    2011-06-01

    Comprehensive care (CC) represents the basic approach of orthogeriatric comanaged care with the overall objectives of improving results regarding physical and psychological functions and reducing hospitalization, long-term care placement and mortality. It is a two-stage process that includes the Comprehensive Geriatric Assessment (CGA) and the development and implementation of an interdisciplinary treatment plan based on priority interventions and unmet needs. In older hip fracture patients CC has to face crucial issues such as treatment choice and surgical options, clinical stabilization of patients before surgery and the prevention and treatment of complication in the postoperative phase. The main aim are to avoid inappropriate surgical delays and reduce the overall number of days of immobility endorsing an early ambulation with full weight bearing as tolerated. Multiprofessional CC must also ensure uninterrupted care for transition between the different care levels that patients need after fracture before returning home. Therefore another important issue is a structured discharge plan tailored to the individual patient identifying subjects that could benefit from a skilled or more intensive rehabilitation, identifying patients and family that will probably need a higher level of care even after rehabilitation, determining timing of discharge, defining the continuing care that needs to be provided and finally ensuring the patient has access to available services and resources. However, the implementation of a comprehensive and multidisciplinary co-care model in an orthopedic unit is a difficult task because it is necessary a great effort to change cultural attitudes related to traditional model of care. PMID:21597436

  1. Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks

    Microsoft Academic Search

    Pablo Pirnay-Dummer; Dirk Ifenthaler

    Our study integrates automated natural language-oriented assessment and analysis methodologies into feasible reading comprehension\\u000a tasks. With the newly developed T-MITOCAR toolset, prose text can be automatically converted into an association net which\\u000a has similarities to a concept map. The “text to graph” feature of the software is based on several parsing heuristics and\\u000a can be used both to assess the

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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,…

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

    ERIC Educational Resources Information Center

    McVay, Jennifer C.; Kane, Michael J.

    2012-01-01

    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…

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

    PubMed Central

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

    2014-01-01

    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

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

    ERIC Educational Resources Information Center

    Meyer, Bonnie J. F.; And Others

    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…

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

    ERIC Educational Resources Information Center

    Johnson, Diane D.

    2011-01-01

    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…

  7. The Effects of Self-Monitoring of Story Elements on the Reading Comprehension of High School Seniors with Learning Disabilities

    ERIC Educational Resources Information Center

    Crabtree, Tim; Alber-Morgan, Sheila R.; Konrad, Moira

    2010-01-01

    This study used a multiple baseline across participants design to examine the effects of self-monitoring and active responding on the reading comprehension of three high school seniors with learning disabilities and significant attention problems. The self-monitoring intervention required the participants to read a story and stop reading at three…

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

    PubMed Central

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

    2012-01-01

    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

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

    PubMed

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

    2013-04-01

    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

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

    Microsoft Academic Search

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

    2006-01-01

    This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group\\u000a of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4\\u000a children who entered kindergarten with little or no experience with English (ESL) to that of a group of native English speakers.\\u000a Examiners administered various tasks

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

    E-print Network

    Pantalion, Charles Adrian

    1972-01-01

    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...

  12. The design of a software to enhance the reading comprehension skills of deaf students: An integration of multiple theoretical perspectives

    Microsoft Academic Search

    Magda Nikolaraizi; Ioanna Vekiri

    In this paper we discuss the role of visual resources, namely Greek Sign Language videos, concept maps and pictures, and their\\u000a allocation in a multimedia educational software designed to enhance reading comprehension in deaf children. First, we summarize\\u000a research findings from three bodies of literature that informed the design of the software: reading comprehension and deaf\\u000a children, the role of

  13. Effects of audio-visual AIDS on foreign language test anxiety, reading and listening comprehension, and retention in efl learners (.).

    PubMed

    Lee, Shu-Ping; Lee, Shin-Da; Liao, Yuan-Lin; Wang, An-Chi

    2015-04-01

    -This study examined the effects of audio-visual aids on anxiety, comprehension test scores, and retention in reading and listening to short stories in English as a Foreign Language (EFL) classrooms. Reading and listening tests, general and test anxiety, and retention were measured in English-major college students in an experimental group with audio-visual aids (n = 83) and a control group without audio-visual aids (n = 94) with similar general English proficiency. Lower reading test anxiety, unchanged reading comprehension scores, and better reading short-term and long-term retention after four weeks were evident in the audiovisual group relative to the control group. In addition, lower listening test anxiety, higher listening comprehension scores, and unchanged short-term and long-term retention were found in the audiovisual group relative to the control group after the intervention. Audio-visual aids may help to reduce EFL learners' listening test anxiety and enhance their listening comprehension scores without facilitating retention of such materials. Although audio-visual aids did not increase reading comprehension scores, they helped reduce EFL learners' reading test anxiety and facilitated retention of reading materials. PMID:25914939

  14. Reading comprehension interventions for middle school students with learning disabilities: a synthesis of 30 years of research.

    PubMed

    Solis, Michael; Ciullo, Stephen; Vaughn, Sharon; Pyle, Nicole; Hassaram, Bindiya; Leroux, Audrey

    2012-01-01

    The authors conducted a synthesis of studies of reading comprehension interventions for middle school students (Grades 6-8) identified with a learning disability. They identified 12 studies between 1979 and 2009 with treatment and comparison designs and 2 single-participant studies. Findings from the studies indicate large effect sizes for researcher-developed comprehension measures. Few studies (n = 4) reported standardized measures of reading comprehension, which indicated medium effect sizes. The majority of study treatments (n = 13) utilized strategy instruction related to main idea or summarization. PMID:21490168

  15. Assessing the Cognitive Demands of a Century of Reading Curricula: An Analysis of Reading Text and Comprehension Tasks from 1910 to 2000

    ERIC Educational Resources Information Center

    Stevens, Robert J.; Lu, Xiaofei; Baker, David P.; Ray, Melissa N.; Eckert, Sarah A.; Gamson, David A.

    2015-01-01

    This research investigated the cognitive demands of reading curricula from 1910 to 2000. We considered both the nature of the text used and the comprehension tasks asked of students in determining the cognitive demands of the curricula. Contrary to the common assumption of a trend of simplification of the texts and comprehension tasks in third-…

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

    ERIC Educational Resources Information Center

    Wanat, Stanley F., Ed.

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    García, J. Ricardo; Cain, Kate

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  20. The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students

    ERIC Educational Resources Information Center

    Gibson, Lenwood, Jr.

    2009-01-01

    The current investigation studied the effects of a computer software program of the oral reading fluency and comprehension of eight, first grade students. These students were identified as being either "at-risk" or "some-risk" for reading failure on the DIBELS oral reading fluency winter benchmark assessment. A multiple probe design was used to…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2014-03-01

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

  3. Toward the New Literacy: Changes in College Students' Reading Comprehension Strategies Following Reading/Writing Projects.

    ERIC Educational Resources Information Center

    Falk-Ross, Francine C.

    2002-01-01

    Analyzes students enrolled in a college developmental reading class and their use of critical literacy techniques to improve reading and writing skills. Considers three areas of students' progress: reading and writing connections, language and vocabulary, and purposes for reading. Stresses the importance of introduction and mastery of these areas…

  4. Participants in Adult Basic Skills Classes Using Intertextual and Metacognitive Skills and Strategies to Aid Reading Comprehension and Written Expression

    ERIC Educational Resources Information Center

    MacMonagle, William Peter

    2012-01-01

    The purpose of this research was to seek evidence of awareness of metacognitive processes and intertextuality in the reading comprehension of students in an adult basic education class. Its purpose was to interweave several strands of research investigation and theory to explain the reading and writing capabilities of a representative population…

  5. Measures of Reading Comprehension: Do They Measure Different Skills for Children Learning English as a Second Language?

    ERIC Educational Resources Information Center

    Grant, Amy; Gottardo, Alexandra; Geva, Esther

    2012-01-01

    The validity of two measures of English reading comprehension was examined across three different groups of English language learners (ELLs; 64 Portuguese, 66 Spanish and 65 Cantonese). All three groups were achieving within the average range in second grade. An exploratory principal components analysis of reading skills was carried out to…

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

    ERIC Educational Resources Information Center

    Robbins, Katherine R.

    2010-01-01

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

  7. Effects of Wh-Question Graphic Organizers on Reading Comprehension Skills of Students with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Bethune, Keri S.; Wood,Charles L.

    2013-01-01

    Students with autism spectrum disorders often have difficulty with reading comprehension. This study used a delayed multiple baseline across participants design to evaluate the effects of graphic organizers on the accuracy of wh-questions answered following short passage reading. Participants were three elementary-age students with autism spectrum…

  8. Comprehensive Reading Instruction for Students with Intellectual Disabilities: Findings from the First Three Years of a Longitudinal Study

    ERIC Educational Resources Information Center

    Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Cheatham, Jennifer P.; Champlin, Tammi M.

    2010-01-01

    This longitudinal experimental study investigated the reading progress of students with IQs ranging from 40 to 69 (i.e., range for students with mild or moderate mental retardation or intellectual disabilities [ID]) across at least two academic years, as well as the effectiveness of a comprehensive reading intervention for these students across…

  9. Visible or Invisible Links: Does the Highlighting of Hyperlinks Affect Incidental Vocabulary Learning, Text Comprehension, and the Reading Process?

    ERIC Educational Resources Information Center

    De Ridder, Isabelle

    2002-01-01

    Investigates how the signaling-mode of electronic glosses in online texts influences the user's reading process, incidental vocabulary learning, and text comprehension. Indicates that when reading a text with highlighted hyperlinks, readers are significantly more willing to consult the gloss. (Author/VWL)

  10. Improving Reading Comprehension through Holistic Intervening and Tutoring During After-School with High Risk Minority Elementary School Students

    ERIC Educational Resources Information Center

    Johnson, Kaprea F.; Gupta, Abha; Rosen, Hana; Rosen, Howard

    2013-01-01

    The current study took a quasi-experimental approach investigating the effect of a holistic after-school intervention, on reading comprehension measured by the Gray Oral Reading Test (GORT)-4 on at-risk students in Grade 2 through Grade 5. Analysis of Variance was used to investigate the relationship between pre- and post-intervention scores. The…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  12. A Linguistic Feature Analysis of Verbal Protocols Associated with Pupil Responses to Standardized Measures of Reading Comprehension.

    ERIC Educational Resources Information Center

    Jacobson, M. Victoria

    This study was designed to collect and analyze the verbal protocols of students involved in introspection as they responded to standardized measures of reading comprehension, for the purpose of learning more about the reading process. Eleven seventh grade students from an urban public school were randomly chosen from 61 subjects who met the…

  13. The Effect of Font Size on Reading Comprehension on Second and Fifth Grade Children: Bigger Is Not Always Better

    PubMed Central

    Katzir, Tami; Hershko, Shirley; Halamish, Vered

    2013-01-01

    Research on reading development has focused on the linguistic, cognitive, and recently, metacognitive skills children must master in order to learn to read. Less focus has been devoted to how the text itself, namely the perceptual features of the words, affects children’s learning and comprehension. In this study, we manipulated perceptual properties of text by presenting reading passages in different font sizes, line lengths, and line spacing to 100 children in the second and fifth grades. For second graders (Experiment 1), decreasing font size, as well as increasing line length, yielded significantly lower comprehension scores. Line spacing had no effect on performance. For fifth graders (Experiment 2), decreasing font size yielded higher comprehension scores, yet there were no effects for line length and line spacing. Results are discussed within a "desirable difficulty" approach to reading development. PMID:24069266

  14. Measuring the Reading Ability of Incoming Freshmen: A Path Analysis Investigation into Reading Comprehension

    ERIC Educational Resources Information Center

    Schuster, Jonathan

    2012-01-01

    Reading is a complex process involving numerous skills and abilities contributing to acquiring meaning from text. Individuals without the requisite reading skills will have difficulty not only in school but throughout their lifetimes. The purpose of the study was to compare the reading ability of incoming college freshmen with that of adults with…

  15. Schemata for Reading and Reading Comprehension Performance. Technical Report No. 120.

    ERIC Educational Resources Information Center

    Canney, George; Winograd, Peter

    Advancing the thesis that a student develops a schema for reading in the same manner as schemata for other classes of things, events, and situations are developed, this paper contends that knowledge of "what reading is" should have a potent influence on how and when a person utilizes reading skills and strategies to extract information from text.…

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

    ERIC Educational Resources Information Center

    Gorsuch, Greta; Taguchi, Etsuo

    2010-01-01

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

  17. The Relationship between African American Middle School Students' Attitudes toward Reading and Their Reading Comprehension Level

    ERIC Educational Resources Information Center

    Harris, LeCharle Webb

    2009-01-01

    There are numerous strongly held views and myths about African American students in general and middle school students in particular. This study investigated widely held views about African American middle school students' attitudes toward reading and about how positive attitudes toward reading affect reading performances. In this study, four…

  18. Reassessing Readers' Comprehension Monitoring.

    ERIC Educational Resources Information Center

    Yang, Yu-Fen

    2002-01-01

    Investigates proficient and less-proficient readers comprehension monitoring. Findings show that proficient readers displayed more competency in monitoring their ongoing thinking processes, because they tended to monitor their reading processes at all times in order to compensate for words that had not been previously decoded. (Author/VWL)

  19. The Comprehension Toolkit

    ERIC Educational Resources Information Center

    Harvey, Stephanie; Goudvis, Anne

    2005-01-01

    "The Comprehension Toolkit" focuses on reading, writing, talking, listening, and investigating, to deepen understanding of nonfiction texts. With a focus on strategic thinking, this toolkit's lessons provide a foundation for developing independent readers and learners. It also provides an alternative to the traditional assign and correct…

  20. The Development of Graphophonological-Semantic Cognitive Flexibility and Its Contribution to Reading Comprehension in Beginning Readers

    Microsoft Academic Search

    Kelly B. Cartwright; Timothy R. Marshall; Kristina L. Dandy; Marisa C. Isaac

    2010-01-01

    Reading-specific and general color-shape cognitive flexibility were assessed in 68 first and second graders to examine: 1) the development of graphophonological-semantic cognitive flexibility (the ability to process concurrently phonological and semantic aspects of print) in comparison to color-shape cognitive flexibility, 2) the contribution of reading experience to graphophonological-semantic flexibility, and 3) the unique contribution of graphophonological-semantic flexibility to reading comprehension.

  1. The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample

    Microsoft Academic Search

    Deborah A. Goff; Chris Pratt; Ben Ong

    2005-01-01

    The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word\\u000a reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills.\\u000a It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent\\u000a contributions to reading

  2. Emotional Responses during Reading: Physiological Responses Predict Real-Time Reading Comprehension

    ERIC Educational Resources Information Center

    Daley, Samantha G.; Willett, John B.; Fischer, Kurt W.

    2014-01-01

    This study investigated the relationship between emotional responses and reading performance in middle-school students. Although a large number of prior studies have investigated the relationship between emotion and reading, those studies have concentrated primarily on relatively static and distal measures of emotion. In this research, we measured…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    PubMed Central

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

    2011-01-01

    The current study examined the predictive validity of oral reading fluency measures across first, second, and third grades for two reading achievement measures at the end of third grade. Oral reading fluency measures were administered to students from first grade to third. The Texas Assessment of Knowledge and Skills and the Stanford Achievement Test were also administered in the third grade. Oral reading fluency was a reliable predictor of student success on both measures. Data suggest that greater student growth in oral reading fluency is needed through the grade levels to ensure high probabilities of success on the nationally normed measure, as compared to what is needed for the state-normed measure. Implications for practice and future research are discussed. PMID:21479152

  5. Research on a Frame-Based Model of Reading Comprehension. Final Report.

    ERIC Educational Resources Information Center

    Goldstein, Ira

    This report summarizes computational investigations of language comprehension based on Marvin Minsky's theory of frames, a recent advance in artifical intelligence theories about the representation of knowledge. The investigations discussed explored frame theory as a basis for text comprehension by implementing models of the theory and developing…

  6. Graphic Organizers: An Integral Component to Facilitate Comprehension during Basal Reading Instruction.

    ERIC Educational Resources Information Center

    Kirylo, James D.; Millet, Courtney P.

    2000-01-01

    Discusses briefly the process of comprehension. Argues that graphic organizers can be used as a practical tool while using basal readers, tapping into prior knowledge, cultivating active participation, and fostering an understanding of conceptual relationships, thus leading to a facilitation of comprehension. (SR)

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

    ERIC Educational Resources Information Center

    Bowyer-Crane, Claudine; Snowling, Margaret J.

    2005-01-01

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

  8. A Longitudinal Exploration of the Relationship between Oral Reading Fluency and Reading Comprehension Achievement among a Sample of Diverse Young Learners

    ERIC Educational Resources Information Center

    Acquavita, Teri L.

    2012-01-01

    Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many…

  9. Incorporating Reading in an Elementary Physical Education Program with the Utilization of the Physio-Cat Program to Improve Fifth-Grade Reading-Comprehension Skills

    ERIC Educational Resources Information Center

    Polite', Cheryl Powell

    2012-01-01

    This was a quantitative study utilized to determine the effect of the Physio-Cat Program on improving reading-comprehension scores in reading for students in kindergarten through Grade 5 at an elementary school in Dade County Florida. The Physio-Cat Program, designed by this researcher, was developed to provide an innovative approach to improve…

  10. Comprehensive Ocean Drilling

    E-print Network

    Comprehensive Ocean Drilling Bibliography containing citations related to the Deep Sea Drilling Project, Ocean Drilling Program, Integrated Ocean Drilling Program, and International Ocean Discovery Program Last updated: May 2014 #12;Comprehensive Bibliography Comprehensive Ocean Drilling Bibliography

  11. Teaching Tips: Read Smarter, Not Harder--Global Reading Comprehension Strategies

    ERIC Educational Resources Information Center

    Bishop, Penny A.; Reyes, Cynthia; Pflaum, Susanna W.

    2006-01-01

    As students move through the grades, the demands of comprehending increasingly complex text increase, and some students begin to struggle. What are the differences between skilled and struggling readers? How can educators teach students to become more proficient readers? This Teaching Tip describes research into middle-level students' reading

  12. How a Learner Self-Regulates Reading Comprehension: A Case Study for Graduate Level Reading

    ERIC Educational Resources Information Center

    Fadlelmula, Fatma Kayan; Ozgeldi, Meric

    2010-01-01

    The purpose of this study is to examine how a learner self-regulates learning while reading an academic text. In particular, the aim is not to generalize self-regulatory processes for any learning task, but to have an overall idea about how a learner self-regulates. In particular, Pintrich's SRL (self-regulated learning) model is used to find out…

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

    ERIC Educational Resources Information Center

    Li, C.-H.

    2014-01-01

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

  14. Science Learning: A Path Analysis of Its Links with Reading Comprehension, Question-Asking in Class and Science Achievement

    ERIC Educational Resources Information Center

    Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

    2014-01-01

    The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires…

  15. School-Based Teacher Professional Development to Transform the Teaching of Reading Comprehension: An Irish Case Study

    ERIC Educational Resources Information Center

    Concannon-Gibney, Tara; Murphy, Brian

    2012-01-01

    Despite recent research indicating that students require explicit teaching in the key reading skill of comprehension in order to become successful readers, a significant gap in the research relates to teacher professional development (PD) in the area. A recent Irish study used gathered survey data to create a year-long PD programme for teachers in…

  16. The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English

    ERIC Educational Resources Information Center

    Novogrodsky, Rama; Caldwell-Harris, Catherine; Fish, Sarah; Hoffmeister, Robert J.

    2014-01-01

    It is unknown if the developmental path of antonym knowledge in deaf children increases continuously with age and correlates with reading comprehension, as it does in hearing children. In the current study we tested 564 students aged 4-18 on a receptive multiple-choice American Sign Language (ASL) antonym test. A subgroup of 138 students aged 7-18…

  17. Influence of Prior Knowledge and Interest on Fourth- and Fifth-Grade Passage Comprehension on the Qualitative Reading Inventory-4

    ERIC Educational Resources Information Center

    Clark, Mary Kristen; Kamhi, Alan G.

    2014-01-01

    Purpose: In 2 experiments, we examined the influence of prior knowledge and interest on 4th- and 5th-grade students' passage comprehension scores on the Qualitative Reading Inventory-4 (QRI-4) and 2 experimenter constructed passages. Method: In Experiment 1, 4th- and 5th-grade students were administered 4 Level 4 passages or 4 Level 5…

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

    ERIC Educational Resources Information Center

    Berkant, Hasan Guner

    2009-01-01

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

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

    Microsoft Academic Search

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Türk, Emine; Erçetin, Gülcan

    2014-01-01

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

  1. Enhancement of Automatization through Vocabulary Learning Using CALL: Can Prompt Language Processing Lead to Better Comprehension in L2 Reading?

    ERIC Educational Resources Information Center

    Sato, Takeshi; Matsunuma, Mitsuyasu; Suzuki, Akio

    2013-01-01

    Our study aims to optimize a multimedia application for vocabulary learning for English as a Foreign Language (EFL). Our study is based on the concept that difficulty in reading a text in a second language is due to the need for more working memory for word decoding skills, although the working memory must also be used for text comprehension

  2. The Effect of the Use of Assistive Technology on English Reading Comprehension of Students with Learning Differences

    ERIC Educational Resources Information Center

    Caraballo, Gladys

    2012-01-01

    The purpose of this study was to find the effect of the use of assistive technology (CD ROM Interactive Liquid Books, the Interactive White Board, and Interactive Signed Stories) on English reading comprehension of students with learning differences, specifically with deaf and learning disabled students. The research questions that provided the…

  3. Do Students Using Electronic Books Display Different Reading Comprehension and Motivation Levels than Students Using Traditional Print Books?

    ERIC Educational Resources Information Center

    Wells, Casey L.

    2012-01-01

    The effect of electronic books on the reading comprehension of middle and high school students was examined using an experimental posttest-only control-group design. A convenience sample of 140 randomly assigned middle and high school English students at an independent school in eastern North Carolina participated. Half of the students used…

  4. The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Herrera, Sarah; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

    2015-01-01

    This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  6. Performance of School Age Reading Disabled Students on the Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP)

    ERIC Educational Resources Information Center

    Marshall, Dorothy; Christo, Catherine; Davis, John

    2013-01-01

    This study examined the performance of reading disabled children on the two Phonological Awareness Subtests of the Comprehensive Test of Phonological Processing (CTOPP). Participants performed significantly different on these two subtests with a poorer performance on the Elision subtest than Blending Words. In addition, the two subtests were not…

  7. Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research

    ERIC Educational Resources Information Center

    Kim, A-H.; Vaughn, S.; Wanzek, J.; Wei, S.

    2004-01-01

    Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using…

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

    PubMed Central

    Tine, Michele

    2014-01-01

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

  9. The Effect of the Cherry Hill Study Skills Program on Eighth Grade Students' Reading Comprehension and Study Skills.

    ERIC Educational Resources Information Center

    La Marca, Marilyn Tierney

    A study was conducted to determine the effects of the "Cherry Hill Study Skills Program" on eighth grade students' reading comprehension and study skills. The "Cherry Hill Study Skills Program" is a process oriented course dealing with the sequential development of nine specific skills deemed essential to the retrieval and retention of information…

  10. Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

    ERIC Educational Resources Information Center

    Rodriguez, Cathi Draper; Filler, John; Higgins, Kyle

    2012-01-01

    Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were…

  11. U. S. Navy Recruit Characteristics on Reading Comprehension and Related Variables: A Profile by Quarter for October 1980 - June 1984.

    ERIC Educational Resources Information Center

    Bowman, Harry L.; And Others

    A study was conducted to investigate reading comprehension and educationally related variables--such as years of education, aptitude score, high school graduation status, and quarter of entry into the service--that describe United States Navy recruits. Data were obtained from computer managed instruction (CMI) reports issued quarterly, on…

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

    ERIC Educational Resources Information Center

    Diaz, Ivan

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Chen, I-Jung; Yen, Jung-Chuan

    2013-01-01

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

  14. Recent Official Policy and Concepts of Reading Comprehension and Inference: The Case of England's Primary Curriculum

    ERIC Educational Resources Information Center

    Williams, Jazz C.

    2014-01-01

    This article engages with recent policy on reading comprehension. It argues that the construct of inference has been treated as a single entity despite research and literature to the contrary, and this is perpetuated in the National Curriculum for 2014. It explores the limitations of conceptualising inference as a unitary construct and…

  15. Reading Development Electrified: Semantic and Syntactic Integration during Sentence Comprehension in School-Age Children and Young Adults

    ERIC Educational Resources Information Center

    VanDyke, Justine M.

    2011-01-01

    Adults are able to access semantic and syntactic information rapidly as they hear or read in real-time in order to interpret sentences. Young children, on the other hand, tend to rely on syntactically-based parsing routines, adopting the first noun as the agent of a sentence regardless of plausibility, at least during oral comprehension. Little is…

  16. A Study To Determine the Effect of Writing Activities on Reading Comprehension on Second Grade Students at Linden School.

    ERIC Educational Resources Information Center

    Collins, Linda

    A study investigated what effect, if any, a planned program of writing activities had on reading comprehension. A group of second grade students from Linden Elementary School, West Virginia, were the subjects. Subjects were divided into a control (12 students) and an experimental (13 students) group. Both groups were given a pretest and a…

  17. The relationship between reading comprehension skill assessment methods and academic success for first semester students in a selected Bachelor of Science in Nursing program in Texas 

    E-print Network

    Cook, Jennifer D. M.

    2007-04-25

    This retrospective descriptive study addressed the relationship between reading comprehension skills as measured by the Nelson-Denny Reading Test and the Nurse Entrance Test and indices of academic success (i.e., grade ...

  18. The relationship between reading comprehension skill assessment methods and academic success for first semester students in a selected Bachelor of Science in Nursing program in Texas

    E-print Network

    Cook, Jennifer D. M.

    2007-04-25

    This retrospective descriptive study addressed the relationship between reading comprehension skills as measured by the Nelson-Denny Reading Test and the Nurse Entrance Test and indices of academic success (i.e., grade point average of prerequisite...

  19. Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners 

    E-print Network

    Cruz de Quiros, Ana Migdalia

    2008-10-10

    This study compared the oral language development, vocabulary, and comprehension of English language learners (ELLs) in second grade who were participating in a five-year longitudinal study, Project English Language and Literacy Acquisition (Project...

  20. Peer Tutoring of Comprehension Strategies.

    ERIC Educational Resources Information Center

    Pickens, Judith; McNaughton, Stuart

    1988-01-01

    Discusses a study in which four low-achieving 12-year-old readers were trained to tutor similar age low-achieving readers in reading comprehension strategies. States that both tutors and students learned to use the strategies effectively and that both groups made substantial gains in comprehension. (GEA)