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Sample records for comprehension reading comprehension

  1. 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)…

  2. 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…

  3. 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.…

  4. 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…

  5. What Oral Text Reading Fluency Can Reveal about Reading Comprehension

    ERIC Educational Resources Information Center

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

    2015-01-01

    Text reading fluency--the ability to read quickly, accurately and with a natural intonation--has been proposed as a predictor of reading comprehension. In the current study, we examined the role of oral text reading fluency, defined as text reading rate and text reading prosody, as a contributor to reading comprehension outcomes in addition to…

  6. Tests of Reading Comprehension (TORCH) Pilot Study.

    ERIC Educational Resources Information Center

    Burgon, J. R.

    A New Zealand pilot study examined Tests of Reading Comprehension (TORCH) scores compared to PAT: Reading Comprehension scores and compared with teacher ratings. TORCH is a reading test package published in 1987 by the Australian Council for Educational Research. It consists of 14 untimed passages intended to assess the extent to which readers in…

  7. Measures of Reading Comprehension: A Latent Variable Analysis of the Diagnostic Assessment of Reading Comprehension

    ERIC Educational Resources Information Center

    Francis, David J.; Snow, Catherine E.; August, Diane; Carlson, Coleen D.; Miller, Jon; Iglesias, Aquiles

    2006-01-01

    This study compares 2 measures of reading comprehension: (a) the Woodcock-Johnson Passage Comprehension test, a standard in reading research, and (b) the Diagnostic Assessment of Reading Comprehension (DARC), an innovative measure. Data from 192 Grade 3 Spanish-speaking English language learners (ELLs) were used to fit a series of latent variable…

  8. 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)

  9. Effectiveness of Four Supplemental Reading Comprehension Interventions

    ERIC Educational Resources Information Center

    James-Burdumy, Susanne; Deke, John; Gersten, Russell; Lugo-Gil, Julieta; Newman-Gonchar, Rebecca; Dimino, Joseph; Haymond, Kelly; Liu, Albert Yung-Hsu

    2012-01-01

    This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge) on students' understanding of informational text. Across 2 school years, the study included 10 school districts, more than 200…

  10. E-Reading Comprehension versus Conventional Reading Comprehension of Junior High Students

    ERIC Educational Resources Information Center

    Stevens, Brian

    2014-01-01

    Technology is an increasing part in the lives of junior high students, but little is known about how this technology affects their reading. Reading comprehension from e-books is compared to reading comprehension from conventional print books with junior high students. The problem is that students may be reading from a medium that is less than the…

  11. Reading Comprehension Skills through Workplace Education.

    ERIC Educational Resources Information Center

    Massachusetts Career Development Inst., Springfield.

    This document contains a competency-based workplace literacy curriculum that is intended to develop workers' reading comprehension skills by building on their prior knowledge and integrating job-related reading materials actually used by workers on the job with other academic reading materials and textbooks. Designed to be used in conjunction with…

  12. Unknown Vocabulary Density and Reading Comprehension.

    ERIC Educational Resources Information Center

    Hsueh-Chao, Marcella Hu; Nation, Paul

    2000-01-01

    Examines what percentage of coverage of text is needed for unassisted reading for pleasure, where learners are able to read without the interruption of looking up words. Looks at the effect of three densities of unknown vocabulary on two measures of reading comprehension, a multiple-choice test and a cued written recall test. (Author/VWL)

  13. Relationships of Three Components of Reading Fluency to Reading Comprehension

    ERIC Educational Resources Information Center

    Klauda, Susan Lutz; Guthrie, John T.

    2008-01-01

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

  14. Effects of Instructional Method on Reading Comprehension.

    ERIC Educational Resources Information Center

    Dewalt, Mark; And Others

    The relationship between type of reading instruction (whole language or basal) and reading comprehension as measured by the California Achievement Test (CAT) was investigated. Nineteen third- and fourth-grade teachers from school 5 districts in North Carolina took part in the project with 215 students in the basal group and 200 students in the…

  15. Reading Comprehension: From Research to Practice.

    ERIC Educational Resources Information Center

    Orasanu, Judith, Ed.

    In response to recommendations by a National Institute of Education (NIE) planning group to the effect that NIE should support efforts to understand the cognitive processes involved in acquiring basic reading skills and in comprehending linguistic messages, this book summarizes what has been learned about reading comprehension in the decade since…

  16. 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…

  17. Using Image Analysis to Build Reading Comprehension

    ERIC Educational Resources Information Center

    Brown, Sarah Drake; Swope, John

    2010-01-01

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

  18. 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…

  19. Improving Early Reading Comprehension Using Embodied CAI

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  20. 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…

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

    ERIC Educational Resources Information Center

    Ness, Molly

    2011-01-01

    The purpose of this observational study was to identify the frequency of reading comprehension instruction in elementary classrooms. Additional objectives were to determine which reading comprehension instructional strategies were most employed by teachers in elementary classrooms. In 3,000 minutes of direct classroom observation in 20 first-…

  2. 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…

  3. Early Prediction of Reading Comprehension within the Simple View Framework

    ERIC Educational Resources Information Center

    Catts, Hugh W.; Herrera, Sarah; Nielsen, Diane Corcoran; Bridges, Mindy Sittner

    2015-01-01

    The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge,…

  4. Recall Strategies and Reading Comprehension.

    ERIC Educational Resources Information Center

    Beebe, Mona J.; And Others

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

  5. 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…

  6. Measuring Reading Comprehension with the Lexile Framework.

    ERIC Educational Resources Information Center

    Stenner, A. Jackson

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

  7. Developing Reading Comprehension through Collaborative Learning

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  8. On Linguistic Structure and Reading Comprehension.

    ERIC Educational Resources Information Center

    O'Donnell, Roy C.

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

  9. 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…

  10. 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…

  11. How Reading Comprehension Is Embodied and Why That Matters

    ERIC Educational Resources Information Center

    Glenberg, Arthur M.

    2011-01-01

    Reading comprehension, much like comprehension of situations and comprehension of oral language, is embodied. In all cases, comprehension is the ability to take effective action on the basis of affordances related to the body, the physical world, and personal goals and cultural norms. In language contexts, action-based comprehension arises from…

  12. Calibration of Comprehension and Performance in L2 Reading

    ERIC Educational Resources Information Center

    Sarac, Seda; Tarhan, Betul

    2009-01-01

    Comprehension monitoring is crucial for successful reading. Although the researchers appreciate the importance of comprehension monitoring in L2 reading, there are only a few studies done on the comprehension monitoring ability of L2 readers. The main aim of this study was to investigate the comprehension monitoring abilities of university…

  13. Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension.

    PubMed

    Schenker, Victoria J; Petrill, Stephen A

    2015-01-01

    This study investigated the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. Univariate and multivariate quantitative genetic models were conducted in a sample of 284 pairs of twins at a mean age of 9.81 years. Genetic and nonshared environmental factors accounted for statistically significant variance in listening and reading comprehension, and nonshared environmental factors accounted for variance in reading motivation. Furthermore, listening comprehension demonstrated unique genetic and nonshared environmental influences but also had overlapping genetic influences with reading comprehension. Reading motivation and reading comprehension each had unique and overlapping nonshared environmental contributions. Therefore, listening comprehension appears to be related to reading primarily due to genetic factors whereas motivation appears to affect reading via child-specific, nonshared environmental effects. PMID:26321677

  14. "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…

  15. 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…

  16. 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…

  17. Assessment Matters: Issues in the Measurement of Reading Comprehension

    ERIC Educational Resources Information Center

    Caine, Kate; Oakhill, Jane

    2006-01-01

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

  18. 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.…

  19. 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

  20. 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…

  1. The Effect of Explicit Teaching of Comprehension Strategies on Reading Comprehension in Elementary School

    ERIC Educational Resources Information Center

    Atkins, James Grant

    2013-01-01

    This study investigated the effect of explicit teaching of comprehension strategies on the comprehension performance of elementary school students. Two schools with similar demographics, including a significant proportion of students at risk for reading failure, participated in the study. One school utilized an explicit comprehension strategy…

  2. A Comparison of Deaf and Hearing Children's Reading Comprehension Profiles

    ERIC Educational Resources Information Center

    Kyle, Fiona E.; Cain, Kate

    2015-01-01

    Purpose: Although deaf children typically exhibit severe delays in reading achievement, there is a paucity of research looking at their text-level comprehension skills. We present a comparison of deaf and normally hearing readers' profiles on a commonly used reading comprehension assessment: the Neale Analysis of Reading Ability II. Methods:…

  3. 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

  4. 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…

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

    ERIC Educational Resources Information Center

    Baumann, James F.; And Others

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  7. Reading Comprehension Strategies for Adult Literacy Outcomes

    E-print Network

    Hock, Mike; Mellard, Daryl F.

    2005-11-01

    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...

  8. Accessibility of Segmented Reading Comprehension Passages for Students with Disabilities

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  9. Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  10. Exploring the Factors that Affect Reading Comprehension of EAP Learners

    ERIC Educational Resources Information Center

    Nergis, Aysegul

    2013-01-01

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

  11. 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,…

  12. Predicting Individual Differences in Reading Comprehension: A Twin Study

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  13. Mining Student Behavior Patterns in Reading Comprehension Tasks

    ERIC Educational Resources Information Center

    Peckham, Terry; McCalla, Gord

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    McElhone, Dot

    2012-01-01

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

  15. Reading Comprehension of Deaf Children with Cochlear Implants

    ERIC Educational Resources Information Center

    Vermeulen, Anneke M.; van Bon, Wim; Schreuder, Rob; Knoors, Harry; Snik, Ad

    2007-01-01

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

  16. The Effect of Text Types on Reading Comprehension

    ERIC Educational Resources Information Center

    Sahin, Ayfer

    2013-01-01

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

  17. 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…

  18. Intercultural Rhetoric and Reading Comprehension in a Second Language

    ERIC Educational Resources Information Center

    Sharp, Alastair

    2010-01-01

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

  19. Improving Reading Skills of Students with Disabilities Using Headsprout Comprehension

    ERIC Educational Resources Information Center

    Cullen, Jennifer M.; Alber-Morgan, Sheila R.; Schnell, Senny T.; Wheaton, Joe E.

    2014-01-01

    Reading comprehension is a critical skill for school success. Struggling readers can benefit from computer-assisted instruction that utilizes components of effective instruction (e.g., frequent practice, immediate feedback). The purpose of this study was to examine the effects of Headsprout Comprehension, a computer-assisted reading program, on…

  20. 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.…

  1. Improving Adolescent Students' Reading Comprehension with iSTART

    ERIC Educational Resources Information Center

    McNamara, Danielle S.; O'Reilly, Tenaha P.; Best, Rachel M.; Ozuru, Yasuhiro

    2006-01-01

    This study examines the benefits of reading strategy training on adolescent readers' comprehension of science text. Training was provided via an automated reading strategy trainer called the Interactive Strategy Trainer for Active Reading and Thinking (iSTART), which is an interactive reading strategy trainer that utilizes animated agents to…

  2. 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

  3. 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…

  4. 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

  5. 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:…

  6. 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…

  7. Assessing the Reading Comprehension of Adults with Learning Disabilities

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  8. 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…

  9. Reader and Text Factors in Reading Comprehension Processes

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  10. 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,…

  11. Reading Comprehension across Different Genres: An Action Research Study

    ERIC Educational Resources Information Center

    Lubawski, Michael; Sheehan, Caitlyn

    2010-01-01

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

  12. 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…

  13. 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…

  14. Component Model of Reading Comprehension for Adult Education Participants

    ERIC Educational Resources Information Center

    Mellard, Daryl F.; Fall, Emily

    2012-01-01

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

  15. Conceptual Change, Text Comprehension and Eye Movements during Reading

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  16. 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…

  17. 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

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

    ERIC Educational Resources Information Center

    Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

    2012-01-01

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

  19. 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…

  20. Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury.

    PubMed

    Griffiths, Gina G; Sohlberg, McKay Moore; Kirk, Cecilia; Fickas, Stephen; Biancarosa, Gina

    2016-04-01

    Adults with mild to moderate acquired brain injury (ABI) often pursue post-secondary or professional education after their injuries in order to enter or re-enter the job market. An increasing number of these adults report problems with reading-to-learn. The problem is particularly concerning given the growing population of adult survivors of ABI. Despite the rising need, empirical evaluation of reading comprehension interventions for adults with ABI is scarce. This study used a within-subject design to evaluate whether adult college students with ABI with no more than moderate cognitive impairments benefited from using reading comprehension strategies to improve comprehension of expository text. Integrating empirical support from the cognitive rehabilitation and special education literature, the researchers designed a multi-component reading comprehension strategy package. Participants read chapters from an introductory-level college anthropology textbook in two different conditions: strategy and no-strategy. The results indicated that reading comprehension strategy use was associated with recall of more correct information units in immediate and delayed free recall tasks; more efficient recall in the delayed free recall task; and increased accuracy recognising statements from a sentence verification task designed to reflect the local and global coherence of the text. The findings support further research into using reading comprehension strategies as an intervention approach for the adult ABI population. Future research needs include identifying how to match particular reading comprehension strategies to individuals, examining whether reading comprehension performance improves further through the incorporation of systematic training, and evaluating texts from a range of disciplines and genres. PMID:25712402

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  2. Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

    ERIC Educational Resources Information Center

    Dickens, Rachel H.; Meisinger, Elizabeth B.

    2016-01-01

    The purpose of this study was to examine the effects of reading skill and reading modality (oral versus silent) on reading comprehension. A normative sample of sixth-grade students (N = 74) read texts aloud and silently and then answered questions about what they read. Skill in word reading fluency was assessed by the Test of Word Reading

  3. 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.…

  4. 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…

  5. 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

  6. 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

  7. Reading Comprehension, Learning Styles, and Seventh Grade Students

    ERIC Educational Resources Information Center

    Williams, Judy

    2010-01-01

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

  8. 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…

  9. 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…

  10. Enhancing the Reading Comprehension of Secondary School Science Textbooks: Suggestions for Textbook Writers.

    ERIC Educational Resources Information Center

    Barufaldi, James P.; Daily, Ralph J.

    1986-01-01

    Describes how reading comprehension enhancers function as aids for teachers in teaching for better comprehension and for students in reading for better comprehension. Presents ideas, suggestions, and examples for teaching and learning from the textbooks. (ML)

  11. The Effects of an Intensive Reading Intervention for Ninth Graders with Very Low Reading Comprehension

    ERIC Educational Resources Information Center

    Solís, Michael; Vaughn, Sharon; Scammacca, Nancy

    2015-01-01

    This experimental study examined the efficacy of a multicomponent reading intervention compared to a control condition on the reading comprehension of adolescent students with low reading comprehension (more than 1½ standard deviations below normative sample). Ninth-grade students were randomly assigned to treatment (n = 25) and comparison (n =…

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

    ERIC Educational Resources Information Center

    Roch, Maja; Levorato, M. Chiara

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Schaffner, Ellen; Schiefele, Ulrich; Ulferts, Hannah

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Bryan, Andrew

    2011-01-01

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

  15. Improving Reading Comprehension for High School Students with Disabilities: Effects for Comprehension and School Retention

    ERIC Educational Resources Information Center

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

    2015-01-01

    The authors examine the results for students with disabilities from a 2-year randomized controlled trial with students identified in ninth grade and followed through 10th grade in their allotted condition group. Prior to ninth grade, students with disabilities who met criteria for low reading comprehension (i.e., through failure on the state…

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

    ERIC Educational Resources Information Center

    Bui, Yvonne N.; Fagan, Yvette M.

    2013-01-01

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

  17. 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

  18. Developing reading comprehension with moving image narratives

    E-print Network

    Maine, Fiona; Shields, Robin

    2015-03-04

    . There may have been other influencing factors on the children’s increased reading test scores. For example, they were clearly motivated by the programme, being involved and challenged by the films (Wang and Guthrie 2004) and the teachers reported... between motivation and reading is well documented (Gottfried, 1990; Taboada, Tonks, Wigfield and Guthrie, 2009; Wigfield and Guthrie, 1997) with Wang and Guthrie (2004) combining a series of models to argue that intrinsic motivation factors have...

  19. 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…

  20. The Contributions of Oral and Silent Reading Fluency to Reading Comprehension

    ERIC Educational Resources Information Center

    Price, Katherine W.; Meisinger, Elizabeth B.; Louwerse, Max M.; D'Mello, Sidney

    2016-01-01

    Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary…

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

    ERIC Educational Resources Information Center

    Norman, Rebecca R.

    2012-01-01

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

  2. 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,…

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

    ERIC Educational Resources Information Center

    Cutright, Cathy Arlene

    2010-01-01

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

  4. Learning Styles, Personality Types and Reading Comprehension Performance

    ERIC Educational Resources Information Center

    Sadeghi, Nabiollah; Kasim, Zalina Mohd; Tan, Bee Hoon; Abdullah, Faiz Sathi

    2012-01-01

    This study aims at reviewing the relationship between learning styles, personality and reading comprehension performance. In the last two decades, ample studies have been done to examine the relationship between learning styles, learner's personality and performance in academic settings. The reviewed studies substantiate that there is a…

  5. Functional Anatomy of Listening and Reading Comprehension during Development

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  6. Development of a New Checklist for Evaluating Reading Comprehension Textbooks

    ERIC Educational Resources Information Center

    Karamoozian, Fatemeh Mahbod; Riazi, Abdolmehdi

    2008-01-01

    The purpose of the present study was to explore the main quality features of several available textbook evaluation checklists proposed by researchers and professionals in this field while it has a special focus on reading comprehension textbook evaluation schemes and checklists. All checklists were explored in terms of their format, scope, applied…

  7. 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…

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

    ERIC Educational Resources Information Center

    Flood, James, Ed.

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

  9. 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…

  10. 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…

  11. 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…

  12. Eye Movements as Reflections of Comprehension Processes in Reading

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  13. 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,…

  14. Oral and Written Expression in Children with Reading Comprehension Difficulties

    ERIC Educational Resources Information Center

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

    2016-01-01

    Several studies have highlighted that children with reading comprehension difficulties also have problems in tasks that involve telling a story, in writing or verbally. The main differences identified regard poor comprehenders' lower level of coherence in their productions by comparison with good comprehenders. Only one study has compared poor and…

  15. 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…

  16. The New Literacies of Online Reading Comprehension: Future Directions

    ERIC Educational Resources Information Center

    Coiro, Julie

    2012-01-01

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

  17. False Recollection in Children with Reading Comprehension Difficulties

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  18. 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…

  19. A Model of Reading Comprehension of Geometry Proof

    ERIC Educational Resources Information Center

    Yang, Kai-Lin; Lin, Fou-Lai

    2008-01-01

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

  20. Fast and Loud Background Music Disrupts Reading Comprehension

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  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. 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…

  3. Distinctions Between Reading Comprehension and Locating Information in Text.

    ERIC Educational Resources Information Center

    Guthrie, John T.; Kirsch, Irwin S.

    1987-01-01

    Reading tasks frequently performed by electronics engineers and technicians were identified and simulated with test items in four domains: (1) comprehending articles; (2) locating information in schematics; (3) locating information in articles; and (4) locating information in manuals. Factor analyses revealed two factors: comprehension and…

  4. Culture's Role in Reading Comprehension: A Schema Theoretical Approach.

    ERIC Educational Resources Information Center

    Nelson, Gayle L.

    1987-01-01

    Reports findings of a study involving adult, college-educated Egyptians enrolled in English as a second language courses in Cairo. Concludes that students learning to read in a second language interpret materials in terms of their own culture, which affects their comprehension. (FL)

  5. Metacognition and Reading Comprehension: Current Trends in Theory and Research

    ERIC Educational Resources Information Center

    El-Koumy, Abdel Salam Abdel Khalek

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    Blair-Broeker, Lynn

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

  7. 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…

  8. 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…

  9. Functional anatomy of listening and reading comprehension during development.

    PubMed

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

    2010-08-01

    Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task performance on fMRI activation and hemispheric laterality. Areas of supramodal language processing are identified, with the most robust region being left-lateralized activation along the superior temporal sulcus. Functionally, this conjunction has a role in semantic and syntactic processing, leading us to refer to this conjunction as "comprehension cortex." Different from adults, supramodal areas for children include less extensive inferior frontal gyrus but more extensive right cerebellum and right temporal pole. Broader neuroanatomical pathways are recruited for reading, reflecting the more active processing and larger set of cognitive demands needed for reading compared to listening to stories. ROI analyses reveal that reading is a less lateralized language task than listening in inferior frontal and superior temporal areas, which likely reflects the difficulty of the task as children in this study are still developing their reading skills. For listening to stories, temporal activation is stable by age four with no correlations with age, neuropsychological skills or post-task performance. In contrast, frontal activation during listening to stories occurs more often in older children, and frontal activation is positively correlated with better performance on comprehension questions, suggesting that the activation of frontal networks may reflect greater integration and depth of story processing. PMID:20656105

  10. 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…

  11. Effects of Reading-Oriented Tasks on Students' Reading Comprehension of Geometry Proof

    ERIC Educational Resources Information Center

    Yang, Kai-Lin; Lin, Fou-Lai

    2012-01-01

    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…

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

    Schadler, Debbie E.

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

  15. 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…

  16. 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…

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

    ERIC Educational Resources Information Center

    Cain, Kate; Oakhill, Jane

    2011-01-01

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

  18. 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…

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

    ERIC Educational Resources Information Center

    Mothus, Trudy G.; Lapadat, Judith C.

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Millett, Joseph Ridge

    2011-01-01

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

  1. 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…

  2. 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…

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

    E-print Network

    Smith, Stacey Rafferty

    2013-04-27

    for the Modified DIME and the Multicomponent Model of Reading Comprehension (MMRC). The Modified DIME Model accounted for 63.1% of total variance in reading comprehension. The MMRC also accounted for 63.5% of total variance in reading comprehension after motivation...

  4. 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);…

  5. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  7. Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension

    ERIC Educational Resources Information Center

    Kim, Young-Suk Grace

    2015-01-01

    The primary goal was to expand our understanding of text-reading fluency (efficiency or automaticity): how its relation to other constructs (e.g., word-reading fluency, reading comprehension) changes over time and how it is different from word-reading fluency and reading comprehension. The study examined (a) developmentally changing relations…

  8. 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

  9. 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.

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  11. 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…

  12. 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,…

  13. 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:…

  14. 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…

  15. 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…

  16. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Kim, Young-Suk

    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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  1. Reading and Listening Comprehension and Their Relation to Inattention and Hyperactivity

    ERIC Educational Resources Information Center

    Cain, Kate; Bignell, Simon

    2014-01-01

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

  2. 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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    Does the choice of test for assessing reading comprehension influence the outcome of genetic analyses? A twin design compared two types of reading comprehension tests classified as primarily associated with word decoding (RC-D) or listening comprehension (RC-LC). For both types of tests, the overall genetic influence is high and nearly identical.…

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

    ERIC Educational Resources Information Center

    Chiang, Hsu-Min; Lin, Yueh-Hsien

    2007-01-01

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

  5. A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

    ERIC Educational Resources Information Center

    Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.

    2015-01-01

    This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…

  6. 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.…

  7. 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

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

    PubMed Central

    Li, Liping; Wu, Xinchun

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  10. 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

  11. 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

  12. Minimum Reading Fluency Necessary for Comprehension among Second-Grade Students

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  13. What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

    ERIC Educational Resources Information Center

    Österholm, Magnus

    2015-01-01

    The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…

  14. Comprehension Considerations in SWRL Reading Instruction. Technical Note No. 2-72-35.

    ERIC Educational Resources Information Center

    Bessemer, David W.; Jenkins, Charles M.

    Conceptualizations of the reading process and the nature of comprehension are discussed in relation to the Southwest Regional Laboratory (SWRL) Beginning Reading Program. A method of syntactic analysis is proposed to help identify segments of meaning in reading materials. Components for comprehension assessment and instruction based on auch an…

  15. Effect of Music on Reading Comprehension of Junior High School Students

    ERIC Educational Resources Information Center

    Anderson, Stacey A.; Fuller, Gerald B.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Delgado, Cheryl; Weitzel, Marilyn

    2013-01-01

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

  17. 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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  20. 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…

  1. 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

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

    PubMed

    Mancilla-Martinez, Jeannette; Lesaux, Nonie K

    2010-08-01

    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

  3. 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…

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

    ERIC Educational Resources Information Center

    Lin, Lin; Lee, Jennifer; Robertson, Tip

    2011-01-01

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

  5. On the Theory and Measurement of Reading Comprehension. Technical Report No. 91.

    ERIC Educational Resources Information Center

    Royer, James M.; Cunningham, Donald J.

    The minimal comprehension principle asserts that the act of comprehension must entail an interaction between an incoming linguistic message and the reader's world knowledge. An analysis of current tests of reading comprehension indicates that test passages are likely to draw broadly from knowledge of the world, so that some of the variability in…

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

    ERIC Educational Resources Information Center

    Schroeders, Ulrich; Wilhelm, Oliver; Bucholtz, Nina

    2010-01-01

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

  7. Accurate reading comprehension rate as an indicator of broad reading in students in first, second, and third grades.

    PubMed

    Ciancio, Dennis; Thompson, Kelly; Schall, Megan; Skinner, Christopher; Foorman, Barbara

    2015-10-01

    The relationship between reading comprehension rate measures and broad reading skill development was examined using data from approximately 1425 students (grades 1-3). Students read 3 passages, from a pool of 30, and answered open-ended comprehension questions. Accurate reading comprehension rate (ARCR) was calculated by dividing the percentage of questions answered correctly (%QC) by seconds required to read the passage. Across all 30 passages, ARCR and its two components, %QC correct and time spent reading (1/seconds spent reading the passage), were significantly correlated with broad reading scores, with %QC resulting in the lowest correlations. Two sequential regressions supported previous findings which suggest that ARCR measures consistently produced meaningful incremental increases beyond %QC in the amount of variance explained in broad reading skill; however, ARCR produced small or no incremental increases beyond reading time. Discussion focuses on the importance of the measure of reading time embedded in brief accurate reading rate measures and directions for future research. PMID:26407836

  8. 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…

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

    PubMed

    Whitford, Veronica; Titone, Debra

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Paul, Gina; Verhulst, Steve

    2010-01-01

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

  11. Impaired reading comprehension in schizophrenia: evidence for underlying phonological processing deficits.

    PubMed

    Arnott, Wendy; Sali, Lauren; Copland, David

    2011-05-15

    The present study examined reading ability in high functioning people with schizophrenia. To this end, 16 people with schizophrenia who were living in the community and 12 matched controls completed tests of passage reading (comprehension, accuracy, and rate), word recognition, and phonological processing (phonological awareness, phonological memory and rapid naming) and ratings of reading self-concept and practices. Performance of the participants with schizophrenia was impaired relative to control participants on reading comprehension and rapid naming and relative to the population norms on phonological awareness, and rapid naming. In addition, self-rating data revealed that participants with schizophrenia had poorer perceptions of their reading ability and engaged in reading activities less frequently than their control counterparts. Consistent with earlier research, significant correlations were found between phonological awareness and reading comprehension. These findings expand on previous research in the area to suggest that community-based individuals with schizophrenia experience problems with reading comprehension that may have a phonological basis. PMID:21185607

  12. Comprehension as the effective trigger in a case of primary reading epilepsy.

    PubMed Central

    Kartsounis, L D

    1988-01-01

    Reading epilepsy is associated with a variety of perceptual, motor and/or high level cognitive factors. A case of primary reading epilepsy is reported in which comprehension was the effective stimulus in provoking epileptiform activity. PMID:3127547

  13. The Effect of Image Quality Training on Reading Comprehension of EFL Students Using the Keyword Method

    ERIC Educational Resources Information Center

    Wang, Lihui; Lawson, Michael J.; Curtis, David D.

    2015-01-01

    Imagery training has been shown to improve reading comprehension. Recent research has also shown that the quality of visual mental imagery used is important for reading comprehension. A review of literature shows that there has been relatively little detailed research on the quality of imagery used by learners, especially in the case of students…

  14. 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…

  15. Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Mokhtari, Kouider; Niederhauser, Dale S.

    2013-01-01

    In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

  16. 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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

    Hebert, Michael; Simpson, Amy; Graham, Steve

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  2. 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…

  3. Instructional Design Implications about Comprehension of Listening to Music before and during Reading

    ERIC Educational Resources Information Center

    Hinrichs, Amy F.

    2013-01-01

    Low reading levels and lack of comprehension are current problems in high school classrooms confirmed by low standardized test scores and employer feedback as comprehension problems move into the workplace with students who do not have the necessary reading skills on the job. Midwestern high school science club students served as participants in…

  4. 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)

  5. Manipulating Processing Difficulty of Reading Comprehension Questions: The Feasibility of Verbal Item Generation

    ERIC Educational Resources Information Center

    Gorin, Joanna S.

    2005-01-01

    Based on a previously validated cognitive processing model of reading comprehension, this study experimentally examines potential generative components of text-based multiple-choice reading comprehension test questions. Previous research (Embretson & Wetzel, 1987; Gorin & Embretson, 2005; Sheehan & Ginther, 2001) shows text encoding and decision…

  6. 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…

  7. 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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Hollenbeck, Amy Feiker; Kalchman, Mindy

    2013-01-01

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

  11. 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…

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

    E-print Network

    Tobing, Irene Rebecca Angela

    2013-08-31

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

  13. 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.

  14. Oral and Written Expression in Children With Reading Comprehension Difficulties.

    PubMed

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  16. 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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Grant, Jamillah M. A.

    2004-01-01

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

  19. Variance in Broad Reading Accounted for by Measures of Reading Speed Embedded within Maze and Comprehension Rate Measures

    ERIC Educational Resources Information Center

    Hale, Andrea D.; Skinner, Christopher H.; Wilhoit, Brian; Ciancio, Dennis; Morrow, Jennifer A.

    2012-01-01

    Maze and reading comprehension rate measures are calculated by using measures of reading speed and measures of accuracy (i.e., correctly selected words or answers). In sixth- and seventh-grade samples, we found that the measures of reading speed embedded within our Maze measures accounted for 50% and 39% of broad reading score (BRS) variance,…

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

    ERIC Educational Resources Information Center

    Memis, Aysel; Bozkurt, Metin

    2013-01-01

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

  1. Analysis of Reading Comprehension Levels of Fifth Grade Students Who Learned to Read and Write with the Sentence Method

    ERIC Educational Resources Information Center

    Sagirli, Muhittin

    2016-01-01

    The purpose of this study is the determination of reading comprehension levels of fifth grade's students who learned to read and write with the sentence method. With the program of 2005, it has been amended in the first reading and writing method. In the teaching of first reading and writing, it was passed to the sentence method instead of sound…

  2. 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…

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

    ERIC Educational Resources Information Center

    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…

  4. Effect of Hypertextual Reading on Academic Success and Comprehension Skills

    ERIC Educational Resources Information Center

    Durukan, Erhan

    2014-01-01

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

  5. Equivalence of Reading and Listening Comprehension across Test Media

    ERIC Educational Resources Information Center

    Schroeders, Ulrich; Wilhelm, Oliver

    2011-01-01

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

  6. Using the Concept Attainment Strategy to Enhance Reading Comprehension

    ERIC Educational Resources Information Center

    Boulware, Beverly J.; Crow, Mary Lynn

    2008-01-01

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

  7. 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…

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  9. The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations

    PubMed Central

    Hirshorn, Elizabeth A.; Dye, Matthew W. G.; Hauser, Peter; Supalla, Ted R.; Bavelier, Daphne

    2015-01-01

    While reading is challenging for many deaf individuals, some become proficient readers. Little is known about the component processes that support reading comprehension in these individuals. Speech-based phonological knowledge is one of the strongest predictors of reading comprehension in hearing individuals, yet its role in deaf readers is controversial. This could reflect the highly varied language backgrounds among deaf readers as well as the difficulty of disentangling the relative contribution of phonological versus orthographic knowledge of spoken language, in our case ‘English,’ in this population. Here we assessed the impact of language experience on reading comprehension in deaf readers by recruiting oral deaf individuals, who use spoken English as their primary mode of communication, and deaf native signers of American Sign Language. First, to address the contribution of spoken English phonological knowledge in deaf readers, we present novel tasks that evaluate phonological versus orthographic knowledge. Second, the impact of this knowledge, as well as memory measures that rely differentially on phonological (serial recall) and semantic (free recall) processing, on reading comprehension was evaluated. The best predictor of reading comprehension differed as a function of language experience, with free recall being a better predictor in deaf native signers than in oral deaf. In contrast, the measures of English phonological knowledge, independent of orthographic knowledge, best predicted reading comprehension in oral deaf individuals. These results suggest successful reading strategies differ across deaf readers as a function of their language experience, and highlight a possible alternative route to literacy in deaf native signers. Highlights: 1. Deaf individuals vary in their orthographic and phonological knowledge of English as a function of their language experience. 2. Reading comprehension was best predicted by different factors in oral deaf and deaf native signers. 3. Free recall memory (primacy effect) better predicted reading comprehension in deaf native signers as compared to oral deaf or hearing individuals. 4. Language experience should be taken into account when considering cognitive processes that mediate reading in deaf individuals. PMID:26379566

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

    ERIC Educational Resources Information Center

    Chang, S. Q.; And Others

    1983-01-01

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

  11. 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…

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

    ERIC Educational Resources Information Center

    Marcell, Barclay

    2007-01-01

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

  13. 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…

  14. The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension.

    ERIC Educational Resources Information Center

    Yano, Yasukata; And Others

    1994-01-01

    Japanese college students (n=483) learning English as a Foreign Language (EFL) read passages in English in one of three forms: (1) native baseline; (2) simplified; or (3) elaborated. The study found that comprehension was highest among learners reading the simplified version but was not significantly different from those reading the elaborated…

  15. 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

  16. The Effects of Reading Method on the Comprehension Performance of Saudi EFL Students

    ERIC Educational Resources Information Center

    Alshumaimeri, Yousif

    2011-01-01

    In this study I investigated the relative effects of different reading methods on the comprehension performance of Saudi EFL 10th grade male students. The scores of participants who read three comparable passages in three ways (oral, silent and subvocalizing) were compared. Results revealed a significant difference between oral reading and…

  17. 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…

  18. 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

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

    ERIC Educational Resources Information Center

    Ricketts, Jessie

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Guo, Ying; Roehrig, Alysia D.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Kucer, Stephen B.

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

  2. The Differential Relations between Verbal, Numerical and Spatial Working Memory Abilities and Children's Reading Comprehension

    ERIC Educational Resources Information Center

    Oakhill, Jane; Yuill, Nicola; Garnham, Alan

    2011-01-01

    Working memory predicts children's reading comprehension but it is not clear whether this relation is due to a modality-specific or general working memory. This study, which investigated the relations between children's reading skills and working memory (WM) abilities in 3 modalities, extends previous work by including measures of both reading

  3. 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…

  4. 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.…

  5. Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language 

    E-print Network

    Al-Qudairy, Abdullah H. A.

    2011-06-29

    The purpose of this study was to investigate the effect of using Arabic (L1) as a language of questions and answers in testing reading comprehension in English (L2), and to explore student and teacher opinions about ...

  6. 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.

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  8. 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…

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

    ERIC Educational Resources Information Center

    Law, Yin-kum

    2011-01-01

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

  10. Relationship between Reading Proficiency, Strategic Competence, and Reading Comprehension Test Performance: A Study of Iranian EFL Learners

    ERIC Educational Resources Information Center

    Ghafournia, Narjes; Afghari, Akbar

    2013-01-01

    The study scrutinized the interaction between reading proficiency and strategic competence via reading comprehension test performance of Iranian EFL learners. The further concern was to scrutinize the extent to which strategic competence affected the participants' test performance. The participants were 506 postgraduate students who took a reading

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  13. 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

    ). The current approach to providing evidence for interventions is pragmatic, but ultimately may be incomplete or inaccurate because of such factors as a high prevalence of learning disabilities among adult literacy learners (Patterson, 2008) and developmental... on reading instruction with children cited five major components of reading: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. These components reflect such theoretical models of reading as the simple view of reading (Dreyer, & Katz...

  14. Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension.

    PubMed

    Potocki, Anna; Magnan, Annie; Ecalle, Jean

    2015-01-01

    Four groups of poor readers were identified among a population of students with learning disabilities attending a special class in secondary school: normal readers; specific poor decoders; specific poor comprehenders, and general poor readers (deficits in both decoding and comprehension). These students were then trained with a software program designed to encourage either their word decoding skills or their text comprehension skills. After 5 weeks of training, we observed that the students experiencing word reading deficits and trained with the decoding software improved primarily in the reading fluency task while those exhibiting comprehension deficits and trained with the comprehension software showed improved performance in listening and reading comprehension. But interestingly, the latter software also led to improved performance on the word recognition task. This result suggests that, for these students, training interventions focused at the text level and its comprehension might be more beneficial for reading in general (i.e., for the two components of reading) than word-level decoding trainings. PMID:26233762

  15. Discourse comprehension.

    PubMed

    Graesser, A C; Millis, K K; Zwaan, R A

    1997-01-01

    The field of discourse processing has dissected many of the levels of representation that are constructed when individuals read or listen to connected discourse. These levels include the surface code, the propositional textbase, the referential situation model, the communication context, and the discourse genre. Discourse psychologists have developed models that specify how these levels are mentally represented and how they are dynamically built during comprehension. This chapter focuses on the meaning representations that are constructed when adults read written text, such as literary stories, technical expository text, and experimenter-generated "textoids." Recent psychological models have attempted to account for the identification of referents of referring expressions (e.g. which person in the text does she refer to), the connection of explicit text segments, the establishment of local and global coherence, and the encoding of knowledge-based inferences. PMID:15012477

  16. The Role of Reading Fluency in Children’s Text Comprehension

    PubMed Central

    Álvarez-Cañizo, Marta; Suárez-Coalla, Paz; Cuetos, Fernando

    2015-01-01

    Understanding a written text requires some higher cognitive abilities that not all children have. Some children have these abilities, since they understand oral texts; however, they have difficulties with written texts, probably due to problems in reading fluency. The aim of this study was to determine which aspects of reading fluency are related to reading comprehension. Four expositive texts, two written and two read by the evaluator, were presented to a sample of 103 primary school children (third and sixth grade). Each text was followed by four comprehension questions. From this sample we selected two groups of participants in each grade, 10 with good results in comprehension of oral and written texts, and 10 with good results in oral and poor in written comprehension. These 40 subjects were asked to read aloud a new text while they were recorded. Using Praat software some prosodic parameters were measured, such as pausing and reading rate (number and duration of the pauses and utterances), pitch and intensity changes and duration in declarative, exclamatory, and interrogative sentences and also errors and duration in words by frequency and stress. We compared the results of both groups with ANOVAs. The results showed that children with less reading comprehension made more inappropriate pauses and also intersentential pauses before comma than the other group and made more mistakes in content words; significant differences were also found in the final declination of pitch in declarative sentences and in the F0 range in interrogative ones. These results confirm that reading comprehension problems in children are related to a lack in the development of a good reading fluency. PMID:26640452

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

    PubMed

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

    2015-01-01

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

  18. 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

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Analysis of Reading Fluency and Comprehension Measures for First Grade Students. Technical Report # 25

    ERIC Educational Resources Information Center

    Alonzo, Julie; Tindal, Gerald

    2004-01-01

    This technical report provides data on the extent to which progress monitoring measures explain reading achievement. The four progress monitoring measures discussed are: letter sounding, phonemic segmentation, oral reading fluency, and comprehension given in either oral or written form. These measures were administered to first grade students in…

  5. Students' Mind Wandering in Macroscopic and Submicroscopic Textual Narrations and Its Relationship with Their Reading Comprehension

    ERIC Educational Resources Information Center

    Al-Balushi, Sulaiman M.; Al-Harthy, Ibrahim S.

    2015-01-01

    The aim of the current study was to investigate students' mind wandering while reading different types of textual narrations (macroscopic and submicroscopic) in chemistry. Another goal was to determine the relationship between mind wandering and students' reading comprehension. The participants were 65 female ninth grade students in Oman. Using a…

  6. Understanding What Students Know: Evaluating Their Online Research and Reading Comprehension Skills

    ERIC Educational Resources Information Center

    Castek, Jill; Coiro, Julie

    2015-01-01

    This piece is framed by questions we are often asked when we talk about online reading assessments and instruction with teachers. We begin with some of the lessons we have learned in our own experiences with designing measures of online reading comprehension. Then we share our thoughts about key design considerations as well as some of the biggest…

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

    ERIC Educational Resources Information Center

    Brantmeier, Cindy; Callender, Aimee; McDaniel, Mark

    2011-01-01

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

  8. 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…

  9. Untangling Reading Comprehension Strategy Instruction: Assisting Struggling Readers in the Primary Grades

    ERIC Educational Resources Information Center

    Mahdavi, Jennifer N.; Tensfeldt, Lael

    2013-01-01

    Although early reading instruction focuses on phonemic awareness and the alphabetic principle, research indicates that reading comprehension strategies can be effectively taught to young students. Peer-reviewed studies that employed experimental or quasi-experimental designs and included children between the ages of five and nine, some of whom had…

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

    ERIC Educational Resources Information Center

    Briggs, Shawna R.

    2010-01-01

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

  11. The Simple View of Reading in a Transparent Orthography: The Stronger Role of Oral Comprehension

    ERIC Educational Resources Information Center

    Tobia, Valentina; Bonifacci, Paola

    2015-01-01

    Comprehension is the ultimate goal of reading, but it is a very complex task consisting of multiple component skills. A number of studies have tested the simple view of reading (SVR; Gough & Tunmer, 1986) in opaque languages, but few investigations of the SVR components have been conducted on transparent languages. In the present study, we…

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  16. 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…

  17. Oral Language and Reading Comprehension: A Review from Huey to the Proliferation of the 70's.

    ERIC Educational Resources Information Center

    Gasser, Judith G.

    Since the time of E. B. Huey (1908), there have been clear indicators that oral language as a reflection of a child's linguistic ability has been clearly related to his or her reading achievement or comprehension. P. McKee (1937) and W. S. Gray (1937) both speculated that reading difficulties might parallel language deficiencies. G. Hildreth…

  18. 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…

  19. L2 Reading Comprehension and Its Correlates: A Meta-Analysis

    ERIC Educational Resources Information Center

    Jeon, Eun Hee; Yamashita, Junko

    2014-01-01

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

  20. The Narrow View of Reading Promotes a Broad View of Comprehension

    ERIC Educational Resources Information Center

    Catts, Hugh W.

    2009-01-01

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

  1. The Effects of Teacher Training on New Instructional Behaviour in Reading Comprehension.

    ERIC Educational Resources Information Center

    de Jager, Bernadet; Reezigt, Gerry J.; Creemers, Bert P. M.

    2002-01-01

    Dutch 7th grade teachers were trained to apply either cognitive apprenticeship or direct instruction models in reading comprehension lessons. They received teaching guides with adaptations of their current reading curriculum. Control group teachers used the same curriculum with no teaching guides or training. In both experimental conditions,…

  2. 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…

  3. Reading Comprehension in Adolescents with LD: What We Know; What We Need to Learn

    ERIC Educational Resources Information Center

    Faggella-Luby, Michael N.; Deshler, Donald D.

    2008-01-01

    The changing job market requires a sophisticated array of literacy skills that adolescents with learning disabilities reading below grade level have not yet acquired. This summary of the research on reading comprehension highlights emerging findings and related instructional conditions necessary to achieve optimal student outcomes with limited…

  4. 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…

  5. 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…

  6. The Effect of Anxiety on Reading Comprehension among Distance EFL Learners

    ERIC Educational Resources Information Center

    Jafarigohar, Manoochehr; Behrooznia, Saeedeh

    2012-01-01

    This study investigated the correlation between the construct of Foreign Language Reading Anxiety (FLRA) and reading comprehension skill among Iranian distance EFL learners with age and gender serving as moderator variables. The research was carried out with a group of 112 male and female junior and senior students studying English at Mashhad…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  8. Cooperative Learning Model toward a Reading Comprehensions on the Elementary School

    ERIC Educational Resources Information Center

    Murtono

    2015-01-01

    The purposes of this research are: (1) description of reading skill the students who join in CIRC learning model, Jigsaw learning model, and STAD learning model; (2) finding out the effective of learning model cooperative toward a reading comprehensions between the students who have high language logic and low language logic; and (3) finding out…

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

    PubMed

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

    2015-04-01

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

  10. 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,…

  11. The Correlation between the Three Reading Fluency Subskills and Reading Comprehension in At-Risk Adolescent Readers

    ERIC Educational Resources Information Center

    Courbron, Craig

    2012-01-01

    The purpose of this study was to determine which of the three reading fluency subskills were most strongly correlated with reading comprehension in adolescent at-risk readers. The participants were 82 adolescent males (ages 13-19) who had been committed to a juvenile detention facility. Archival data from a two-year period was collected from a…

  12. 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…

  13. 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…

  14. 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…

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

    PubMed

    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 abilities. 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

  16. 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…

  17. A Longitudinal Study of the Role of Reading Motivation in Primary Students' Reading Comprehension: Implications for a Less Simple View of Reading

    ERIC Educational Resources Information Center

    Cartwright, Kelly B.; Marshall, Timothy R.; Wray, Erica

    2016-01-01

    Although substantial research indicates motivation contributes significant variance to reading comprehension in upper elementary students, research with students in primary grades has focused, instead, on the relation of motivation to word reading. Assessment of reading motivation in 68 first and second graders indicated word and nonword reading

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  1. 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.…

  2. 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…

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

    ERIC Educational Resources Information Center

    Tsai, Yea-Ru; Talley, Paul C.

    2014-01-01

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

  4. Effect of initial status and growth in pseudoword reading on Spanish reading comprehension at the end of first grade.

    PubMed

    Luft Baker, Doris; Park, Yonghan; Baker, Scott K

    2010-11-01

    This study analyzes the effect of initial status and growth in Spanish pseudoword reading in kindergarten and first grade on reading comprehension in Spanish at the end of first grade. One hundred and sixty-eight Spanish-speaking English learners who were learning to read in Spanish and English in the United States participated in the study. Results of hierarchical linear modeling indicate that students grew, on average, by 95 letter-sounds in Spanish from the middle of kindergarten to the end of first grade. Structural equation modeling indicated that 53% of the variance in Spanish reading comprehension at the end of first grade was explained by Spanish initial status on pseudoword reading, Spanish kindergarten overall reading performance, and growth in Spanish pseudoword reading. Findings are important in a Response to Intervention approach where screening and progress monitoring of pseudoword reading helps educators determine the level of support beginning readers need to acquire the alphabetic principle, an important skill that contributes substantially to Spanish reading comprehension. PMID:21044538

  5. The relationship between self-reported sleep quality and reading comprehension skills

    PubMed Central

    Ellis, Stephanie K.; Walczyk, Jeffrey J.; Buboltz, Walter; Felix, Victoria

    2014-01-01

    Inadequate sleep undermines many cognitive functions, including memory, concentration, and attention, which are vital in everyday activities. We hypothesized that poor quality or shorter sleep length may impair reading-related skills, resources, and outcomes, specifically verbal working memory span, verbal efficiency, and reading comprehension. Contrary to the hypotheses, neither short sleep length nor self-reported sleep quality were related to reading skills performance. However, longer sleep times were significantly related to lower verbal efficiency, and participants with the poorest sleep quality fared significantly better on the reading comprehension task than participants with moderate sleep quality. Given the paucity of research examining sleep and reading specifically, as well as these surprising data, more research in this area is warranted. PMID:26483928

  6. Improving Reading Comprehension One Word at a Time…

    ERIC Educational Resources Information Center

    Nitzkin, Karen; Katzir, Tami; Shulkind, Sarah

    2014-01-01

    This article tells the story of a group of seventh grade teachers and administrators in one Los Angeles middle school who have grappled for years with the poor reading skills of their middle school students. Discouraged by the reading scores on standardized tests and frustrated with the limits of their readers, this group struggled to improve…

  7. Children's Comprehension of Informational Text: Reading, Engaging, and Learning

    ERIC Educational Resources Information Center

    Baker, Linda; Dreher, Mariam Jean; Shiplet, Angela Katenkamp; Beall, Lisa Carter; Voelker, Anita N.; Garrett, Adia J.; Schugar, Heather R.; Finger-Elam, Maria

    2011-01-01

    The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned…

  8. A Comprehensive Evaluation of Lexical Reading in Italian Developmental Dyslexics

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  9. Erupting with Great Force: Performing Text to Enhance Reading Comprehension

    ERIC Educational Resources Information Center

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

    2007-01-01

    Performing text in the form of choral reading, rap, reader's theatre, and/or simulations offers students a powerful vehicle for understanding and recalling key concepts and significant details culled from textual materials. Creating a script, poem, or lyrics to perform requires repeated readings of a text, a practice that increases participants'…

  10. Influences of Stimulating Tasks on Reading Motivation and Comprehension

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  11. Sound It Out! Phonics in a Comprehensive Reading System

    ERIC Educational Resources Information Center

    Savage, John

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Gorsuch, Greta; Taguchi, Etsuo

    2008-01-01

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

  13. 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

  14. 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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  16. 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…

  17. 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…

  18. The Role of Identity in Reading Comprehension Development

    ERIC Educational Resources Information Center

    Hall, Leigh A.

    2016-01-01

    The purpose of this year-long project was to examine an instructional framework intended to help middle school teachers create instruction that responds to students' reading identities while also helping students learn the skills they need to be successful readers. The project used a formative design approach in order to achieve 3 pedagogical…

  19. The Effectiveness of the Barton’s Intervention Program on Reading Comprehension and Reading Attitude of Students with Dyslexia

    PubMed Central

    Mihandoost, Zeinab; Elias, Habibah

    2011-01-01

    Objective: The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Methods: Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton’s method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. Results: The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. Conclusion: This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education. PMID:24644446

  20. Breaking down Words to Build Meaning: Morphology, Vocabulary, and Reading Comprehension in the Urban Classroom

    ERIC Educational Resources Information Center

    Kieffer, Michael J.; Lesaux, Nonie K.

    2007-01-01

    Recent research supports what many teachers already know---that students with a developed understanding that words are combinations of meaningful parts tend to have better vocabularies and stronger reading comprehension performance. These meaningful parts are called morphemes, and the study of them is called morphology. Teaching students to…

  1. Improving Reading Comprehension and Social Studies Knowledge among Middle School Students with Disabilities

    ERIC Educational Resources Information Center

    Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Roberts, Greg; Fall, Ana-Mari

    2015-01-01

    This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by eighth-grade general education social studies teachers among students with disabilities included in the classes. Data on students with disabilities across 2 years of study were combined for the analysis presented here. Students in…

  2. 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…

  3. 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…

  4. 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);…

  5. 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…

  6. Symbols Can Improve the Reading Comprehension of Adults with Learning Disabilities

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  7. The Impact of Text Difficulty on EFL Learners' Reading Comprehension and Vocabulary Learning

    ERIC Educational Resources Information Center

    Lin, Lu-Fang

    2012-01-01

    This study investigated which level of graded reader was most appropriate for Chinese-speaking learners of various English abilities and whether there were significant differences in comprehension and vocabulary acquisition when different English proficiency (EP) groups read texts of varying difficulty levels. Eight-two senior high school students…

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

    ERIC Educational Resources Information Center

    Sridhar, Dheepa; Vaughn, Sharon

    2000-01-01

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

  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. 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…

  11. 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…

  12. The Intersection of Cognitive and Sociocultural Factors in the Development of Reading Comprehension among Immigrant Students

    ERIC Educational Resources Information Center

    Cummins, Jim

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Templeton, Josey; Jones, Robbie

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

  15. The Role of Reading Comprehension in Large-Scale Subject-Matter Assessments

    ERIC Educational Resources Information Center

    Zhang, Ting

    2013-01-01

    This study was designed with the overall goal of understanding how difficulties in reading comprehension are associated with early adolescents' performance in large-scale assessments in subject domains including science and civic-related social studies. The current study extended previous research by taking a cognition-centered approach based on…

  16. 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…

  17. 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…

  18. A Cross-Sectional Study of Fluency and Reading Comprehension in Spanish Primary School Children

    ERIC Educational Resources Information Center

    Calet, Nuria; Gutiérrez-Palma, Nicolás; Defior, Sylvia

    2015-01-01

    The importance of prosodic elements is recognised in most definitions of fluency. Although speed and accuracy have been typically considered the constituents of reading fluency, prosody is emerging as an additional component. The relevance of prosody in comprehension is increasingly recognised in the latest studies. The purpose of this research is…

  19. The Impact of Gloss Types on Iranian EFL Students' Reading Comprehension and Lexical Retention

    ERIC Educational Resources Information Center

    Farvardin, Mohammad Taghi; Biria, Reza

    2012-01-01

    Research has shown that the effect of marginal glosses on reading comprehension and vocabulary retention is a controversial issue. The purpose of this study was to investigate this issue among Iranian university EFL students. Three types of glosses were applied in this study: single gloss in participants' first language (SL1G), single gloss in…

  20. 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…

  1. 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…

  2. The Significance of Journal Writing in Improving Listening and Reading Comprehension in Modern Standard Arabic (MSA)

    ERIC Educational Resources Information Center

    Saad, Inaam; Ahmed, Magdi

    2015-01-01

    This paper investigates the effect of daily journal writing on enhancing the listening and reading comprehension skills in a fifty-week Modern Standard Arabic course taught at the Defense Language Institute (DLI) in Monterey, California. In the field of foreign language (FL) teaching, writing has long been considered a supporting skill for…

  3. 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…

  4. 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…

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

    ERIC Educational Resources Information Center

    McElhone, Dot

    2009-01-01

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

  6. 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…

  7. The Design and Validation of a Multi-Level Reading Comprehension Test.

    ERIC Educational Resources Information Center

    Irvine, Aileen

    1993-01-01

    Constructing a test of English-as-a-Foreign-Language reading comprehension that will accommodate the complete spectrum of performance from beginner to near native speaker can be problematic. Such a test is currently being developed at the Institute for Applied Language Studies at the University of Edinburgh (Scotland). With only a few hundred…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  14. Learners' Metacognitive Strategy Use and Reading Comprehension: Insights from a Vietnamese Context

    ERIC Educational Resources Information Center

    Nguyen, Thao M. T.; Trinh, Lap Q.

    2011-01-01

    The effects of meta-cognitive strategy use on learning reading comprehension have gained much interest of researchers and educators (Chumpavan, 2000; Shmais, 2002; Phakiti, 2003; Aegpongpaow 2008; Subasi, 2009; Zhang and Wu, 2009). Available literature indicated a positive correlation between learners' meta-cognitive strategy use and their…

  15. 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…

  16. Cognitive Style as a Factor Affecting Task-Based Reading Comprehension Test Scores

    ERIC Educational Resources Information Center

    Salmani-Nodoushan, Mohammad Ali

    2005-01-01

    For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners' overall and task-specific performance on task-based reading comprehension tests. 1743 freshman, sophomore, junior, and senior students all majoring in English at different Iranian universities and colleges…

  17. 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…

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

    ERIC Educational Resources Information Center

    Urakami, Jacqueline; Krems, Josef F.

    2012-01-01

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

  19. 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…

  20. 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…

  1. 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…

  2. 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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  4. 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.…

  5. The Effect of Instructing Critical Thinking through Debate on Male and Female EFL Learners' Reading Comprehension

    ERIC Educational Resources Information Center

    Tous, Maryam Danaye; Tahriri, Abdorreza; Haghighi, Sara

    2015-01-01

    The purpose of the present study was to examine the effect of instruction through debate on male and female EFL learners' reading comprehension. Also, their perception of critical thinking (CT) instruction was investigated. A quantitative research method with experimental pre-and post-tests design was conducted to collect the data. Eighty-eight…

  6. Morpho-Syntactic Reading Comprehension in Children with Early and Late Cochlear Implants

    ERIC Educational Resources Information Center

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

    2015-01-01

    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…

  7. 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…

  8. 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…

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

    PubMed Central

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

  10. Predicting Performance on the Tennessee Comprehensive Assessment for Third Grade Reading Students Using Reading Curriculum Based Measures

    ERIC Educational Resources Information Center

    Kirkham, Scott; Lampley, James H.

    2014-01-01

    The purpose of this study was to investigate the relationship between three predictor variables (Fall R-CBM, Winter R-CBM, and Spring R-CBM) and the Tennessee Comprehensive Assessment Program third grade reading and language arts assessment. The population selected for this study included all third grade students from an East Tennessee school…

  11. The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students

    ERIC Educational Resources Information Center

    Lencioni, Gina M.

    2013-01-01

    The purpose of this study was to investigate the effects of explicit direct instruction and cooperative learning on reading comprehension in fourth grade students. A quasi-experimental design was used. There were six cognitive and three affective measures used to collect quantitative data. Cognitive measures included California State Test scores,…

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

    ERIC Educational Resources Information Center

    Ertem, Ihsan Seyit

    2013-01-01

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

  13. 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…

  14. 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

  15. 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…

  16. The Effects of Storytelling versus Story Reading on Comprehension and Vocabulary Knowledge of British Primary School Children.

    ERIC Educational Resources Information Center

    Trostle, Susan; Hicks, Sandy Jean

    1998-01-01

    Compares effects of storytelling versus story reading on comprehension and vocabulary development of 32 British primary children. States one group listened to stories in storytelling style, the other group listened to stories read by a student teacher. Finds children who witnessed storytelling scored higher on comprehension/vocabulary measures…

  17. Phenotypic and Genetic Associations between Reading Comprehension, Decoding Skills, and ADHD Dimensions: Evidence from Two Population-Based Studies

    ERIC Educational Resources Information Center

    Plourde, Vickie; Boivin, Michel; Forget-Dubois, Nadine; Brendgen, Mara; Vitaro, Frank; Marino, Cecilia; Tremblay, Richard T.; Dionne, Ginette

    2015-01-01

    Background: The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and…

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Ciampa, Katia

    2012-01-01

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

  2. 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…

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

    ERIC Educational Resources Information Center

    Lee, Jia-Ying

    2011-01-01

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

  4. 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…

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

    PubMed

    Taylor, Jeanette; Hart, Sara A

    2014-10-01

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

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

    PubMed Central

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

    2015-01-01

    This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies. PMID:26500420

  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. A Modified Delphi Study to Identify the Significant Works Pertaining to the Understanding of Reading Comprehension and Content Analysis of the Identified Works

    ERIC Educational Resources Information Center

    Zunker, Norma D.

    2009-01-01

    The first part of this study explored the significant works pertaining to the understanding of reading comprehension using a Modified Delphi Method. A panel of reading comprehension experts in the field of reading identified 20 works they considered to be significant to the understanding of reading comprehension. The panel of experts additionally…

  9. 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…

  10. 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

  11. 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…

  12. 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…

  13. Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions

    ERIC Educational Resources Information Center

    Van Keer, Hilde; Verhaeghe, Jean Pierre

    2005-01-01

    The authors evaluated the effectiveness of explicit reading comprehension strategies instruction, followed by practice in teacher-led whole-class activities (STRAT), reciprocal same-age (STRAT + SA) peer-tutoring activities, or cross-age peer-tutoring activities (STRAT + CA) on 2nd and 5th graders' reading comprehension and self-efficacy…

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

    PubMed

    Georgiou, George K; Das, J P

    2015-01-01

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

  15. 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

  16. 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

  17. A Modified Delphi to Identify the Significant Works Pertaining to the Understanding of Reading Comprehension and Content Analysis of the Identified Works

    ERIC Educational Resources Information Center

    Zunker, Norma D.; Pearce, Daniel L.

    2012-01-01

    The first part of this study explored the significant works pertaining to the understanding of reading comprehension using a Modified Delphi Method. A panel of reading comprehension experts identified 19 works they considered to be significant to the understanding of reading comprehension. The panel of experts identified the reasons they…

  18. 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

  19. Assessing the Effectiveness of Peer-Assisted Learning Strategies (PALS) Reading Program on Sixth-Grade Students Comprehension, Fluency, and Attitude toward Reading, with Nonfiction Texts

    ERIC Educational Resources Information Center

    Abbondanza, Mark A.

    2013-01-01

    The purpose of the study was to implement and evaluate the effectiveness of the Peer-Assisted Learning Strategies (PALS) supplemental reading program to determine if there was an increase in sixth grade students' reading comprehension, oral fluency, and attitude toward reading, specifically when reading nonfiction text. One-hundred sixty-four…

  20. 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…

  1. 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,…

  2. What Happens When a Student Teacher Uses Different Techniques Designed To Improve Comprehension in a Reading Group?

    ERIC Educational Resources Information Center

    Olmstead, William E.

    This study investigated what would happen when a student teacher incorporated different techniques for improving comprehension into a third-grade reading group consisting of 10 diverse students. The study noted how comprehension changed when students did creative writing in response to literature and how story mapping or character perspective…

  3. Examining the Technical Adequacy of Reading Comprehension Measures in a Progress Monitoring Assessment System. Technical Report # 41

    ERIC Educational Resources Information Center

    Alonzo, Julie; Liu, Kimy; Tindal, Gerald

    2007-01-01

    In this technical report, the authors describe the development and piloting of reading comprehension measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fifth grade. They begin with a brief overview of the two conceptual frameworks underlying the…

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

    PubMed Central

    Guthrie, John T.; Klauda, Susan Lutz

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Hall, Carolyn Irwin

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

  6. An Investigation of the Effects of Pre-Reading Guides on the Comprehension of Short Stories by Ninth Grade Students.

    ERIC Educational Resources Information Center

    Quick, Charles David

    The purpose of this study was to determine if the use of pre-reading guides would effect better comprehension in the reading of short stories by ninth grade public school students. Four pre-reading guide sheets were prepared and validated for use in this study for each of the following stories: "The Interlopers" by Saki, "The Necklace" by…

  7. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  9. Comprehension and Time Expended for a Doctoral Student with a Learning Disability when Reading with and without an Accommodation

    ERIC Educational Resources Information Center

    Tanners, Adam; McDougall, Dennis; Skouge, Jim; Narkon, Drue

    2012-01-01

    The purpose of this alternating treatment, single-case research study was to compare reading comprehension and time expended reading, of a doctoral student with learning disabilities, under two reading conditions. In condition one, the student used a self-discovered accommodation, that is, listening, on an iPod, to an audiobook version…

  10. A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills

    PubMed Central

    Tighe, Elizabeth; Schatschneider, Christopher

    2015-01-01

    The purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed that for third grade, the best fit was a four-factor solution including Fluency, Verbal Reasoning, Nonverbal Reasoning, and Working Memory factors. For seventh and tenth grade, three-factor solutions with Fluency, Reasoning, and Working Memory factors were the best fit. The three and four-factor models were used in separate dominance analyses for each grade to rank order the factors by predictive importance to reading comprehension. Results indicated that Fluency and Verbal Reasoning were the most important predictors of third grade reading comprehension. For seventh grade, Fluency and Reasoning were the most important predictors. By tenth grade, Reasoning was the most important predictor of reading comprehension. Working Memory was the least predictive of reading comprehension across all grade levels. These results suggest that inferential reasoning skills become an important contributor to reading comprehension at increasing grade levels. PMID:26346315

  11. 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

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

    PubMed Central

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

    2014-01-01

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

  13. Effects of Teaching a Questioning Strategy on Reading Comprehension of Learning Disabled Adolescents

    E-print Network

    Alley, Gordon R.; Hori, Ann K. O.

    1981-06-01

    .60 27.30 9.21 12 Table 3 Analysis of Variance and Covariance for Gates-MacGinitie Posttest Scores Source ss df MS F Groups 265.90 1 265 . 90 14.82* QRI Levels .59 1 .59 0.03 Groups X QRI Levels . 9~ 1 . 93 0.05 Gates-MacGinitie Pretest 850.00 1..., 1976, 1Q(3), 283-287. Knapczyk, D. R., & Livingston, G. The effects of prompting question-asking upon on-task behavior and reading comprehension. Journal of Applied Behavior Analysis, 1974, L (1), 115-121. Lerner, J. W. Children with learning...

  14. 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

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

    PubMed Central

    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 by the executive-attention theory of WMC (e.g., Engle & Kane, 2004). We used a latent-variable, structural-equation-model approach, testing skilled adult readers on three WMC span tasks, seven varied reading comprehension tasks, and three attention-control tasks. Mind wandering was assessed using experimenter-scheduled thought probes during four different tasks (two reading, two attention-control tasks). The results support the executive-attention theory of WMC. Mind wandering across the four tasks loaded onto a single latent factor, reflecting a stable individual difference. Most importantly, mind wandering was a significant mediator in the relationship between WMC and reading comprehension, suggesting that the WMC-comprehension correlation is driven, in part, by attention control over intruding thoughts. We discuss implications for theories of WMC, attention control, and reading comprehension. PMID:21875246

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

    E-print Network

    Working memory Vocabulary Corsi blocks a b s t r a c t Accounts of comprehension failure, whether provide a better explanation of compre- hension failure. Through administration of a comprehensive skill battery, we found that the previously observed association of working memory with comprehension is likely

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  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. Improving Reading Fluency and Comprehension in Elementary Students Using Read Naturally

    ERIC Educational Resources Information Center

    Arvans, Rebecca

    2009-01-01

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

  4. Magnitude Representation and Working Memory Updating in Children With Arithmetic and Reading Comprehension Disabilities.

    PubMed

    Pelegrina, Santiago; Capodieci, Agnese; Carretti, Barbara; Cornoldi, Cesare

    2015-11-01

    It has been argued that children with learning disabilities (LD) encounter severe problems in working memory (WM) tasks, especially when they need to update information stored in their WM. It is not clear, however, to what extent this is due to a generally poor updating ability or to a difficulty specific to the domain to be processed. To examine this issue, two groups of children with arithmetic or reading comprehension LD and a group of typically developing children (9 to 10 years old) were assessed using two updating tasks requiring to select the smallest numbers or objects presented. The results showed that children with an arithmetic disability failed in a number updating task, but not in the object updating task. The opposite was true for the group with poor reading comprehension, whose performance was worse in the object than in the number updating task. It may be concluded that the problem of WM updating in children with LD is also due to a poor representation of the material to be updated. In addition, our findings suggest that the mental representation of the size of objects relates to the semantic representation of the objects' properties and differs from the quantitative representation of numbers. PMID:24687221

  5. 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…

  6. 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…

  7. An Examination of Instructional Interactions between Volunteer-Tutors and Students Who Show Differential Gains in Reading Comprehension

    ERIC Educational Resources Information Center

    Newcomer, Laurie J.

    2010-01-01

    It is essential to provide high quality interventions designed to improve struggling readers' reading comprehension while making use of limited resources. This study explored, through an holistic, multiple-case study design, volunteer-student interactions and activities in an after school reading program utilizing minimally-trained volunteers. The…

  8. Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading

    ERIC Educational Resources Information Center

    Alptekin, Cem; Ercetin, Gulcan

    2011-01-01

    This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas…

  9. The Effects of Explicit Science Reading Instruction on Selected Grade 7 Students' Metacognition and Comprehension of Specific Science Text.

    ERIC Educational Resources Information Center

    Spence, David J.; Yore, Larry D.; Williams, Richard L.

    1999-01-01

    Finds positive correlations between metacognition (awareness and self-management) and success on reading comprehension tasks for a group of seventh-grade students (n=27). Also finds that 22 weeks of schooling with explicit reading strategy instruction significantly enhances students' metacognition and their abilities to comprehend science text…

  10. Using In-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1-2

    ERIC Educational Resources Information Center

    Vitale, Michael R.; Romance, Nancy R.

    2012-01-01

    This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1-2) as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3-5 cognitive-science-based, instructional model ("Science IDEAS") that integrated science with reading and writing, this year-long…

  11. 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

  12. The Effectiveness of Creative Drama as an Instructional Strategy to Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers.

    ERIC Educational Resources Information Center

    DuPont, Sherry

    1992-01-01

    Finds that fifth grade remedial reading students' comprehension skill, as measured by standardized and criterion-referenced tests, are enhanced through a reading program that utilizes the strategy of creative drama integrated with children's literature reading material. (SR)

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

    E-print Network

    Schuster, Jonathan

    2012-05-31

    ability have the skills necessary for academic success. With age, reading becomes the crucial mode for learning, and with better reading comes more efficient learning. Thus, reading ability can have an enduring influence on many facets and outcomes... and ensure that they receive the appropriate help, thereby allowing them to become fully functional members of society. With its importance on future academic performance, reading is a complicated process, comprising knowledge and numerous skills...

  14. 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…

  15. 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…

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

    PubMed Central

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Petscher, Yaacov; Kim, Young-Suk

    2011-01-01

    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

  18. 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…

  19. 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…

  20. A Randomized Experiment of a Mixed-Methods Literacy Intervention for Struggling Readers in Grades 4-6: Effects on Word Reading Efficiency, Reading Comprehension and Vocabulary, and Oral Reading Fluency

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  1. The Effect of Embedded Text-to-Speech and Vocabulary eBook Scaffolds on the Comprehension of Students with Reading Disabilities

    ERIC Educational Resources Information Center

    Gonzalez, Michelle

    2014-01-01

    Limited research exists concerning the effect of interactive electronic texts or eBooks on the reading comprehension of students with reading disabilities. The purpose of this study was to determine if there was a significant difference in oral retelling and comprehension performance on multiple-choice questions when 17 students with reading

  2. Memory and comprehension deficits in spatial descriptions of children with non-verbal and reading disabilities.

    PubMed

    Mammarella, Irene C; Meneghetti, Chiara; Pazzaglia, Francesca; Cornoldi, Cesare

    2014-01-01

    The present study investigated the difficulties encountered by children with non-verbal learning disability (NLD) and reading disability (RD) when processing spatial information derived from descriptions, based on the assumption that both groups should find it more difficult than matched controls, but for different reasons, i.e., due to a memory encoding difficulty in cases of RD and to spatial information comprehension problems in cases of NLD. Spatial descriptions from both survey and route perspectives were presented to 9-12-year-old children divided into three groups: NLD (N = 12); RD (N = 12), and typically developing controls (TD; N = 15); then participants completed a sentence verification task and a memory for locations task. The sentence verification task was presented in two conditions: in one the children could refer to the text while answering the questions (i.e., text present condition), and in the other the text was withdrawn (i.e., text absent condition). Results showed that the RD group benefited from the text present condition, but was impaired to the same extent as the NLD group in the text absent condition, suggesting that the NLD children's difficulty is due mainly to their poor comprehension of spatial descriptions, while the RD children's difficulty is due more to a memory encoding problem. These results are discussed in terms of their implications in the neuropsychological profiles of children with NLD or RD, and the processes involved in spatial descriptions. PMID:25610417

  3. Memory and comprehension deficits in spatial descriptions of children with non-verbal and reading disabilities

    PubMed Central

    Mammarella, Irene C.; Meneghetti, Chiara; Pazzaglia, Francesca; Cornoldi, Cesare

    2015-01-01

    The present study investigated the difficulties encountered by children with non-verbal learning disability (NLD) and reading disability (RD) when processing spatial information derived from descriptions, based on the assumption that both groups should find it more difficult than matched controls, but for different reasons, i.e., due to a memory encoding difficulty in cases of RD and to spatial information comprehension problems in cases of NLD. Spatial descriptions from both survey and route perspectives were presented to 9–12-year-old children divided into three groups: NLD (N = 12); RD (N = 12), and typically developing controls (TD; N = 15); then participants completed a sentence verification task and a memory for locations task. The sentence verification task was presented in two conditions: in one the children could refer to the text while answering the questions (i.e., text present condition), and in the other the text was withdrawn (i.e., text absent condition). Results showed that the RD group benefited from the text present condition, but was impaired to the same extent as the NLD group in the text absent condition, suggesting that the NLD children’s difficulty is due mainly to their poor comprehension of spatial descriptions, while the RD children’s difficulty is due more to a memory encoding problem. These results are discussed in terms of their implications in the neuropsychological profiles of children with NLD or RD, and the processes involved in spatial descriptions. PMID:25610417

  4. 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…

  5. 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…

  6. Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners.

    PubMed

    Melby-Lervåg, Monica; Lervåg, Arne

    2014-03-01

    We report a systematic meta-analytic review of studies comparing reading comprehension and its underlying components (language comprehension, decoding, and phonological awareness) in first- and second-language learners. The review included 82 studies, and 576 effect sizes were calculated for reading comprehension and underlying components. Key findings were that, compared to first-language learners, second-language learners display a medium-sized deficit in reading comprehension (pooled effect size d = -0.62), a large deficit in language comprehension (pooled effect size d = -1.12), but only small differences in phonological awareness (pooled effect size d = -0.08) and decoding (pooled effect size d = -0.12). A moderator analysis showed that characteristics related to the type of reading comprehension test reliably explained the variation in the differences in reading comprehension between first- and second-language learners. For language comprehension, studies of samples from low socioeconomic backgrounds and samples where only the first language was used at home generated the largest group differences in favor of first-language learners. Test characteristics and study origin reliably contributed to the variations between the studies of language comprehension. For decoding, Canadian studies showed group differences in favor of second-language learners, whereas the opposite was the case for U.S. studies. Regarding implications, unless specific decoding problems are detected, interventions that aim to ameliorate reading comprehension problems among second-language learners should focus on language comprehension skills. PMID:23937316

  7. 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…

  8. Image-Language Interaction in Online Reading Environments: Challenges for Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Chan, Eveline; Unsworth, Len

    2011-01-01

    This paper presents the qualitative results of a study of students' reading of multimodal texts in an interactive, online environment. The study forms part of a larger project which addressed image-language interaction as an important dimension of language pedagogy and assessment for students growing up in a multimedia digital age. Thirty-two Year…

  9. Reading Motivation and Reading Comprehension Growth in the Later Elementary Years

    ERIC Educational Resources Information Center

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

    2007-01-01

    Reading motivation has been viewed as a multifaceted construct with multiple constituents. Our investigation of motivational multiplicity expanded on previous literature by including motivation constructs (interest, perceived control, collaboration, involvement, and efficacy), text genres, specific versus general contexts, and the self-versus…

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

    PubMed Central

    Berninger, Virginia W.; Abbott, Robert D.

    2011-01-01

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

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

    PubMed

    Berninger, Virginia W; Abbott, Robert D

    2010-08-01

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

  12. Modulation of cortical activity during comprehension of familiar and unfamiliar text topics in speed reading and speed listening.

    PubMed

    Buchweitz, Augusto; Mason, Robert A; Meschyan, Gayane; Keller, Timothy A; Just, Marcel Adam

    2014-12-01

    Brain activation associated with normal and speeded comprehension of expository texts on familiar and unfamiliar topics was investigated in reading and listening. The goal was to determine how brain activation and the comprehension processes it reflects are modulated by comprehension speed and topic familiarity. Passages on more familiar topics differentially activated a set of areas in the anterior temporal lobe and medial frontal gyrus, areas often associated with text-level integration processes, which we interpret to reflect integration of previous knowledge with the passage content. Passages presented at the faster presentation resulted in more activation of a network of frontal areas associated with strategic and working-memory processes (as well as visual or auditory sensory-related regions), which we interpret to reflect maintenance of local coherence among briefly available passage segments. The implications of this research is that the brain system for text comprehension adapts to varying perceptual and knowledge conditions. PMID:25463816

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

    NASA Astrophysics Data System (ADS)

    Martinez, Patricia

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

  14. 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

  15. A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills

    ERIC Educational Resources Information Center

    Tighe, Elizabeth L.; Schatschneider, Christopher

    2014-01-01

    The purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed that for third grade, the best fit was a four-factor solution including fluency, verbal reasoning, nonverbal…

  16. The Effects of Reciprocal Teaching of Self-Regulation of Reading Comprehension in a Postsecondary Technical School Program.

    ERIC Educational Resources Information Center

    Rush, R. Timothy; Milburn, James L.

    In order to determine the effectiveness of a reciprocal teaching procedure, a study examined the effects of instruction in metacognitive techniques on the reading comprehension of technical students. Subjects were 150 male students in a post-secondary occupational training program in diesel mechanics. A 4-part metacognitive process was taught and…

  17. 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…

  18. The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students

    ERIC Educational Resources Information Center

    McCown, Margaret Averill

    2013-01-01

    This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular…

  19. 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

  20. 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…

  1. Does Knowledge of Connectives Play a Unique Role in the Reading Comprehension of English Learners and English-Only Students?

    ERIC Educational Resources Information Center

    Crosson, Amy C.; Lesaux, Nonie K.

    2013-01-01

    Connectives (e.g., although, meanwhile) carry abstract meanings and often signal key relationships between text ideas. This study explored whether understanding of connectives represents a unique domain of vocabulary knowledge that provides special leverage for reading comprehension, and whether the contribution of knowledge of connectives to…

  2. 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…

  3. Promise and Possibilities of Infusing Parent-Child Read Alouds with Comprehension Strategy Instruction: An Intervention Study

    ERIC Educational Resources Information Center

    Roberts, Kathryn L.

    2010-01-01

    This dissertation is comprised of two manuscripts that resulted from a single study that tested the efficacy of teaching parents how to infuse comprehension strategy instruction into read alouds with their preschool-aged children. Twenty dyads, each composed of an incoming kindergartener and one of his or her parents, participated in this study.…

  4. 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…

  5. 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.…

  6. Language Skills and Reading Comprehension in English Monolingual and Spanish-English Bilingual Children in Grades 2-5

    ERIC Educational Resources Information Center

    Silverman, Rebecca D.; Proctor, C. Patrick; Harring, Jeffrey R.; Hartranft, Anna M.; Doyle, Brie; Zelinke, Sarah B.

    2015-01-01

    The present study investigated language skills and reading comprehension with English monolingual and Spanish-English bilingual children in grades 2-5. Of the 377 children in the sample, 207 were English monolingual and 170 were Spanish-English bilingual. Data were collected within a cohort-sequential design for two academic years in the fall and…

  7. DIF Analysis across Genders for Reading Comprehension Part of English Language Achievement Exam as a Foreign Language

    ERIC Educational Resources Information Center

    Ögretmen, Tuncay

    2015-01-01

    The purpose of this study is to carry out differential item functioning (DIF) analysis for content areas of a reading comprehension subtest using four area indices within Item Response Theory (IRT) framework. The differences in the magnitudes of the area indices were compared based on the subject areas. The DIF analysis was carried out across…

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

    PubMed

    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. Exploring Students at Risk for Reading Comprehension Difficulties in South Korea: The RTI Approach Applying Latent Class Growth Analysis

    ERIC Educational Resources Information Center

    Kim, Dongil; Kim, Woori; Koh, Hyejung; Lee, Jaeho; Shin, Jaehyun; Kim, Heeju

    2014-01-01

    The purpose of this study was to identify students at risk of reading comprehension difficulties by using the responsiveness to intervention (RTI) approach. The participants were 177 students in Grades 1-3 in three elementary schools in South Korea. The students received Tier 1 instruction of RTI from March to May 2011, and their performance was…

  10. 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…

  11. How Problems of Reading Fluency and Comprehension Are Related to Difficulties in Syntactic Awareness Skills among Fifth Graders

    ERIC Educational Resources Information Center

    Mokhtari, Kouider; Thompson, H. Brian

    2006-01-01

    In this study, we assessed and analyzed 5th grade students' levels of syntactic awareness in relation to their reading fluency and comprehension. The aim was to examine the role of syntactic awareness (children's awareness of the syntactic structure of sentences and their ability to reflect on and manipulate that structure) as a potential source…

  12. How to Improve Reading Comprehension in High-Risk Students: Effects of Class Practices in Grade 5

    ERIC Educational Resources Information Center

    Vanlaar, Gudrun; Denies, Katrijn; Vandecandelaere, Machteld; Van Damme, Jan; Verhaeghe, Jean Pierre; Pinxten, Maarten; De Fraine, Bieke

    2014-01-01

    This study investigated the effect of class practices on students' learning gains in reading comprehension in the 5th grade. A sample of 4,344 students in 283 classes in 176 schools was studied. Several class practices that have previously been demonstrated to be effective were tested while controlling for student characteristics and…

  13. 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…

  14. 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,…

  15. Cross-Language Transfer of Syntactic Skills and Reading Comprehension among Young Cantonese-English Bilingual Students

    ERIC Educational Resources Information Center

    Siu, Carrey Tik-Sze; Ho, Connie Suk-Han

    2015-01-01

    The present study examined the roles of different dimensions of syntactic skills in predicting reading comprehension within and across two languages with contrasting structural properties: Chinese and English. A total of 413 young Cantonese-English bilingual students in Hong Kong (202 first graders and 211 third graders) were tested on word order…

  16. Investigation of a Study Technique To Increase Learning Disabled Students' Reading Comprehension of Expository Text. Final Report.

    ERIC Educational Resources Information Center

    McCormick, Sandra; Cooper, John O.

    The study reported in this paper investigated the effects of a frequently recommended study technique on the comprehension of expository text by high-school students having learning disabilities. The instructional procedure studied was "Survey, Question, Read, Recite, Review" (SQ3R). Six experiments were conducted over a 3-year period, involving a…

  17. The Little Red Hen Meets Peter Rabbit: Enhancing the Reading Comprehension and Social Understanding of Young Students with Language Disabilities.

    ERIC Educational Resources Information Center

    Richards, Janet C.; And Others

    1997-01-01

    This article describes the use of holistic literacy lessons about story characters to teach reading comprehension to students with language disabilities. Different educational strategies for involving students in the emotional and social lives of story characters are discussed, including creating character report cards, holding press conference…

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

    Perkins, Kyle; Duncan, Ann

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

  1. 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…

  2. Exploring the Online Reading Comprehension Strategies Used by Sixth-Grade Skilled Readers to Search for and Locate Information on the Internet

    ERIC Educational Resources Information Center

    Coiro, Julie; Dobler, Elizabeth

    2007-01-01

    The purpose of this qualitative study was to explore the nature of reading comprehension processes while reading on the Internet. Eleven sixth-grade students with the highest combination of standardized reading scores, reading report card grades, and Internet reading experiences were selected from a population of 150 sixth graders in three…

  3. Comprehensive Cancer Center Nutrition

    E-print Network

    Anderson, Paul R.

    Comprehensive Cancer Center Nutrition Bldg.Pedestrian Link from Ardmore Tower to Comprehensive Nutrition Education Wing Hanes Bldg. Gray Bldg. Library Creative Communications University Dental Associates

  4. Adults with poor reading skills: How lexical knowledge interacts with scores on standardized reading comprehension tests.

    PubMed

    McKoon, Gail; Ratcliff, Roger

    2016-01-01

    Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff's, 1978, diffusion model) to abstract the mechanisms underlying their performance from their RTs and accuracy. We also collected scores for each participant on standardized IQ tests and standardized reading tests used commonly in the education literature. We found significant correlations between the model's estimates of the strengths with which words are represented in memory and scores for some of the standardized tests but not others. The findings point to the feasibility and utility of combining a test of word knowledge, lexical decision, that is well-established in psycholinguistic research, a decision-making model that supplies information about underlying mechanisms, and standardized tests. The goal for future research is to use this combination of approaches to understand better how basic processes relate to standardized tests with the eventual aim of understanding what these tests are measuring and what the specific difficulties are for individual, low-literacy adults. PMID:26550803

  5. Effects of Teacher-Led Reading Teaching Activities and Student Independent Reading on Fourth Grade ELL Student Reading Comprehension

    ERIC Educational Resources Information Center

    Liu, Siping

    2012-01-01

    This dissertation study examines the effects of four teacher-led reading activities recommended by the reading teaching policy and student independent reading activity on the development of English language learners (ELL) reading proficiency at fourth grade in U.S. elementary schools. In this study, I first introduce the significance of studying…

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

    ERIC Educational Resources Information Center

    Raphael, Taffy E.; And Others

    1981-01-01

    Reports on a study that was designed to determine the differential holes that three variables--accessing word meaning, integrating prior knowledge, and using text structure to organize ideas--play, not only in comprehension, but also in metacomprehension. (HOD)

  7. Differences in the Predictors of Reading Comprehension in First Graders from Low Socio-Economic Status Families with Either Good or Poor Decoding Skills

    PubMed Central

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

    2015-01-01

    Based on the assumption that good decoding skills constitute a bootstrapping mechanism for reading comprehension, the present study investigated the relative contribution of the former skill to the latter compared to that of three other predictors of reading comprehension (listening comprehension, vocabulary and phonemic awareness) in 392 French-speaking first graders from low SES families. This large sample was split into three groups according to their level of decoding skills assessed by pseudoword reading. Using a cutoff of 1 SD above or below the mean of the entire population, there were 63 good decoders, 267 average decoders and 62 poor decoders. 58% of the variance in reading comprehension was explained by our four predictors, with decoding skills proving to be the best predictor (12.1%, 7.3% for listening comprehension, 4.6% for vocabulary and 3.3% for phonemic awareness). Interaction between group versus decoding skills, listening comprehension and phonemic awareness accounted for significant additional variance (3.6%, 1.1% and 1.0%, respectively). The effects on reading comprehension of decoding skills and phonemic awareness were higher in poor and average decoders than in good decoders whereas listening comprehension accounted for more variance in good and average decoders than in poor decoders. Furthermore, the percentage of children with impaired reading comprehension skills was higher in the group of poor decoders (55%) than in the two other groups (average decoders: 7%; good decoders: 0%) and only 6 children (1.5%) had impaired reading comprehension skills with unimpaired decoding skills, listening comprehension or vocabulary. These results challenge the outcomes of studies on “poor comprehenders” by showing that, at least in first grade, poor reading comprehension is strongly linked to the level of decoding skills. PMID:25793519

  8. Differences in the predictors of reading comprehension in first graders from low socio-economic status families with either good or poor decoding skills.

    PubMed

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

    2015-01-01

    Based on the assumption that good decoding skills constitute a bootstrapping mechanism for reading comprehension, the present study investigated the relative contribution of the former skill to the latter compared to that of three other predictors of reading comprehension (listening comprehension, vocabulary and phonemic awareness) in 392 French-speaking first graders from low SES families. This large sample was split into three groups according to their level of decoding skills assessed by pseudoword reading. Using a cutoff of 1 SD above or below the mean of the entire population, there were 63 good decoders, 267 average decoders and 62 poor decoders. 58% of the variance in reading comprehension was explained by our four predictors, with decoding skills proving to be the best predictor (12.1%, 7.3% for listening comprehension, 4.6% for vocabulary and 3.3% for phonemic awareness). Interaction between group versus decoding skills, listening comprehension and phonemic awareness accounted for significant additional variance (3.6%, 1.1% and 1.0%, respectively). The effects on reading comprehension of decoding skills and phonemic awareness were higher in poor and average decoders than in good decoders whereas listening comprehension accounted for more variance in good and average decoders than in poor decoders. Furthermore, the percentage of children with impaired reading comprehension skills was higher in the group of poor decoders (55%) than in the two other groups (average decoders: 7%; good decoders: 0%) and only 6 children (1.5%) had impaired reading comprehension skills with unimpaired decoding skills, listening comprehension or vocabulary. These results challenge the outcomes of studies on "poor comprehenders" by showing that, at least in first grade, poor reading comprehension is strongly linked to the level of decoding skills. PMID:25793519

  9. Developing a Universal Reading Comprehension Intervention for Mainstream Primary Schools within Areas of Social Deprivation for Children with and without Language-Learning Impairment: A Feasibility Study

    ERIC Educational Resources Information Center

    McCartney, Elspeth; Boyle, James; Ellis, Sue

    2015-01-01

    Background: Some children in areas of social deprivation in Scotland have lower reading attainment than neighbouring children in less deprived areas, and some of these also have lower spoken language comprehension skills than expected by assessment norms. There is a need to develop effective reading comprehension interventions that fit easily into…

  10. Supporting Reading Comprehension of At-Risk Pre-Adolescent Readers through the Use of Text-to-Speech Technology Paired with Strategic Instruction

    ERIC Educational Resources Information Center

    Anderson, Susan D.

    2009-01-01

    This research highlighted the use of text-to-speech technology and current shifts in strategy-based reading instruction in order to address the comprehension needs of struggling pre-adolescent readers. The following questions were posed: (a) Does reading comprehension of preadolescent struggling readers improve as the direct result of using…

  11. Predicting Reading Comprehension Academic Achievement in Late Adolescents with Velo-Cardio-Facial (22q11.2 Deletion) Syndrome (VCFS): A Longitudinal Study

    ERIC Educational Resources Information Center

    Antshel, K.; Hier, B.; Fremont, W.; Faraone, S. V.; Kates, W.

    2014-01-01

    Background: The primary objective of the current study was to examine the childhood predictors of adolescent reading comprehension in velo-cardio-facial syndrome (VCFS). Although much research has focused on mathematics skills among individuals with VCFS, no studies have examined predictors of reading comprehension. Methods: 69 late adolescents…

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

    ERIC Educational Resources Information Center

    Pasquarella, Adrian; Gottardo, Alexandra; Grant, Amy

    2012-01-01

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

  13. Linguistic Knowledge, Fluency and Meta-Cognitive Knowledge as Components of Reading Comprehension in Adolescent Low Achievers: Differences between Monolinguals and Bilinguals

    ERIC Educational Resources Information Center

    Trapman, Mirjam; van Gelderen, Amos; van Steensel, Roel; van Schooten, Erik; Hulstijn, Jan

    2014-01-01

    In this study we investigate the role of linguistic knowledge, fluency and meta-cognitive knowledge in Dutch reading comprehension of monolingual and bilingual adolescent academic low achievers in the Netherlands. Results show that these components are substantially associated with reading comprehension. However, their role appears to be different…

  14. Transfer of Reading Comprehension Skills to L2 Is Linked to Mental Representations of Text and to L2 Working Memory

    ERIC Educational Resources Information Center

    Walter, Catherine

    2004-01-01

    Two notions from cognitive psychology were examined in relation to the transfer of reading comprehension skills from L1 to L2: (1) the notion that reading comprehension proceeds by the comprehender's building of a mental structure representing the text and (2) the notion of working memory. Two groups of French learners of English (at…

  15. A Pilot Study of Reading Comprehension Strategies of Students Who Are Deaf/Hard of Hearing in a Non-English-Speaking Country.

    ERIC Educational Resources Information Center

    Sartawi, Abdelaziz; Al-Hilawani, Yasser A.; Easterbrooks, Susan R.

    1998-01-01

    Twenty students from the United Arab Emirates who had hearing impairments participated in a study of three different techniques for teaching reading comprehension: the Experience-Based Approach, a modified version of Reciprocal Teaching, and a Key Word Strategy. Reading comprehension was highest under the Key Word Strategy conditions. (Author/CR)

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

    ERIC Educational Resources Information Center

    Hannon, Brenda

    2012-01-01

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

  17. Artificial Intelligence and Language Comprehension.

    ERIC Educational Resources Information Center

    National Inst. of Education (DHEW), Washington, DC. Basic Skills Group. Learning Div.

    The three papers in this volume concerning artificial intelligence and language comprehension were commissioned by the National Institute of Education to further the understanding of the cognitive processes that enable people to comprehend what they read. The first paper, "Artificial Intelligence and Language Comprehension," by Terry Winograd,…

  18. On the importance of listening comprehension

    PubMed Central

    Hogan, Tiffany P.; Adlof, Suzanne M.; Alonzo, Crystle

    2015-01-01

    The simple view of reading highlights the importance of two primary components which account for individual differences in reading comprehension across development: word recognition (i.e., decoding) and listening comprehension. While assessments and interventions for decoding have been the focus of pedagogy in the past several decades, the importance of listening comprehension has received less attention. This paper reviews evidence showing that listening comprehension becomes the dominating influence on reading comprehension starting even in the elementary grades. It also highlights a growing number of children who fail to develop adequate reading comprehension skills, primarily due to deficient listening comprehension skills: poor comprehenders. Finally it discusses key language influences on listening comprehension for consideration during assessment and treatment of reading disabilities. PMID:24833426

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

    ERIC Educational Resources Information Center

    Poulsen, Mads; Elbro, Carsten

    2013-01-01

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

  20. The Evaluation of Argument Mapping as a Learning Tool: Comparing the Effects of Map Reading versus Text Reading on Comprehension and Recall of Arguments

    ERIC Educational Resources Information Center

    Dwyer, Christopher P.; Hogan, Michael J.; Stewart, Ian

    2010-01-01

    The current study compared the effects on comprehension and memory of learning via text versus learning via argument map. Argument mapping is a method of diagrammatic representation of arguments designed to simplify the reading of an argument structure and allow for easy assimilation of core propositions and relations. In the current study, 400…