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Sample records for comprehension reading comprehension

  1. Processes in Reading Comprehension.

    ERIC Educational Resources Information Center

    Ransom, Grayce A.

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

  2. Interruptions disrupt reading comprehension.

    PubMed

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

    2015-06-01

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

  3. 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)…

  4. 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…

  5. Comprehension of Discourse Markers and Reading Comprehension

    ERIC Educational Resources Information Center

    Khatib, Mohamad

    2011-01-01

    According to many research findings, the presence of discourse markers (DMs) enhances readers' comprehension of the texts they read. However, there is a paucity of research on the relationship between knowledge of DMs and reading comprehension (RC) and the present study explores the relationship between them. Knowledge of DMs is measured through…

  6. Which Comprehension? Artifacts in the Measurement of Reading Comprehension.

    ERIC Educational Resources Information Center

    Kendall, Janet Ross; And Others

    1980-01-01

    The choice of a particular reading comprehension passage and testing procedure, whether in research or practice, does not allow generalization to other operational definitions of reading comprehension, suggesting serious limitations in most contemporary reading comprehension research and testing. (JD)

  7. The Validity of Reading Comprehension Rate: Reading Speed, Comprehension, and Comprehension Rates

    ERIC Educational Resources Information Center

    Skinner, Christopher H.; Williams, Jacqueline L.; Morrow, Jennifer Ann; Hale, Andre D.; Neddenriep, Christine E.; Hawkins, Renee O.

    2009-01-01

    This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th-, 29…

  8. Reading Strategies and Hypertext Comprehension

    ERIC Educational Resources Information Center

    Salmeron, Ladislao, Canas, Jose J.; Kintsch, Walter; Fajardo, Immaculada

    2005-01-01

    The literature on assessing the cognitive processes involved in hypertext comprehension during the past 15 years has yielded contradictory results. In this article we explore a possible factor affecting this situation, mainly the fact that previous works did not control for the potential effects on comprehension of reading strategies in hypertext.…

  9. 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.…

  10. 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.…

  11. Improving Reading Comprehension through Vocabulary.

    ERIC Educational Resources Information Center

    Berg, Andy; Cressman, Kelley Shea; Pfanz, Tomi

    An action research project described an implementation of vocabulary strategies designed to increase reading comprehension. The targeted population consisted of inner city elementary students located in central Illinois. Research shows that some children from low-income environments have below average reading abilities. Analysis of probable cause…

  12. Schema Theory and Reading Comprehension.

    ERIC Educational Resources Information Center

    Clark, Susan R.

    Two main types of schemata exist for reading: content schema, representing existing knowledge of objects and events; and textual schema, including knowledge of discourse structure and conventions. There are at least six major schema functions important to reading comprehension: (1) schemata provide slots for assimilating additional knowledge; (2)…

  13. Contextual Information and Reading Comprehension.

    ERIC Educational Resources Information Center

    Teale, William H.

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

  14. BASIC TEST OF READING COMPREHENSION.

    ERIC Educational Resources Information Center

    CLOWARD, ROBERT D.; COHEN, S. ALAN

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

  15. Reading Rate and Comprehension

    ERIC Educational Resources Information Center

    Jodai, Hojat

    2011-01-01

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

  16. Improving Science Reading Comprehension

    ERIC Educational Resources Information Center

    Johnson, Jill Caton; Martin-Hansen, Lisa

    2005-01-01

    Students in science classrooms are given numerous opportunities to read expository text in a variety of formats and for a variety of purposes. They read to solve a problem, understand the steps in an experiment, gain base knowledge about a concept, answer their own questions, compare their inquiry results with what others have found, expand their…

  17. Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks

    ERIC Educational Resources Information Center

    Liang, Lauren Aimonette; Dole, Janice A.

    2006-01-01

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

  18. University Students with Poor Reading Comprehension

    ERIC Educational Resources Information Center

    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-word-matched controls with no comprehension…

  19. How Do We Motivate Reading Comprehension?

    ERIC Educational Resources Information Center

    Shanahan, Timothy

    1982-01-01

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

  20. 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…

  1. 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…

  2. Reading Comprehension in Children with Down Syndrome

    ERIC Educational Resources Information Center

    Laws, Glynis; Brown, Heather; Main, Elizabeth

    2016-01-01

    Two studies aimed to investigate the reading comprehension abilities of 14 readers with Down syndrome aged 6 years 8 months to 13 years relative to those of typically developing children matched on word reading ability, and to investigate how these abilities were associated with reading accuracy, listening comprehension, phonological awareness and…

  3. 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…

  4. 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…

  5. Teaching Reading Comprehension: Theory and Practice.

    ERIC Educational Resources Information Center

    Page, William D.; Pinnell, Gay Su

    Based on the premise that comprehension must be the true and final goal of all instruction in reading, this book is designed to provoke teachers' reflections about their own ideas, reading, language, and experiences as teachers of reading comprehension and to help them base their teaching decisions on a knowledge of theory and research about how…

  6. Reading Comprehension in Children with Down Syndrome

    ERIC Educational Resources Information Center

    Laws, Glynis; Brown, Heather; Main, Elizabeth

    2016-01-01

    Two studies aimed to investigate the reading comprehension abilities of 14 readers with Down syndrome aged 6 years 8 months to 13 years relative to those of typically developing children matched on word reading ability, and to investigate how these abilities were associated with reading accuracy, listening comprehension, phonological awareness and…

  7. University Students with Poor Reading Comprehension

    ERIC Educational Resources Information Center

    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-word-matched controls with no comprehension…

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

    ERIC Educational Resources Information Center

    Vander Does, Susan Lubow

    2012-01-01

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

  9. 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)

  10. Learning Goals during Reading Comprehension Instruction.

    ERIC Educational Resources Information Center

    Schunk, Dale H.; Rice, Jo Mary

    A study investigated the effects of goal setting on children's self-efficacy and skillful performance during reading comprehension instruction. Subjects, 17 fourth graders and 16 fifth graders from one elementary school, had regularly received remedial reading comprehension instruction. Subjects were administered a pretest consisting of a…

  11. 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…

  12. Improving Reading Rates and Comprehension through Timed Repeated Reading

    ERIC Educational Resources Information Center

    Chang, Anna C-S.; Millett, Sonia

    2013-01-01

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

  13. 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…

  14. Using Peer Tutors to Improve Reading Comprehension

    ERIC Educational Resources Information Center

    LaGue, Kristina M.; Wilson, Katrina

    2010-01-01

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

  15. 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…

  16. 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)

  17. Reading: A Course of Study, Comprehension.

    ERIC Educational Resources Information Center

    Utah State Board of Education, Salt Lake City.

    Consistent with the philosophy that reading is an integral aspect of the total curriculum, the objectives listed in this handbook (developed by the Utah State Office of Education as part of a total course of reading study) are related to four dimensions of reading comprehension: literal, inferential, critical, and creative. For each of the listed…

  18. The Assessment of Reading Comprehension Difficulties for Reading Intervention

    ERIC Educational Resources Information Center

    Woolley, Gary

    2008-01-01

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

  19. Peer Tutors Improve Reading Comprehension

    ERIC Educational Resources Information Center

    LaGue, Kristina M.; Wilson, Katrina

    2011-01-01

    The influential report "Teaching Children to Read: An Evidenced-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction," published by the National Reading Panel in 2000, presented recommendations for daily literacy instruction in five key areas: phonemic awareness, phonics, fluency,…

  20. 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…

  1. Fluency: Bridge Between Decoding and Reading Comprehension

    ERIC Educational Resources Information Center

    Pikulski, John J.; Chard, David J.

    2005-01-01

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

  2. 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…

  3. 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…

  4. Instructional Implications of Inquiry in Reading Comprehension.

    ERIC Educational Resources Information Center

    Snow, David

    A contract deliverable on the NIE Communication Skills Project, this report consists of three separate documents describing the instructional implications of the analytic and empirical work carried out for the "Classroom Instruction in Reading Comprehension" part of the project: (1) Guidelines for Phrasal Segmentation; (2) Parsing Tasks in Reading…

  5. 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…

  6. 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…

  7. 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.

  8. 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…

  9. 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…

  10. Discourse Comprehension and Early Reading.

    ERIC Educational Resources Information Center

    Frederiksen, Carl H.

    The primary goal of early reading instruction, according to this paper, should be to teach children to comprehend written discourse in a manner similar to that for oral discourse because both types of discourse require decoding ability--graphic or acoustic. The paper asserts that to simply design reading instruction to achieve the subgoal of…

  11. Examining Reading Comprehension in Adult Literacy

    ERIC Educational Resources Information Center

    Jacobson, Erik

    2011-01-01

    In this article, I use a literature review to examine the nature of reading comprehension in adult literacy practice. I suggest that we need to better understand learners' sociocultural profiles and that we need to be clearer about commonly used vocabulary terms (such as background knowledge). I also suggest that we pay more attention to how…

  12. Working Memory Intervention: A Reading Comprehension Approach

    ERIC Educational Resources Information Center

    Perry, Tracy L.; Malaia, Evguenia

    2013-01-01

    For any complex mental task, people rely on working memory. Working memory capacity (WMC) is one predictor of success in learning. Historically, attempts to improve verbal WM through training have not been effective. This study provided elementary students with WM consolidation efficiency training to answer the question, Can reading comprehension…

  13. 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…

  14. Reading Comprehension Strategies for Adult Literacy Outcomes

    ERIC Educational Resources Information Center

    Hock, Mike; Mellard, Daryl

    2005-01-01

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

  15. 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…

  16. The Developmental Aspects of Reading Comprehension.

    ERIC Educational Resources Information Center

    Macomber, Lois P.

    The purpose of this paper was to relate Jean Piaget's stages of the learning process to the developmental aspects involved in reading comprehension. The need to correlate the developmental stage of the child's mind with the right types of activities was stressed. When a child has succeeded in the task of relating knowledge and affect to language…

  17. 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…

  18. 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…

  19. Task Demand Characteristics: Factors in Reading Comprehension.

    ERIC Educational Resources Information Center

    Leslie, Ronald C.

    The use of cognitively oriented models in research in reading comprehension requires the examination of the task demand characteristics of the research. Those cognitive processes involved in the performance which are due to the experimental procedures must be separated from those which operate in normal circumstances. "Control programs"--which…

  20. 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…

  1. Reading Comprehension: A Linguistic Point of View.

    ERIC Educational Resources Information Center

    Robertson, Jean E.

    This paper focuses on four studies of pupils' reading comprehension completed at the University of Alberta. A number of investigators have described the acquisition and use of connectives by pupils and have indicated the importance of connectives in the development of abstract logical thinking. (Teachers often consider these words too simple to…

  2. 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,…

  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. Predicting individual differences in reading comprehension: a twin study.

    PubMed

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

    2010-12-01

    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 among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the "Simple View" of reading. PMID:20814768

  5. Predicting individual differences in reading comprehension: a twin study

    PubMed Central

    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 among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the “Simple View” of reading. PMID:20814768

  6. Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises.

    ERIC Educational Resources Information Center

    Grellet, Francoise

    This book is presented for teachers who do not use a reading course and who wish to produce their own material as well as for individuals developing materials for tailor-made courses. Various types of reading comprehension exercises are described and classified. The exercise-types suggested can be adapted for all reading levels. The book begins…

  7. Retell as an Indicator of Reading Comprehension

    PubMed Central

    Reed, Deborah K.; Vaughn, Sharon

    2011-01-01

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

  8. 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…

  9. 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…

  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. Reading Comprehension Strategies for Adult Literacy Outcomes

    PubMed Central

    Hock, Mike; Mellard, Daryl

    2011-01-01

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

  12. Reading Comprehension Strategies for Adult Literacy Outcomes.

    PubMed

    Hock, Mike; Mellard, Daryl

    2005-11-01

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

  13. 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…

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

    ERIC Educational Resources Information Center

    Pesa, Nicole; Somers, Sarah

    2007-01-01

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

  15. Reading Fluency as an Indicator of Reading Comprehension

    ERIC Educational Resources Information Center

    Basaran, Mustafa

    2013-01-01

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

  16. Word Reading and Reading Comprehension: Stability, Overlap and Independence

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  17. Segmentation in reading and film comprehension.

    PubMed

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

    2009-05-01

    When reading a story or watching a film, comprehenders construct a series of representations in order to understand the events depicted. Discourse comprehension theories and a recent theory of perceptual event segmentation both suggest that comprehenders monitor situational features such as characters' goals, to update these representations at natural boundaries in activity. However, the converging predictions of these theories had previously not been tested directly. Two studies provided evidence that changes in situational features such as characters, their locations, their interactions with objects, and their goals are related to the segmentation of events in both narrative texts and films. A 3rd study indicated that clauses with event boundaries are read more slowly than are other clauses and that changes in situational features partially mediate this relation. A final study suggested that the predictability of incoming information influences reading rate and possibly event segmentation. Taken together, these results suggest that processing situational changes during comprehension is an important determinant of how one segments ongoing activity into events and that this segmentation is related to the control of processing during reading. PMID:19397386

  18. Reading Comprehension under Listening, Silent, and Round Robin Reading Conditions as a Function of Text Difficulty.

    ERIC Educational Resources Information Center

    Lynch, Douglas J.

    1988-01-01

    Describes an experiment investigating the reading comprehension performance of fifth grade readers under three reading conditions: listening, silent reading, and round robin oral reading. Finds that comprehension declined from listening, to silent, to round robin oral reading. (RAE)

  19. "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…

  20. The Role of First-Language Listening Comprehension in Second-Language Reading Comprehension

    ERIC Educational Resources Information Center

    Edele, Aileen; Stanat, Petra

    2016-01-01

    Although the simple view of reading and other theories suggest that listening comprehension is an important determinant of reading comprehension, previous research on linguistic transfer has mainly focused on the role of first language (L1) decoding skills in second language (L2) reading. The present study tested the assumption that listening…

  1. The Role of First-Language Listening Comprehension in Second-Language Reading Comprehension

    ERIC Educational Resources Information Center

    Edele, Aileen; Stanat, Petra

    2016-01-01

    Although the simple view of reading and other theories suggest that listening comprehension is an important determinant of reading comprehension, previous research on linguistic transfer has mainly focused on the role of first language (L1) decoding skills in second language (L2) reading. The present study tested the assumption that listening…

  2. 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…

  3. 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…

  4. 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…

  5. How Important Is Reading Skill Fluency for Comprehension?

    ERIC Educational Resources Information Center

    Walczyk, Jeffrey J.; Griffith-Ross, Diana A.

    2007-01-01

    Some important approaches to reading instruction and assessment, as well as influential theories of reading, are based on the assumption that reading fluency is necessary for good comprehension. However, this may not always be the case. This article takes another look at the relationship between word reading fluency and comprehension. It also…

  6. 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…

  7. Executive Dysfunction among Children with Reading Comprehension Deficits

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  8. 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…

  9. 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.…

  10. 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.…

  11. 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…

  12. Recognition or Recall: What Reading Comprehension Tests Really Measure.

    ERIC Educational Resources Information Center

    Lubliner, Shira; Smetana, Linda

    This study examined format differences in the measurement of fifth grade students' reading comprehension achievement. Children were given a multiple-choice reading comprehension test, followed 4 weeks later by a constructed response test on 2 of the same text passages. Results indicated that little comprehension of text content was transferred…

  13. 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…

  14. 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…

  15. 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:…

  16. 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…

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

    ERIC Educational Resources Information Center

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

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

  18. Direct Instruction of Comprehension: Instructional Examples from Intervention Research on Listening and Reading Comprehension

    ERIC Educational Resources Information Center

    Coyne, Michael D.; Zipoli, Richard P., Jr.; Chard, David J.; Faggella-Luby, Michael; Ruby, Maureen; Santoro, Lana E.; Baker, Scott

    2009-01-01

    This article examines the role of direct instruction in promoting listening and reading comprehension. Instructional examples from 2 programs of intervention research focused on improving comprehension; the Story Read Aloud Program and the Embedded Story Structure Routine are used to illustrate principles of direct instruction. An analysis of…

  19. Direct Instruction of Comprehension: Instructional Examples from Intervention Research on Listening and Reading Comprehension

    ERIC Educational Resources Information Center

    Coyne, Michael D.; Zipoli, Richard P., Jr.; Chard, David J.; Faggella-Luby, Michael; Ruby, Maureen; Santoro, Lana E.; Baker, Scott

    2009-01-01

    This article examines the role of direct instruction in promoting listening and reading comprehension. Instructional examples from 2 programs of intervention research focused on improving comprehension; the Story Read Aloud Program and the Embedded Story Structure Routine are used to illustrate principles of direct instruction. An analysis of…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    According to Gough and Tunmer's Simple View of Reading, Reading Comprehension = Decoding (D) x Listening Comprehension (C). The purpose of this study was to evaluate the model with a sample of First Nations children, known to have average decoding and listening comprehension but poor reading comprehension. In addition, the authors examined the…

  1. 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…

  2. 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…

  3. Improving Reading Comprehension through Higher-Order Thinking Skills

    ERIC Educational Resources Information Center

    McKown, Brigitte A.; Barnett, Cynthia L.

    2007-01-01

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

  4. The Association between Mathematical Word Problems and Reading Comprehension

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  5. 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…

  6. The Impact of Analogy on L3 Reading Comprehension

    ERIC Educational Resources Information Center

    Karami, Hossein; Nodoushan, Mohammad Ali Salmani

    2014-01-01

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

  7. 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…

  8. 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…

  9. Genetic and Environmental Influences on Reading and Listening Comprehension

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Sacks, George A.; Sacks, Florence

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

  11. 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…

  12. 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…

  13. The Impact of Analogy on L3 Reading Comprehension

    ERIC Educational Resources Information Center

    Karami, Hossein; Nodoushan, Mohammad Ali Salmani

    2014-01-01

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

  14. 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…

  15. 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…

  16. Effects of Comprehension Skill on Inference Generation during Reading

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  17. 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…

  18. 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…

  19. 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…

  20. Comprehension Monitoring in First and Second Language Reading

    ERIC Educational Resources Information Center

    Morrison, Louise

    2004-01-01

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

  1. Longitudinal Correlates of Reading Comprehension Difficulties in Chinese Children

    ERIC Educational Resources Information Center

    Zhang, Juan; McBride-Chang, Catherine; Wong, Anita M.-Y.; Tardif, Twila; Shu, Hua; Zhang, Yuping

    2014-01-01

    The present study explored the early predictors of reading comprehension difficulties in Chinese children. We originally recruited 290 Beijing and 154 Hong Kong children and further selected from each sample those (30 from Beijing and 22 from Hong Kong sample) in the lowest 25% on reading comprehension tests across the last two consecutive testing…

  2. 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.…

  3. 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.…

  4. Updating during reading comprehension: why causality matters.

    PubMed

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

    2013-05-01

    The present set of 7 experiments systematically examined the effectiveness of adding causal explanations to simple refutations in reducing or eliminating the impact of outdated information on subsequent comprehension. The addition of a single causal-explanation sentence to a refutation was sufficient to eliminate any measurable disruption in comprehension caused by the outdated information (Experiment 1) but was not sufficient to eliminate its reactivation (Experiment 2). However, a 3 sentence causal-explanation addition to a refutation eliminated both any measurable disruption in comprehension (Experiment 3) and the reactivation of the outdated information (Experiment 4). A direct comparison between the 1 and 3 causal-explanation conditions provided converging evidence for these findings (Experiment 5). Furthermore, a comparison of the 3 sentence causal-explanation condition with a 3 sentence qualified-elaboration condition demonstrated that even though both conditions were sufficient to eliminate any measurable disruption in comprehension (Experiment 6), only the causal-explanation condition was sufficient to eliminate the reactivation of the outdated information (Experiment 7). These results establish a boundary condition under which outdated information will influence comprehension; they also have broader implications for both the updating process and knowledge revision in general. PMID:22845069

  5. 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…

  6. Teaching Text Structure To Improve Reading Comprehension.

    ERIC Educational Resources Information Center

    Bakken, Jeffrey P.; Whedon, Craig K.

    2002-01-01

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

  7. 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…

  8. 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…

  9. The Role of Reading Self-Concept and Home Literacy Practices in Fourth Grade Reading Comprehension

    ERIC Educational Resources Information Center

    Katzir, Tami; Lesaux, Nonie K.; Kim, Young-Suk

    2009-01-01

    This study examined the relationships among reading comprehension, reading self-concept, and home literacy environment (HLE) in a sample (n = 67) of fourth grade children enrolled in an urban school district. Children's reading comprehension, word reading, and verbal ability were assessed using standardized measures. Reading self-concept was…

  10. Research and Practice: Comprehension Monitoring: A Reading-Mathematics Connection.

    ERIC Educational Resources Information Center

    Muth, K. Denise

    1988-01-01

    Suggests a way of helping students apply their reading skills to solve math word problems. Claims comprehension monitoring is a set of skills that can be applied to both reading and math problem solving to help students integrate their reading skills with their computational skills. (MS)

  11. 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…

  12. Now We Get It! Boosting Comprehension with Collaborative Strategic Reading

    ERIC Educational Resources Information Center

    Klingner, Janette K.; Vaughn, Sharon; Boardman, Alison; Swanson, Elizabeth

    2012-01-01

    Collaborative Strategic Reading is an innovative new approach to teaching reading that weaves together two instructional programs: cooperative learning and reading comprehension strategy instruction. In small groups, students work through the four main steps-Preview, "Click and Clunk," Get the Gist, and Wrap Up-helping each other improve…

  13. 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…

  14. 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…

  15. Now We Get It! Boosting Comprehension with Collaborative Strategic Reading

    ERIC Educational Resources Information Center

    Klingner, Janette K.; Vaughn, Sharon; Boardman, Alison; Swanson, Elizabeth

    2012-01-01

    Collaborative Strategic Reading is an innovative new approach to teaching reading that weaves together two instructional programs: cooperative learning and reading comprehension strategy instruction. In small groups, students work through the four main steps-Preview, "Click and Clunk," Get the Gist, and Wrap Up-helping each other improve…

  16. 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…

  17. 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…

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

    PubMed

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

    2010-12-01

    English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that L2 oral language skills had a large, significant effect on L2 reading comprehension, whereas students' word-level reading skills, whether in L1 or L2, were not significantly related to English reading comprehension in three of four models fitted. The results converge with findings from studies with monolinguals demonstrating the influence of oral language on reading comprehension outcomes, and extend these findings by showing that, for language minority learners, L2 oral language exerts a stronger influence than word reading in models of L2 reading. PMID:21243117

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

    PubMed Central

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

    2010-01-01

    English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that L2 oral language skills had a large, significant effect on L2 reading comprehension, whereas students' word-level reading skills, whether in L1 or L2, were not significantly related to English reading comprehension in three of four models fitted. The results converge with findings from studies with monolinguals demonstrating the influence of oral language on reading comprehension outcomes, and extend these findings by showing that, for language minority learners, L2 oral language exerts a stronger influence than word reading in models of L2 reading. PMID:21243117

  20. 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…

  1. 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…

  2. Comprehensive Secondary Reading Programs: Toward Some Workable Compromises.

    ERIC Educational Resources Information Center

    Graves, Michael F.

    Six suggestions for comprehensive secondary reading programs were developed after consideration of comments made by Judith A. Boettcher, Anne E. Newton, Randall J. Ryder, and Roger C. Googins (see related documents). The suggestions are as follows: (1) A comprehensive program must deal with all students who need help; thus, there should be a…

  3. 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…

  4. The Effect of Rewriting Prose Material on Reading Comprehension.

    ERIC Educational Resources Information Center

    Duffelmeyer, Frederick A.

    1979-01-01

    Reports a study showing that reading comprehension of college students who were poor readers increased when passages were rewritten editing out abstract nouns and verb-nominalizations and replacing them with either concrete nouns or full verbs, but that comprehension of average and good readers did not change with the revisions. (TJ)

  5. Communicative Literacy Pedagogy: Engaging EAL Students in Reading Comprehension

    ERIC Educational Resources Information Center

    Miller, Jennifer

    2013-01-01

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

  6. 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…

  7. 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…

  8. 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

  9. 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…

  10. 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…

  11. 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

  12. 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…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  14. Executive Dysfunction Among Children With Reading Comprehension Deficits

    PubMed Central

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

    2010-01-01

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

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

    PubMed

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

    2009-01-01

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

  16. 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…

  17. The Role of Reading Fluency in Children's Text Comprehension.

    PubMed

    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

  18. 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.…

  19. 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

  20. 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…

  1. Reading Comprehension Strategies as Applied by Iranian EFL Students

    ERIC Educational Resources Information Center

    Shokrpour, Nasrin; Fotovatian, Sepide

    2006-01-01

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

  2. 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…

  3. 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…

  4. 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…

  5. Effects of Discourse Structure Graphic Organizers on EFL Reading Comprehension

    ERIC Educational Resources Information Center

    Jiang, Xiangying

    2012-01-01

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

  6. 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…

  7. Knowledge of Vocabulary and Reading Comprehension: An Important Relationship.

    ERIC Educational Resources Information Center

    Lomangino, Heide R.

    If a student is to develop reading comprehension, he must possess and activate a number of linguistic and cognitive skills. He comes to the text with certain expectations and uses a cyclical process of sampling, predicting, testing, and confirming to understand it. The overall goal of reading instruction is to produce motivated, independent,…

  8. Goals and Progress Feedback during Reading Comprehension Instruction.

    ERIC Educational Resources Information Center

    Schunk, Dale H.; Rice, Jo Mary

    This study investigated the effects of goals and goal-progress feedback on children's reading comprehension self-efficacy and skill. Subjects, 30 lower-middle-class students from 2 fifth-grade classes in an elementary school who did not experience excessive decoding problems and who regularly received remedial reading instruction, were randomly…

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

    PubMed

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

    2012-09-01

    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. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension. When oral reading fluency and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in Grade 1, whereas silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency in Grade 2. PMID:22726256

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  11. 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…

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

    Ari, Omer

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Coiro, Julie

    2011-01-01

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

  16. Reading Comprehension Instruction: Six Necessary Changes. Reading Education Report No. 54.

    ERIC Educational Resources Information Center

    Pearson, P. David

    Today, more than ever before, teachers are devoting much of their intellectual and emotional energy to helping students better understand the school texts that they are required to read. This can best be accomplished through six changes in the way reading comprehension is taught: (1) accept an active-constructive model of reading comprehension

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

    ERIC Educational Resources Information Center

    Ari, Omer

    2009-01-01

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

  18. 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 =…

  19. 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…

  20. Kindergarten predictors of second versus eighth grade reading comprehension impairments.

    PubMed

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

    2010-01-01

    Multiple studies have shown that kindergarten measures of phonological awareness and alphabet knowledge are good predictors of reading achievement in the primary grades. However, less attention has been given to the early predictors of later reading achievement. This study used a modified best-subsets variable-selection technique to examine kindergarten predictors of early versus later reading comprehension impairments. Participants included 433 children involved in a longitudinal study of language and reading development. The kindergarten test battery assessed various language skills in addition to phonological awareness, alphabet knowledge, naming speed, and nonverbal cognitive ability. Reading comprehension was assessed in second and eighth grades. Results indicated that different combinations of variables were required to optimally predict second versus eighth grade reading impairments. Although some variables effectively predicted reading impairments in both grades, their relative contributions shifted over time. These results are discussed in light of the changing nature of reading comprehension over time. Further research will help to improve the early identification of later reading disabilities. PMID:20463282

  1. 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…

  2. Improving text comprehension: scaffolding adolescents into strategic reading.

    PubMed

    Ukrainetz, Teresa A

    2015-02-01

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

  3. Reading Comprehension: Piagetian Assessment and Instruction.

    ERIC Educational Resources Information Center

    DeMao, Vicki Arnolt

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

  4. Reading Comprehension: Piagetian Assessment and Instruction.

    ERIC Educational Resources Information Center

    DeMao, Vicki Arnolt

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

  5. 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…

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

    ERIC Educational Resources Information Center

    Clinton, Virginia

    2015-01-01

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

  7. 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…

  8. 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…

  9. 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

  10. 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…

  11. A Comparison of Two Interactive Reading Comprehension Measures.

    ERIC Educational Resources Information Center

    Gill, Helen V.

    Scores were compared for two experimental assessment instruments constructed as examples of the techniques used by the Sentence Verification Technique (SVT) of J. M. Royer and others (1979) and the Michigan Educational Assessment Program (MEAP) of the Michigan Department of Education (1987, 1988) to measure reading comprehension as an interactive…

  12. A Comparison of Reading Comprehension in English and Spanish.

    ERIC Educational Resources Information Center

    Alderson, Charles; And Others

    Mexican university students enrolled in a general English course were administered a battery of tests including a reading comprehension test based on a Spanish text, one based on an English text, and the TEAL test battery of English language proficiency for adult students. Half the students were given an easy English text and a difficult Spanish…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  14. 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)…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. Effects of Comic Strips on L2 Learners' Reading Comprehension

    ERIC Educational Resources Information Center

    Liu, Jun

    2004-01-01

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

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. Strategies for Improving Non-Fiction Reading Comprehension.

    ERIC Educational Resources Information Center

    Bell, Karen; Caspari, Amy

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

  6. 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…

  7. Vocabulary and Reading Comprehension: Instructional Effects. Technical Report No. 100.

    ERIC Educational Resources Information Center

    Jenkins, Joseph R.; And Others

    The effects of vocabulary instruction on word knowledge and reading comprehension were assessed in three experiments. In experiment one, employing 12 "average" fourth grade readers, and experiment two, employing six learning disabled intermediate level students, word synonyms were taught to pairs of students on three consecutive days. Experiment…

  8. Vocabulary Instruction and Reading Comprehension. Technical Report No. 431.

    ERIC Educational Resources Information Center

    Nagy, William E.

    This paper synthesizes research on vocabulary learning and vocabulary instruction to provide teachers with a basis for using different techniques of vocabulary instruction to improve reading comprehension. The limitations of traditional definition and context-based instruction are discussed in the paper, and principles are outlined which explain…

  9. 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…

  10. 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,…

  11. Gender Effect on Reading Comprehension with Korean EFL Learners

    ERIC Educational Resources Information Center

    Pae, Tae-Il

    2004-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  13. 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…

  14. On the Factor Structure of a Reading Comprehension Test

    ERIC Educational Resources Information Center

    Salehi, Mohammad

    2011-01-01

    To investigate the construct validly of a section of a high stakes test, an exploratory factor analysis using principal components analysis was employed. The rotation used was varimax with the suppression level of 0.30. Eleven factors were extracted out of 35 reading comprehension items. The fact that these factors emerged speak to the construct…

  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. 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…

  18. 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…

  19. 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,…

  20. How Consciousness-Raising Affects Intonation and Facilitates Reading Comprehension

    ERIC Educational Resources Information Center

    Shariati, Mohammad

    2007-01-01

    This paper reports on an investigation about the relation between a student's conscious awareness of the structure of a sentence and the degree of his/her intonation accuracy as well as his/her reading comprehension. The research was done based on the hypothesis that: "if the students are made conscious of the infrastructure of lengthy sentences…

  1. Joint Book Reading: How Do Blogs Foster Collaborative Comprehension?

    ERIC Educational Resources Information Center

    Behjat, Fatemeh

    2013-01-01

    A blog is an innovative web tool which has an immense potential to enhance language abilities. As one of the ways to enhance foreign language learning is collaboration and interaction, the present study is an attempt to find out if blogs can be used to foster language learners' comprehension through collaborative book reading. To this end, 62…

  2. The Effects of Cultural Familiarity on Reading Comprehension

    ERIC Educational Resources Information Center

    Erten, Ismail Hakki; Razi, Salim

    2009-01-01

    This study investigated whether cultural familiarity influences comprehension of short stories and whether nativizing the story or using reading activities can compensate for the lack of such familiarity. The study was conducted with 44 advanced-level students of English at a state university in Turkey. In a 2 x 2 experimental research design, the…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. The Relationship between Understanding Prepositions and Reading Comprehension.

    ERIC Educational Resources Information Center

    Foust, Charles David

    The major objective of this study was to determine whether understanding prepositions and the relationships they signal is related to reading comprehension. A sample of 127 fourth grade students was selected from three socioeconomic levels of the Columbus, (Ohio) Public Schools using a stratified random sampling technique. The subjects were…

  9. 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…

  10. 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…

  11. 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)

  12. 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…

  13. Syntactic Aspects of Reading Comprehension. Technical Report No. 33.

    ERIC Educational Resources Information Center

    Huggins, A. W. F.

    This review of research related to syntactic aspects of reading comprehension points out that readability formulas and surface-structure measures do not adequately describe the complexity of single sentences. According to current theories, extraction of meaning depends on recovering simple propositions that underlie each clause in the message. How…

  14. 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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  16. 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,…

  17. 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,…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    PubMed Central

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  1. 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…

  2. A Different Kind of Reading Instruction: Using Visualizing to Bridge Reading Comprehension and Critical Literacy

    ERIC Educational Resources Information Center

    Park, Jie Y.

    2012-01-01

    Many literacy teachers are creating contexts for students to learn and use a range of reading comprehension strategies. As useful as reading strategy instruction is, relatively little has been documented on the ways in which reading strategies can become tools for critical literacy. In this paper, the author illustrates how a reading strategy can…

  3. 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…

  4. Comprehension of a Narrative Passage by Primary School Children as a Function of Listening Rate and Reading Comprehension Level.

    ERIC Educational Resources Information Center

    Mullally, Lee J.

    The comprehension of a narrative passage by primary grade children as a function of both listening rate and the reading comprehension level was examined by this study. Ninety-six children divided into three groups according to reading level were used. The listening rate was controlled by means of a word compression ranging from zero (138 words per…

  5. 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…

  6. A Content Comprehension Approach to Reading English for Science and Technology.

    ERIC Educational Resources Information Center

    Hudson, Thom

    1991-01-01

    Reports on an English-for-special-purposes (ESP) reading project that emphasizes the role of content comprehension. The project results suggest that the content comprehension approach can improve reading comprehension as well as knowledge of reading grammar and general reading ability. (45 references) (GLR)

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. Awareness of Reading Strategy Use of Indian ESL Students and the Relationship with Reading Comprehension Achievement

    ERIC Educational Resources Information Center

    Madhumathi, P.; Ghosh, Arijit

    2012-01-01

    This paper reports findings from the study that assessed the first year Indian ESL students' awareness of reading strategy use. It also investigated the relationship that exists between reading strategy use and the reading comprehension achievements of the Indian ESL students. The study utilized two instruments such as SORS and RCT which is the…

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

    ERIC Educational Resources Information Center

    Yang, Kai-Lin

    2012-01-01

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

  13. 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…

  14. 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…

  15. CORI: Explicit Reading Instruction to Enhance Informational Text Comprehension and Reading Engagement for Thai EFL Students

    ERIC Educational Resources Information Center

    Vongkrachang, Salila; Chinwonno, Apasara

    2015-01-01

    The study aimed to examine the effect of explicit reading instruction as an approach to Concept-Oriented Reading Instruction (CORI) framework on EFL students' informational text comprehension and engagement. The explicit reading instruction was implemented with 39 first-year Thai undergraduate students over a 10-week period. It was found that the…

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

    ERIC Educational Resources Information Center

    Savaiano, Mackenzie E.; Hatton, Deborah D.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Parault, Susan J.; Williams, Heather M.

    2010-01-01

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

  18. Predictors of Foreign Language Reading Comprehension in a Hypermedia Reading Environment

    ERIC Educational Resources Information Center

    Akbulut, Yavuz

    2008-01-01

    This study investigated factors affecting second/foreign language (L2) reading comprehension in a hypermedia environment within the theoretical framework of dual coding and cognitive load theories, and interactive models of L2 reading. The independent variables were reading ability, topic interest, prior topical knowledge, and the number of times…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  20. Fostering Reading Comprehension in Fifth Grade by Explicit Instruction in Reading Strategies and Peer Tutoring

    ERIC Educational Resources Information Center

    Van, Keer H.

    2004-01-01

    Background: Research reveals that explicit reading strategies instruction and engaging students in interaction about texts promote students' reading comprehension ability. The present intervention study combines both aspects. Aims: The study examines the educational benefits of explicit reading strategies instruction, followed by practice in (a)…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  2. 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…

  3. The Effects of Independent Reading on Oral Reading Fluency and Comprehension.

    ERIC Educational Resources Information Center

    Seago-Tufaro, Cynthia

    This study's purpose was to determine if the amount of time spent reading independently at home and at school correlated with oral reading fluency and comprehension. Fifteen heterogeneously grouped second graders logged the amount of minutes they read independently over a 12-week period. The students were pre- and post-tested using the Woodcock…

  4. 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…

  5. 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);…

  6. 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…

  7. 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.

  8. 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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  10. 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…

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

    PubMed

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

    2013-04-01

    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. Further, we explore whether reading comprehension is additionally influenced by individual differences in social behaviour and social cognition in ASD. Adolescents with ASD aged 14-16 years completed assessments indexing word recognition, oral language, reading comprehension, social behaviour and social cognition. Regression analyses show that both word recognition and oral language explain unique variance in reading comprehension. Further, measures of social behaviour and social cognition predict reading comprehension after controlling for the variance explained by word recognition and oral language. This indicates that word recognition, oral language and social impairments may constrain reading comprehension in ASD. PMID:22843036

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

    Savage, Robert

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Crowe, Linda K.

    2005-01-01

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

  16. Increasing Secondary Reading Comprehension and Reading Proficiency across Content Areas

    ERIC Educational Resources Information Center

    Zimmerman, Marty

    2011-01-01

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

  17. I "hear" what you're "saying": Auditory perceptual simulation, reading speed, and reading comprehension.

    PubMed

    Zhou, Peiyun; Christianson, Kiel

    2016-05-01

    Auditory perceptual simulation (APS) during silent reading refers to situations in which the reader actively simulates the voice of a character or other person depicted in a text. In three eye-tracking experiments, APS effects were investigated as people read utterances attributed to a native English speaker, a non-native English speaker, or no speaker at all. APS effects were measured via online eye movements and offline comprehension probes. Results demonstrated that inducing APS during silent reading resulted in observable differences in reading speed when readers simulated the speech of faster compared to slower speakers and compared to silent reading without APS. Social attitude survey results indicated that readers' attitudes towards the native and non-native speech did not consistently influence APS-related effects. APS of both native speech and non-native speech increased reading speed, facilitated deeper, less good-enough sentence processing, and improved comprehension compared to normal silent reading. PMID:25679796

  18. Reading Comprehension on the Internet: Expanding Our Understanding of Reading Comprehension To Encompass New Literacies.

    ERIC Educational Resources Information Center

    Coiro, Julie

    2003-01-01

    Examines the skills and abilities needed to interact with text on the Internet. Proposes that the Internet provides opportunities for interacting with new text formats, reader elements, and activities. Notes that it also expands and influences the sociocultural context in which a student learns to read. Considers the implications of a broader…

  19. Reading Comprehension, Word Reading and Spelling as Predictors of School Achievement and Choice of Secondary Education

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Gutkind, Rebeka Chaia

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Mihara, Kei

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Bolukbas, Fatma

    2013-01-01

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

  3. Reading Comprehension Instruction in Five Basal Reader Series. Reading Education Report No. 26.

    ERIC Educational Resources Information Center

    Durkin, Dolores

    A study examined the teachers' manuals for five basal reader programs, kindergarten through grade six, to discover their recommendations for comprehension instruction. The series analyzed were "Pathfinder," published by Allyn and Bacon; "Reading 720," by Ginn and Company; "Bookmark Reading Program," by Harcourt, Brace, Jovanovich; "Houghton…

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

    ERIC Educational Resources Information Center

    Shen, Helen H.; Jiang, Xin

    2013-01-01

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

  5. Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students

    ERIC Educational Resources Information Center

    Cuevas, Joshua A.

    2010-01-01

    This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, reading comprehension in secondary students. Chapter 1 examines the current state of literacy in the nation's public schools and the consequences that arise if students leave high school with inadequate reading skills. It discusses…

  6. 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…

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

    ERIC Educational Resources Information Center

    Shen, Helen H.; Jiang, Xin

    2013-01-01

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

  8. 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,…

  9. 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…

  10. 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,…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Benedict, Kendra M.

    2012-01-01

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

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

    PubMed

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

    2014-11-01

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

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

    ERIC Educational Resources Information Center

    Pearman, Cathy J.

    2008-01-01

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

  16. 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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 second and 974 third graders. Results found a significant relationship between error rate, oral reading fluency, and reading comprehension performance, and…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  20. The 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…

  1. 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…

  2. 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…

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

    ERIC Educational Resources Information Center

    Srivastava, Pradyumn

    2010-01-01

    With the global expansion of technology our reading platform has changed from traditional text to predominantly hypertext. Little consideration has been given to how the shift in reading platforms might help or hinder children's reading comprehension. The purpose of this study was to compare reading comprehension in computer-based and paper-based…

  4. 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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  6. Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students

    ERIC Educational Resources Information Center

    Boulware-Gooden, Regina; Carreker, Suzanne; Thornhill, Ann; Joshi, R. Malatesha

    2007-01-01

    Comprehension is the reason for reading, and vocabulary plays a significant role in comprehension. The question is, What kind of instruction best promotes the development of comprehension and vocabulary? The National Reading Panel (National Institute of Child Health and Human Development, 2000) concluded that there are eight effective or promising…

  7. 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.…

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

    ERIC Educational Resources Information Center

    Roberts, Judith C.; Roberts, Keith A.

    2008-01-01

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

  9. 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…

  10. 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.…

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

    ERIC Educational Resources Information Center

    Hagaman, Jessica L.; Reid, Robert

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Roller, Cathy M., Ed.

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

  13. 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…

  14. 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.…

  15. 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

  16. Investigating deaf students' use of visual multimedia resources in reading comprehension.

    PubMed

    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 Language videos, pictures, and concept maps. Also, students' reading comprehension was assessed through reading comprehension questions and retelling. Analysis of the students' viewing behavior data, their answers to reading comprehension questions, their "think alouds," and their story retells indicated that they used visual resources, but they did not exploit them in a strategic manner to aid their reading comprehension. The study underscores the important role of mediated instruction in "visual literacy" skills that enable students to learn how to process visual aids in a way that supports their reading comprehension. PMID:23505841

  17. Incremental and Predictive Utility of Formative Assessment Methods of Reading Comprehension

    ERIC Educational Resources Information Center

    Marcotte, Amanda M.; Hintze, John M.

    2009-01-01

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

  18. 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…

  19. Incremental and Predictive Utility of Formative Assessment Methods of Reading Comprehension

    ERIC Educational Resources Information Center

    Marcotte, Amanda M.; Hintze, John M.

    2009-01-01

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

  20. 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…

  1. Reading Comprehension in Bilingual Students with the Aid of Taped Stories.

    ERIC Educational Resources Information Center

    Strauss, Wendy; Knafle, June D.

    A study of the use of audiotape support for enhancing reading comprehension in nine Spanish-English bilingual fifth through seventh grade public school students used two treatments for each subject: reading silently and reading silently with the support of an audiotape version of the story. A comprehension test followed each story, with each…

  2. 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…

  3. 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…

  4. Looking at CIRC through Quantitative Lenses: Can It Improve the Reading Comprehension of Filipino ESL Learners?

    ERIC Educational Resources Information Center

    Gonzales, Wilkinson Daniel Wong; Torres, Patrisha Lliane

    2015-01-01

    Several pressing issues in reading instruction have prompted educators world-wide to conduct researches on how to best improve reading comprehension skills. Although there is a wealth of reading comprehension researches done with EFL learners and native English speakers, there seems to be limited published studies conducted in the Philippine ESL…

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

    ERIC Educational Resources Information Center

    Nash, Hannah; Heath, James

    2011-01-01

    Thirteen children and young adults with Down syndrome (DS) completed tests of language and reading and their performance was compared to that of three control groups. Reading comprehension was confirmed to be a specific deficit in DS and found to be strongly correlated with underlying language skills. Although reading comprehension was more…

  6. 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…

  7. 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…

  8. Paths to Reading Comprehension in At-Risk Second-Grade Readers

    ERIC Educational Resources Information Center

    Berninger, Virginia W.; Abbott, Robert D.; Vermeulen, Karin; Fulton, Cynthia M.

    2006-01-01

    Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological…

  9. 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,…

  10. 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,…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Bellinger, Jillian M.; DiPerna, James C.

    2011-01-01

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

  13. 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…

  14. 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…

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

    ERIC Educational Resources Information Center

    Concannon-Gibney, Tara; McCarthy, Mary Jean

    2012-01-01

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

  17. 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…

  18. 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…

  19. Assessing Reading Comprehension in Spanish for Bilingual Children. Bulletin No. 9533.

    ERIC Educational Resources Information Center

    Ozete, Oscar

    The study prepared reading tests in the children's first language, Spanish, that initially considered their comprehension of the language and subsequently evaluated their skill in drawing inferences or pertinent information from the material read. Two reading comprehension tests (Forms A and B) were constructed, using two different excerpts from…

  20. Modeling Local Item Dependence in Cloze and Reading Comprehension Test Items Using Testlet Response Theory

    ERIC Educational Resources Information Center

    Baghaei, Purya; Ravand, Hamdollah

    2016-01-01

    In this study the magnitudes of local dependence generated by cloze test items and reading comprehension items were compared and their impact on parameter estimates and test precision was investigated. An advanced English as a foreign language reading comprehension test containing three reading passages and a cloze test was analyzed with a…

  1. 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.…

  2. 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.…

  3. Effectiveness of false correction strategy on science reading comprehension

    NASA Astrophysics Data System (ADS)

    Ghent, Cynthia Anne

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

  4. Lexical Quality and Reading Comprehension in Primary School Children

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    PubMed Central

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

    2010-01-01

    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. However, the tests differed significantly in how they covary with the genes associated with decoding and listening comprehension. Although Cholesky decomposition showed that both types of comprehension tests shared significant genetic influence with both decoding and listening comprehension, RC-D tests shared most genetic variance with decoding, and RC-LC tests shared most with listening comprehension. Thus, different tests used to measure the same construct may manifest very different patterns of genetic covariation. These results suggest that the apparent discrepancies among the findings of previous twin studies of reading comprehension could be due at least in part to test differences. PMID:21804757

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

    PubMed Central

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

    2014-01-01

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

  7. Individual Differences in Reading Comprehension Gains from Assisted Reading Practice: Pre Existing Conditions, Vocabulary Acquisition, and Amounts of Practice

    ERIC Educational Resources Information Center

    Shany, Michal; Biemiller, Andrew

    2010-01-01

    We conducted a study of the effects of assisted reading practice (Shany & Biemiller, 1995). In this paper we examined the original data to find factors affecting gains in reading comprehension. We contrasted 14 children who had below median gains in reading comprehension and 15 who had above median gains. There were no significant correlations…

  8. 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…

  9. 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…

  10. The Comprehension of Tabulated Information: Some Similarities between Reading Prose and Reading Tables.

    ERIC Educational Resources Information Center

    Wright, Patricia

    1980-01-01

    Examines three categories of psychological processes which determine how easily a table can be used: comprehension processes, search processes, and interpretive and comparative processes. The breadth of cognitive processes involved in the reading of tabulated information provides the basis for drawing similarities with the problems of…

  11. 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…

  12. 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…

  13. 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

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

    PubMed Central

    Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

    2010-01-01

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

  15. Comprehension Clinchers

    ERIC Educational Resources Information Center

    Marcell, Barclay

    2006-01-01

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

  16. Vocabulary and Other Considerations in Reading Comprehension: Implications Across the Curriculum.

    ERIC Educational Resources Information Center

    Lam, Agnes Shun-Ling

    Factors in reading comprehension relating to English as a second language (ESL) are considered, focusing on what contributes to text comprehensibility (grammatical structure or density of new vocabulary), the effect of a learner's English language proficiency on use of grammatical words for comprehension, and the possible interaction of these…

  17. 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…

  18. 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…

  19. 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

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

    ERIC Educational Resources Information Center

    Coiro, Julie

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Ortlieb, Evan; Sargent, Stephan; Moreland, Meagan

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Nouvelle, Renee C.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Ortlieb, Evan; Sargent, Stephan; Moreland, Meagan

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Nouvelle, Renee C.

    2010-01-01

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

  5. 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…

  6. 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

  7. Beginning Reading Theory and Comprehension Questions in Teachers' Manuals.

    ERIC Educational Resources Information Center

    Hare, Victoria Chou

    1982-01-01

    A comparison of comprehension questions in teachers' manuals for two meaning-based basal series with two decoding-based linguistic/phonic series found that individual series types maintained their philosophical integrity in their approaches to questions. (FL)

  8. 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…

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

    PubMed

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

    2015-01-01

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

  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. 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

  12. Sex-Role Stereotypes in Children's Literature and Their Effect on Reading Comprehension.

    ERIC Educational Resources Information Center

    Rosen, Joy K.

    A study focused on whether literary character sex role stereotyping in children's literature had a negative or positive effect on reading comprehension. It was hypothesized that no significant differences exist in the comprehension of a mixed gender population when reading about characters in non-traditional sex roles. It was further hypothesized…

  13. 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…

  14. 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…

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

    ERIC Educational Resources Information Center

    Pandolfo, Judith Martin

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  17. 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)

  18. 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…

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

    ERIC Educational Resources Information Center

    Kelner, Lenore Blank; Flynn, Rosalind M.

    2006-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  1. 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…

  2. 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…

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

    ERIC Educational Resources Information Center

    Lee, Jaime B.; Sohlberg, McKay Moore

    2013-01-01

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

  4. Early Positive Predictors of Later Reading Comprehension for African American Students: A Preliminary Investigation.

    ERIC Educational Resources Information Center

    Craig, Holly K.; Connor, Carol M.; Washington, Julie A.

    2003-01-01

    A longitudinal study examined the performance of 50 African American children (ages 4-6) from low- and middle- income homes on a reading comprehension test. Preliminary results indicate two measures predicted later reading comprehension for children from low income homes, use of complex syntax and shape matching. (Contains references.) (Author/CR)

  5. Prior Knowledge and Reading Comprehension Test Bias. Technical Report No. 289.

    ERIC Educational Resources Information Center

    Johnston, Peter

    To show the difficulty of eliminating test bias and to develop a methodology for distinguishing between the effects of prior knowledge and of skill development on reading comprehension, 207 eighth grade students from rural and urban areas were administered an 18-question reading comprehension test. Quantitative and qualitative effects of prior…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  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 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…

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

    ERIC Educational Resources Information Center

    Elbro, Carsten; Buch-Iversen, Ida

    2013-01-01

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

  10. 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…

  11. 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.…

  12. 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…

  13. Improving Reading Comprehension and Vocabulary Development through Multiple Instructional Strategies and Technology.

    ERIC Educational Resources Information Center

    Iddings, Scott M.; Ortmann, Tammy L.; Pride, Buddy; Pride, Heidi L.

    This report describes a program for enhancing reading comprehension and vocabulary development through the use of multiple instructional strategies and technology. The targeted elementary population exhibits both poor reading comprehension and poor vocabulary acquisition and understanding, which interfere with academic achievement. Evidence for…

  14. 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…

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

    ERIC Educational Resources Information Center

    Lipka, Orly; Siegel, Linda S.

    2012-01-01

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

  16. 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…

  17. 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…

  18. The Influence of Specific Phonemic Awareness Processes on the Reading Comprehension of African American Students

    ERIC Educational Resources Information Center

    Edwards, Oliver W.; Taub, Gordon E.

    2016-01-01

    Research indicates the primary difference between strong and weak readers is their phonemic awareness skills. However, there is no consensus regarding which specific components of phonemic awareness contribute most robustly to reading comprehension. In this study, the relationship among sound blending, sound segmentation, and reading comprehension…

  19. 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…

  20. The Deaf Child and Solving Problems of Arithmetic: The Importance of Comprehensive Reading.

    ERIC Educational Resources Information Center

    Pau, Carrasumada Serrano

    1995-01-01

    The influence of reading comprehension level on solving verbally expressed arithmetic problems was studied with 12 students (ages 8 to 12) who were prelingually and profoundly deaf. Reading comprehension level was related to students' problem-solving level. Verbal arithmetic problems contained linguistic forms that were difficult for deaf…

  1. 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…

  2. 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…

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

    ERIC Educational Resources Information Center

    Lee, Jaime B.; Sohlberg, McKay Moore

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Stothers, Margot; Klein, Perry D.

    2010-01-01

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

  6. 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…

  7. Exploration of the Components of Children's Reading Comprehension Using Rauding Theory.

    ERIC Educational Resources Information Center

    Rupley, William H.; And Others

    A study explored an application of rauding theory to the developmental components that contribute to elementary-age children's reading comprehension. The relationships among cognitive power, auditory accuracy level, pronunciation (word recognition) level, rauding (comprehension) accuracy level, rauding rate (reading rate) level, and rauding…

  8. Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

    PubMed Central

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

    2014-01-01

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

  9. The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome.

    PubMed

    Nash, Hannah; Heath, James

    2011-01-01

    Thirteen children and young adults with Down syndrome (DS) completed tests of language and reading and their performance was compared to that of three control groups. Reading comprehension was confirmed to be a specific deficit in DS and found to be strongly correlated with underlying language skills. Although reading comprehension was more strongly related to language ability in the DS group, this was shown to be a function of more advanced word recognition rather than a characteristic of DS per se. Individuals with DS were found to have greater difficulty with inferential comprehension questions than expected given their overall comprehension ability and the reading profile associated with DS was found to be similar to that of children known as poor comprehenders. It is recommended that oral language training programs, similar to those that have been shown to improve reading comprehension in poor comprehenders, be trialed with children who have DS. PMID:21536407

  10. The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers' language comprehension and later reading awareness and comprehension in elementary school.

    PubMed

    Guajardo, Nicole R; Cartwright, Kelly B

    2016-04-01

    The current longitudinal study examined the roles of theory of mind, counterfactual reasoning, and executive function in children's pre-reading skills, reading awareness, and reading comprehension. It is the first to examine this set of variables with preschool and school-aged children. A sample of 31 children completed language comprehension, working memory, cognitive flexibility, first-order false belief, and counterfactual reasoning measures when they were 3 to 5years of age and completed second-order false belief, cognitive flexibility, reading comprehension, and reading awareness measures at 6 to 9years of age. Results indicated that false belief understanding contributed to phrase and sentence comprehension and reading awareness, whereas cognitive flexibility and counterfactual reasoning accounted for unique variance in reading comprehension. Implications of the results for the development of reading skill are discussed. PMID:26689129

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

    ERIC Educational Resources Information Center

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

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

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

    PubMed Central

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

    2009-01-01

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

  13. Enhancing the Teaching and Learning of Reading Comprehension in Third World Anglophone States: The Case for the 4P's Reading Comprehension Teaching Model.

    ERIC Educational Resources Information Center

    Onukaogu, C. E.

    Since a robust curriculum is needed to combat illiteracy in Nigeria, a study investigated whether the 4P's model of reading instruction enhanced the performance of reading comprehension teachers, promoted classroom interactions, and enhanced the language competence of students more than the classical method. Subjects were final year students and…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

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

    ERIC Educational Resources Information Center

    Huang, Hsin-chou

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Huang, Hsin-chou

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Chang, Anna C-S

    2010-01-01

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

  2. 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…

  3. Profile of Teaching Reading Comprehension: A Video and Print Inservice Education Series.

    ERIC Educational Resources Information Center

    Wilsman, Margaret

    This profile describes "Teaching Reading Comprehension," a series of 14 30-minute video programs designed to expand K-8 reading teachers' understanding of the new view of reading as a constructive process and strategic behavior. Each video features at least one nationally recognized reading researcher and educator presenting the findings of his or…

  4. 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…

  5. Intensity in Vocabulary Instruction and Effects on Reading Comprehension

    ERIC Educational Resources Information Center

    Baumann, James F.

    2009-01-01

    Prior research has shown that vocabulary instruction can enhance the comprehension of passages when instruction includes definitional and contextual information, provides multiple instructional encounters with the words, and requires learners to engage actively in processing of word meanings (M. F. Graves, 1986; S. A. Stahl & M. M. Fairbanks,…

  6. 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…

  7. 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…

  8. Intensity in Vocabulary Instruction and Effects on Reading Comprehension

    ERIC Educational Resources Information Center

    Baumann, James F.

    2009-01-01

    Prior research has shown that vocabulary instruction can enhance the comprehension of passages when instruction includes definitional and contextual information, provides multiple instructional encounters with the words, and requires learners to engage actively in processing of word meanings (M. F. Graves, 1986; S. A. Stahl & M. M. Fairbanks,…

  9. Embedding Reading Comprehension Training in Content-Area Instruction

    ERIC Educational Resources Information Center

    Williams, Joanna P.; Stafford, K. Brooke; Lauer, Kristen D.; Hall, Kendra M.; Pollini, Simonne

    2009-01-01

    This study evaluated the effectiveness of comprehension training embedded in a program that taught science content to 2nd graders. The program included instruction about the structure of compare-contrast expository text, emphasizing clue words, generic questions, graphic organizers, and the close analysis of well-structured text exemplars. This…

  10. Behaviour Modification and Reading Attainment in the Comprehensive School.

    ERIC Educational Resources Information Center

    Harrop, Alex; McCann, Chris

    1983-01-01

    Describes a study that investigated the effects of promising pupils that a letter would be sent to their parents if they showed "good" progress in English comprehension. Results indicated a larger significant increase in scores for those pupils who had been promised a letter to their parents than for those who had not been given this promise. (NRJ)

  11. 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…

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

    PubMed

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

    2014-09-25

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

  13. 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,…

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

    ERIC Educational Resources Information Center

    Prado, Ludivina; Plourde, Lee A.

    2011-01-01

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

  15. An Investigation of Basic and Borderline Proficient Students' Comprehension Reading Achievement Using the Read 180 Computerized Instructional Program

    ERIC Educational Resources Information Center

    Piper, Deborah L.

    2013-01-01

    The purpose of this study was to see if students made gains in reading achievement in the area of reading comprehension by having used a computerized reading instructional program entitled "READ 180RTM." The researcher included a qualitative component to gather teacher and parent perceptions of the use of this program. The theoretical…

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

    ERIC Educational Resources Information Center

    Underwood, Paul; Myskow, Gordon; Hattori, Takahiko

    2012-01-01

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

  17. 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…

  18. 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…

  19. Revisiting Assumptions about the Relationship of Fluent Reading to Comprehension: Spanish-Speakers' Text-Reading Fluency in English

    ERIC Educational Resources Information Center

    Crosson, Amy C.; Lesaux, Nonie K.

    2010-01-01

    Despite the growing body of research investigating the nature of text-reading fluency and its relationship to comprehension among monolingual children, very little is known about text-reading fluency for language minority (LM) learners reading in English. The present study investigated the nature of text-reading fluency--its relationship to…

  20. 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…

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

    ERIC Educational Resources Information Center

    Prado, Ludivina; Plourde, Lee A.

    2011-01-01

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

  2. Assessment of Reading Comprehension, Panel 5; Conference on Studies in Reading (Washington, D.C., August 1974).

    ERIC Educational Resources Information Center

    Smith, Marshall S., Ed.

    The aim of the panel on reading comprehension, sponsored by the National Institute of Education Conference on Studies in Reading, was to determine the influence of intellectual factors, general experiences with the world, knowledge specific to the particular reading task, and general decoding skills to successful reading performance. In addition,…

  3. 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…

  4. 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

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

    PubMed

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  8. 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…

  9. 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…

  10. 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…

  11. Perceived Usefulness of a Strategy-Based Peer Annotation System for Improving Academic Reading Comprehension

    ERIC Educational Resources Information Center

    Chen, I-Jung; Chen, Wen-Chun

    2016-01-01

    This study examines the enhancing effect of peer annotation on the academic English reading of nonnative-Englishspeaking graduate students. To facilitate peer collaboration, the present study included the development of a strategybased online reading system. Through peer annotation, the students not only achieved enhanced reading comprehension but…

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  15. 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.…

  16. Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know?

    ERIC Educational Resources Information Center

    Hiebert, Elfrieda H.; Samuels, S. Jay; Rasinski, Timothy

    2012-01-01

    This article uses a review of research to consider a fundamental aspect of reading instruction that has been marginalized in policies and practices over the last decade: the development of silent reading habits that involve strong comprehension and optimal reading rates. The review of research attends to typical development and performances of…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mathematics is differentially related to word decoding and reading comprehension. In the current study, the…

  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. Analysis of Reading Fluency and Comprehension Measures for Third Grade Students. Technical Report # 22

    ERIC Educational Resources Information Center

    Geller, Leanne Ketterlin; Tindal, Gerald

    2004-01-01

    This technical report outlines the results of a correlational study of an Oral Reading Fluency (ORF) measure, a Reading Comprehension measure, a Vocabulary measure, and a statewide, large-scale reading assessment. The effects of school income level, gender, ethnicity, Special Education status, and English Language Learner status are also…

  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. 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…

  2. Developmental Differences in the Relationship between Reading Comprehension and Hemispheric Alpha Patterns: An EEG Study.

    ERIC Educational Resources Information Center

    Roberts, Theresa A.; Kraft, R. Harter

    1989-01-01

    Fifty-five boys, aged 6 to 8 and 10 to 12 years, were administered EEGs while they silently read short passages. Subjects were then tested on the passages. Age differences in the relationship between hemisphere activation during silent reading and reading comprehension were discovered. (TJH)

  3. 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…

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

    ERIC Educational Resources Information Center

    Girgin, Umit

    2007-01-01

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

  5. 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…

  6. Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know?

    ERIC Educational Resources Information Center

    Hiebert, Elfrieda H.; Samuels, S. Jay; Rasinski, Timothy

    2012-01-01

    This article uses a review of research to consider a fundamental aspect of reading instruction that has been marginalized in policies and practices over the last decade: the development of silent reading habits that involve strong comprehension and optimal reading rates. The review of research attends to typical development and performances of…

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

    ERIC Educational Resources Information Center

    Frost, Jorgen; Sorensen, Peer Moller

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  10. 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…

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

    ERIC Educational Resources Information Center

    Abe, D.; And Others

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

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

    ERIC Educational Resources Information Center

    Abe, D.; And Others

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

  13. 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…

  14. Does Negotiation of Meaning Promote Reading Comprehension? A Study of Multilingual Primary School Classes.

    ERIC Educational Resources Information Center

    Van den Branden, Kris

    2000-01-01

    Examines to what extent negotiation of meaning can be useful in reading instruction in order to make written input comprehensible. Finds that negotiating the meaning of unmodified written input led to higher comprehension than premodifying the same input. Suggests guidelines as to the role teachers should play when input is negotiated in the…

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

    ERIC Educational Resources Information Center

    Abnett, Jenelle M.

    2013-01-01

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

  16. Combining Comprehension Reading Instruction with Video Anchors with Middle Level Learners

    ERIC Educational Resources Information Center

    Andreasen, Heidi

    2009-01-01

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

  17. Making Students Partners in the Comprehension Process: Organizing the Reading "Posse."

    ERIC Educational Resources Information Center

    Englert, Carol Sue; Mariage, Troy V.

    1991-01-01

    This article reports on a reading comprehension instructional technique which uses reciprocal-like teaching formats in groups and semantic mapping to make text structures apparent. The procedure significantly affected recall of expository ideas and knowledge of comprehension strategies with 28 intermediate grade students with learning…

  18. Adults with Mild Intellectual Disabilities: Can Their Reading Comprehension Ability Be Improved?

    ERIC Educational Resources Information Center

    van den Bos, K. P.; Nakken, H.; Nicolay, P. G.; van Houten, E. J.

    2007-01-01

    Background: Adults with a mild intellectual disability (ID) often show poor decoding and reading comprehension skills. The goal of this study was to investigate the effects of teaching text comprehension strategies to these adults. Specific research goals were to determine (1) the effects of two instruction conditions, i.e. strategy instruction to…

  19. 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…

  20. Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading Are Moderated by Comprehension Skills

    ERIC Educational Resources Information Center

    Naumann, Johannes; Salmerón, Ladislao

    2016-01-01

    This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation, relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on…

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

    ERIC Educational Resources Information Center

    Abnett, Jenelle M.

    2013-01-01

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

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

    PubMed Central

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

    2013-01-01

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

  3. Don't believe what you read (only once): comprehension is supported by regressions during reading.

    PubMed

    Schotter, Elizabeth R; Tran, Randy; Rayner, Keith

    2014-06-01

    Recent Web apps have spurred excitement around the prospect of achieving speed reading by eliminating eye movements (i.e., with rapid serial visual presentation, or RSVP, in which words are presented briefly one at a time and sequentially). Our experiment using a novel trailing-mask paradigm contradicts these claims. Subjects read normally or while the display of text was manipulated such that each word was masked once the reader's eyes moved past it. This manipulation created a scenario similar to RSVP: The reader could read each word only once; regressions (i.e., rereadings of words), which are a natural part of the reading process, were functionally eliminated. Crucially, the inability to regress affected comprehension negatively. Furthermore, this effect was not confined to ambiguous sentences. These data suggest that regressions contribute to the ability to understand what one has read and call into question the viability of speed-reading apps that eliminate eye movements (e.g., those that use RSVP). PMID:24747167

  4. Deaf children reading fables: using ASL summaries to improve reading comprehension.

    PubMed

    Andrews, J F; Winograd, P; DeVille, G

    1994-07-01

    This study was a cooperative effort of two university-based reading educators and a reading teacher-librarian who is deaf. An intervention technique was designed based on studies emphasizing the importance of using American Sign Language (ASL) to build deaf children's background knowledge before they read materials that support the learning of English. The teacher used the ASL summary technique; that is, she signed a summary of a fable in ASL without giving the moral lesson before having the students read the fable in printed English. "Retelling scores" were computed for seven deaf elementary school students who read some fables with the ASL intervention and read other fables without the intervention. The students' responses in telling the moral lesson of each fable were also scored. The data showed that the ASL summary technique increased the quantity and quality of the retelling scores; it also improved deaf readers' comprehension of the moral lessons of the fables. A description of the ASL summary technique and a discussion of its implications for teachers are provided. PMID:7992784

  5. Teaching Comprehension Skills.

    ERIC Educational Resources Information Center

    Georgia Association of School Superintendents.

    Materials used in a one-day conference on teaching reading comprehension skills are summarized in this publication. Contents consist of three articles on teaching the comprehension skills, informal reading inventories in science and in geography, Lincoln's Gettysburg Address with comprehension questions, a checklist for the evaluation of teaching…

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

    PubMed

    Gámez, Perla B; Lesaux, Nonie K

    2015-04-01

    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 of speech transcripts revealed substantial variability in teachers' use of sophisticated vocabulary and total amount of talk and that individual teacher's language use was consistent across the school year. Analyses using Hierarchical Linear Modeling showed that when controlling for students' reading comprehension and vocabulary knowledge at the start of the year, teachers' use of sophisticated vocabulary was significantly related to students' reading comprehension outcomes, as was the time spent on vocabulary instruction. These findings suggest that the middle school classroom language environment plays a significant role in the reading comprehension of adolescent learners. PMID:25688998

  7. 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.

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

    PubMed Central

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

    2012-01-01

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

  9. Aspects of the Reading Process: Reading Comprehension in Adult (French) Learners of English as a Foreign Language: A Comparison of Reading Aloud and Silent Reading.

    ERIC Educational Resources Information Center

    Menasche, Lionel

    An experiment was conducted with twenty native French speakers using a set of four reading passages, each followed by five multiple choice comprehension questions. Each subject was tested twice when reading aloud and twice when reading silently. Other test materials included a pre-test designed to check whether certain lexical items from the…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

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

    ERIC Educational Resources Information Center

    Parsky, Larry Melvin

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

  16. 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.…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  18. Using Higher-Order Thinking To Improve Reading Comprehension. A1 [Grades 5-6]. Reading Detective[TM].

    ERIC Educational Resources Information Center

    Block, Cheryl; Beckwith, Carrie; Hockett, Margaret; White, David

    Part of a series, the purpose of this low-readability/high interest book is to use higher order thinking to develop students' reading comprehension skills. The reading skills addressed in the book are based on state reading standards and assessment tests for grades five and six. The goal of the series of books is to teach students how to analyze…

  19. Using Higher-Order Thinking To Improve Reading Comprehension. B1 [Grades 7-8]. Reading Detective[TM].

    ERIC Educational Resources Information Center

    Block, Cheryl; Beckwith, Carrie; Hockett, Margaret; White, David

    Part of a series, the purpose of this low-readability/high interest book is to provide instruction and practice in using higher order thinking to develop students' reading comprehension skills. The reading skills addressed in the book are based on state reading standards and assessment tests for grades seven and eight. The goal of this series of…

  20. Effect of Phonological and Morphological Awareness on Reading Comprehension in Hebrew-Speaking Adolescents with Reading Disabilities

    ERIC Educational Resources Information Center

    Schiff, Rachel; Schwartz-Nahshon, Sarit; Nagar, Revital

    2011-01-01

    This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for…