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1

Improving Reading Comprehension.  

ERIC Educational Resources Information Center

This report describes a program for advancing reading comprehension skills. The targeted population consisted of second and fourth grade students in an affluent northern suburb of a large midwestern community. The problem of a lack of comprehension skills was documented through teacher observations, student and parent surveys, comprehension

Spiegel, Gayle; Vickers, Lara; Viviano, Jean

2

Assessing Reading Comprehension in Bilinguals  

ERIC Educational Resources Information Center

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

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

2006-01-01

3

Comprehension.  

ERIC Educational Resources Information Center

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

Winkel, Lois

1999-01-01

4

Reading Comprehension Strategy: Rainbow Dots  

ERIC Educational Resources Information Center

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

Moore, Claire; Lo, Lusa

2008-01-01

5

Teaching Reading Comprehension through Collaborative Strategic Reading.  

ERIC Educational Resources Information Center

Provides an overview of collaborative strategic reading (CSR) as an approach to enhancing the reading-comprehension skills of students with learning disabilities. Procedures for implementing CSR with collaborative groups and techniques for teaching reading-comprehension skills are provided. The role of the teacher is described and sample teaching…

Vaughn, Sharon; Klingner, Janette Kettman

1999-01-01

6

Comprehension Monitoring and Reading Comprehension in Bilingual Students  

ERIC Educational Resources Information Center

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

Kolic-Vehovec, Svjetlana; Bajsanski, Igor

2007-01-01

7

Improving Reading Comprehension through Vocabulary.  

ERIC Educational Resources Information Center

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…

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

8

BASIC TEST OF READING COMPREHENSION.  

ERIC Educational Resources Information Center

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…

CLOWARD, ROBERT D.; COHEN, S. ALAN

9

Reading Strategies or Comprehension Monitoring Strategies?  

ERIC Educational Resources Information Center

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

Yang, Yu-Fen

2006-01-01

10

What Parents Should Know About Reading Comprehension.  

ERIC Educational Resources Information Center

Comprehension is seen as involving meaningful communication between author and reader. Different degrees of comprehension such as literal comprehension, evaluation, reorganization, and reaction are discussed, and experience, intelligence, language development, and decoding skills are noted as important factors which influence reading

Kerfoot, James F.

11

Reading Efficiency Strategies for Better Comprehension  

E-print Network

Reading Efficiency Strategies for Better Comprehension Try these techniques if you want to... Read Faster Instead of reading word by word, read in chunks of words, or even full sentences. Skip filler words such as "the", "to", "with", etc. Don't reread text you have already read. Try to skim the text

Kasman, Alex

12

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

ERIC Educational Resources Information Center

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

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

2006-01-01

13

Promoting Reading Comprehension in Social Studies  

ERIC Educational Resources Information Center

Many authors suggest that there is a coming crisis in U.S. middle and secondary schools (Moje, Young, Readence, & Moore, 2000). This crisis comes in the form of reading difficulties. While many primary schools have emphasized word recognition and decoding, decoding does not guarantee comprehension. The result is that many students who can read

Massey, Dixie D.; Heafner, Tina L.

2004-01-01

14

Improving Early Reading Comprehension Using Embodied CAI  

ERIC Educational Resources Information Center

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

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

2011-01-01

15

Reading Comprehension: From Research to Practice.  

ERIC Educational Resources Information Center

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

Orasanu, Judith, Ed.

16

Vocabulary Acquisition: Implications for Reading Comprehension  

ERIC Educational Resources Information Center

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…

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

2006-01-01

17

Using Image Analysis to Build Reading Comprehension  

ERIC Educational Resources Information Center

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

Brown, Sarah Drake; Swope, John

2010-01-01

18

Electronic Books: Children's Reading and Comprehension  

ERIC Educational Resources Information Center

This study investigates the differences in children's comprehension and enjoyment of storybooks according to the medium of presentation. Two different storybooks were used and 132 children participated. Of these, 51 children read an extract from "The Magicians of Caprona," about half reading an electronic version with an online dictionary, and the…

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

2007-01-01

19

Reading Comprehension: Cognitive Training Contributions.  

ERIC Educational Resources Information Center

A rationale for using cognitive-behavior modification (CBM) procedures in reading instruction, particularly with students who have reading difficulties, is presented. Specific interventions are described. (Author/GK)

Lloyd, John Wills, And Others

1982-01-01

20

The "RAP" on Reading Comprehension  

ERIC Educational Resources Information Center

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

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

2010-01-01

21

Relationships of Three Components of Reading Fluency to Reading Comprehension  

ERIC Educational Resources Information Center

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

Klauda, Susan Lutz; Guthrie, John T.

2008-01-01

22

A Cognitive View of Reading Comprehension: Implications for Reading Difficulties  

ERIC Educational Resources Information Center

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

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

2014-01-01

23

Discourse Comprehension and Early Reading.  

ERIC Educational Resources Information Center

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…

Frederiksen, Carl H.

24

Characterizing Reading Comprehension of Mathematical Texts  

Microsoft Academic Search

This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two\\u000a mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only\\u000a uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical\\u000a text.

Magnus Österholm

2006-01-01

25

Fundamental factors of comprehension in reading  

Microsoft Academic Search

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

Frederick B. Davis

1944-01-01

26

Reading Comprehension and Information Processing Strategies.  

ERIC Educational Resources Information Center

Investigates the relationship between the reading comprehension and information processing strategies of fluent oral readers of Oriya (a language spoken in India) orthography. Notes that Oriya has some significant differences from English orthography. Finds that good comprehenders were relatively more intelligent that the poor comprehenders and…

Sahu, Shantilata; Kar, Abantika

1994-01-01

27

The Developmental Aspects of Reading Comprehension.  

ERIC Educational Resources Information Center

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…

Macomber, Lois P.

28

Developing Reading Comprehension through Collaborative Learning  

ERIC Educational Resources Information Center

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

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

2014-01-01

29

Predicting individual differences in reading comprehension: a twin study.  

PubMed

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

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

2010-12-01

30

Retell as an Indicator of Reading Comprehension  

PubMed Central

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

Reed, Deborah K.; Vaughn, Sharon

2011-01-01

31

Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes  

Microsoft Academic Search

The engagement model of reading development suggests that instruction improves students' read- ing comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and moti- vational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth-grade classrooms differentially influenced students' reading comprehension,

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

2008-01-01

32

Speeded Reading and Listening Comprehension for Easy and Difficult Materials.  

ERIC Educational Resources Information Center

Comprehension was compared for speeded reading and listening to compressed speech. No difference between reading and listening comprehension was found at any of the speeds or difficulty levels, contrary to previous suggestions of a listening disadvantage. (Author/GK)

Hausfeld, Steven

1981-01-01

33

Reading Fluency as an Indicator of Reading Comprehension  

ERIC Educational Resources Information Center

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

Basaran, Mustafa

2013-01-01

34

Why Reading Comprehension Fails: Insights from Developmental Disorders  

ERIC Educational Resources Information Center

Developmental difficulties with reading comprehension are not uncommon. This article examines the nature of reading comprehension deficits in three groups of children: children identified as having relatively specific impairments in reading comprehension, children with autism spectrum disorder, and children with specific language impairment. The…

Nation, Kate; Norbury, Courtenay Frazier

2005-01-01

35

The Relationship Among Vocabulary Knowledge, Syntactic Awareness And Reading Comprehension  

Microsoft Academic Search

This study examined the relationship among vocabulary knowledge, syntactic awareness and reading comprehension in 155 English-speaking undergraduate and graduate students. Confirmatory factor analysis analyses show syntactic awareness is highly correlated with reading comprehension; there is strong positive correlation between vocabulary knowledge and syntactic awareness; the same high correlation holds for the relationship between syntactic awareness and reading comprehension. Structural equation

Ying Guo

2006-01-01

36

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

ERIC Educational Resources Information Center

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)

Lynch, Douglas J.

1988-01-01

37

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

ERIC Educational Resources Information Center

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

Reynolds, Matthew R.; Turek, Joshua J.

2012-01-01

38

Reading Comprehension Requires Knowledge--of Words and the World.  

ERIC Educational Resources Information Center

The "fourth grade slump" in reading comprehension still exists. Among poor children, low comprehension ruins their chances for academic success. Among all children, comprehension scores are stagnant. Research indicates that key to both problems is systematically building children's vocabulary, fluency, and domain knowledge. To improve reading,…

Hirsch, E. D., Jr.

2003-01-01

39

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

ERIC Educational Resources Information Center

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…

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

2009-01-01

40

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

ERIC Educational Resources Information Center

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

Fotovatian, Sepideh; Shokrpour, Nasrin

2007-01-01

41

Reading Comprehension Strategies: An International Comparison of Teacher Preferences  

ERIC Educational Resources Information Center

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

Kissau, Scott; Hiller, Florian

2013-01-01

42

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

ERIC Educational Resources Information Center

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

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

2011-01-01

43

THE CONTRIBUTION OF EXECUTIVE SKILLS TO READING COMPREHENSION  

PubMed Central

Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9–15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD. PMID:18629674

Sesma, Heather Whitney; Mahone, E. Mark; Levine, Terry; Eason, Sarah H.; Cutting, Laurie E.

2009-01-01

44

The contribution of executive skills to reading comprehension.  

PubMed

Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9-15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD. PMID:18629674

Sesma, Heather Whitney; Mahone, E Mark; Levine, Terry; Eason, Sarah H; Cutting, Laurie E

2009-05-01

45

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

ERIC Educational Resources Information Center

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

Baumann, James F.; And Others

46

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

ERIC Educational Resources Information Center

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

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

2009-01-01

47

The Effect of Background Music on Reading Comprehension Test Scores  

Microsoft Academic Search

The purpose of this study was to investigate the effect of background music on reading comprehension. Would the playing of background music positively affect the scores on a reading comprehension test?\\u000aA statistical analysis of pretest scores from the Degree of Reading Power test revealed that both classes were of equal reading ability at the onset of the study.\\u000aThe

Ann S. DeMers

1996-01-01

48

Longitudinal Correlates of Reading Comprehension Difficulties in Chinese Children  

ERIC Educational Resources Information Center

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…

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

2014-01-01

49

Reading Aloud for Comprehension: A Neglected Teaching Aid.  

ERIC Educational Resources Information Center

Discusses findings of a research project to determine whether the teacher's reading aloud to listeners of English as a foreign language leads to a significantly higher level of comprehension than when the learners read silently on their own. Results showed a positive effect on learner comprehension. (10 references) (GLR)

Dhaif, Husain

1990-01-01

50

Effects of Comprehension Skill on Inference Generation during Reading  

ERIC Educational Resources Information Center

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

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

2014-01-01

51

Mining Student Behavior Patterns in Reading Comprehension Tasks  

ERIC Educational Resources Information Center

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

Peckham, Terry; McCalla, Gord

2012-01-01

52

Predicting Individual Differences in Reading Comprehension: A Twin Study  

ERIC Educational Resources Information Center

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

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

2010-01-01

53

The Impact of Analogy on L3 Reading Comprehension  

ERIC Educational Resources Information Center

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

Karami, Hossein; Nodoushan, Mohammad Ali Salmani

2014-01-01

54

Teaching Text Structure To Improve Reading Comprehension.  

ERIC Educational Resources Information Center

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…

Bakken, Jeffrey P.; Whedon, Craig K.

2002-01-01

55

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

ERIC Educational Resources Information Center

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

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

2014-01-01

56

An Analysis of the Linguistic and Reading Comprehension Abilities of Severely Reading Disabled School Aged Children.  

ERIC Educational Resources Information Center

The study utilized standardized testing procedures to identify the reading comprehension and verbal language characteristics of 12 fourth and fifth grade disabled readers. Reading comprehension was assessed with a standardized test of reading comprehension. Verbal language was assessed with a standardized test of verbal language. Descriptive,…

Tracy, John Michael

57

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

ERIC Educational Resources Information Center

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

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

2004-01-01

58

The effects of frequency altered feedback on reading comprehension abilities of normal and reading disordered children  

Microsoft Academic Search

The effects of frequency altered feedback (FAF) on the reading comprehension levels and error types of normal children and children with reading disorders were examined. Participants read aloud third, sixth, and ninth grade level material in non-altered auditory feedback (NAF) and FAF conditions. Comprehension improved significantly when the reading disordered children read aloud under the FAF listening condition, regardless of

Michael P. Rastatter; Irene M. Barrow; Andrew Stuart

2007-01-01

59

The Relationship between Reading Fluency, Writing Fluency, and Reading Comprehension in Suburban Third-Grade Students  

ERIC Educational Resources Information Center

The topic of reading fluency is of great importance in education today. Research has shown a significant positive relationship between reading fluency and reading comprehension. However, little is known about writing fluency and its connection with reading comprehension. The purpose of this study was to examine the relationships between reading

Palmer, Mary Leonard

2010-01-01

60

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

ERIC Educational Resources Information Center

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…

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

2009-01-01

61

How Graphic Novels Support Reading Comprehension Strategy Development in Children  

ERIC Educational Resources Information Center

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

Brenna, Beverley

2013-01-01

62

Reader and Text Factors in Reading Comprehension Processes  

ERIC Educational Resources Information Center

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

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

2011-01-01

63

Conceptual Change, Text Comprehension and Eye Movements during Reading  

ERIC Educational Resources Information Center

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

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

2013-01-01

64

Thematic Solutions Using Young Adult Literature to Increase Reading Comprehension  

ERIC Educational Resources Information Center

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

Adams, Jill; Bushman, John H.

2006-01-01

65

Reading Comprehension across Different Genres: An Action Research Study  

ERIC Educational Resources Information Center

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

Lubawski, Michael; Sheehan, Caitlyn

2010-01-01

66

Now We Get It! Boosting Comprehension with Collaborative Strategic Reading  

ERIC Educational Resources Information Center

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

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

2012-01-01

67

Three Reading Comprehension Strategies: TELLS, Story Mapping, and QARs.  

ERIC Educational Resources Information Center

Three reading comprehension strategies are presented to assist learning-disabled students: an advance organizer technique called "TELLS Fact or Fiction" used before reading a passage, a schema-based technique called "Story Mapping" used while reading, and a postreading method of categorizing questions called "Question-Answer Relationships." (JDD)

Sorrell, Adrian L.

1990-01-01

68

Six Strategies for Teaching Reading Comprehension to Learning Disabled Students.  

ERIC Educational Resources Information Center

The paper describes six skills that can be used to improve the reading comprehension of learning disabled students. The skills can be utilized in a reading program or with reading in a content area. Examples from particular models of instruction are provided as well as a rationale for each. The skills may be used either individually, as a…

Manzone, Christine A.

69

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

ERIC Educational Resources Information Center

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

Temple, Christine M.

1990-01-01

70

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

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…

Santoro, Julie Kay

2012-01-01

71

The Effect of Shared Reading on Sixth Grade Students' Motivation to Read and Reading Comprehension  

ERIC Educational Resources Information Center

The purpose of this study was to examine whether there are changes in student motivation to read and reading comprehension when the instructional strategy of shared reading is used with sixth grade students. The quasi-experimental design for the study was based on the pretest-posttest nonequivalent control group design. The sample for the study…

Hollimon, Deborah Neal

2008-01-01

72

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

Microsoft Academic Search

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 online reading comprehension. Standardized reading comprehension scores were also collected.

Julie Coiro

2011-01-01

73

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

PubMed

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

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

2009-01-01

74

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

ERIC Educational Resources Information Center

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

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

2008-01-01

75

A theory of reading: From eye fixations to comprehension  

Microsoft Academic Search

Presents a model of reading comprehension that accounts for the allocation of eye fixations of 14 college students reading scientific passages. The model deals with processing at the level of words, clauses, and text units. Readers made longer pauses at points where processing loads were greater. Greater loads occurred while readers were accessing infrequent words, integrating information from important clauses,

Marcel A. Just; Patricia A. Carpenter

1980-01-01

76

Incidence of Executive Functions on Reading Comprehension Performance in Adolescents  

ERIC Educational Resources Information Center

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

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

2014-01-01

77

Reading Comprehension, Learning Styles, And Seventh Grade Students  

Microsoft Academic Search

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

Judy Lynne Williams

2010-01-01

78

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

ERIC Educational Resources Information Center

This practical book grew out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. In the book, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. The book explains research-based ways to plan…

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

79

Using the DASH Method to Measure Reading Comprehension  

ERIC Educational Resources Information Center

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

Shieh, Wenyuh; Freiermuth, Mark R.

2010-01-01

80

Listening Comprehension as a Predictor of First Grade Reading Achievement.  

ERIC Educational Resources Information Center

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

Kreamer, Thomas Lawrence

81

Using Arabic in Testing Reading Comprehension in English.  

ERIC Educational Resources Information Center

A study examined the role of the native language (Arabic) in assessing the reading comprehension of learners of English as a second language. Subjects were 60 secondary school students in two comparable classes in Jordan. After receiving instruction for one month using reading material in the prescribed textbook, students were administered a…

Hamdan, Jihad; Diab, Turki

82

READING COMPREHENSION OF FRESHMEN STUDENTS: COMPARING PRINTED AND DIGITAL TEXTS  

Microsoft Academic Search

This study aims to evaluate the reading comprehension of 80 freshman psychology students. 79% of them were female. 69,1% study at night. The age varied between 17 to 56 years old (M=24,05, SD=7,13). 59,3% of the students had less than 22 years old and 30,9% had more than 25. The students were evaluated about the differences of comprehension of a

Maria Cristina; R. A. JOLY; Alessandra S. G. CAPOVILLA; Cássia BIGHETTI; Marina L. NERI; Adriana F. NICOLAU

83

Kindergarten Predictors of Second vs. Eighth Grade Reading Comprehension Impairments  

PubMed Central

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

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

2013-01-01

84

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

ERIC Educational Resources Information Center

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

Coiro, Julie

2011-01-01

85

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

ERIC Educational Resources Information Center

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

Roch, Maja; Levorato, M. Chiara

2009-01-01

86

Reading Comprehension Strategies for Adult Literacy Outcomes  

E-print Network

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...

Hock, Mike; Mellard, Daryl

2005-11-01

87

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

ERIC Educational Resources Information Center

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

Ellington, Billie Jean

88

Response variability in rapid automatized naming predicts reading comprehension  

PubMed Central

A total of 37 children ages 8 to 14 years, screened for word-reading difficulties (23 with attention-deficit/hyperactivity disorder, ADHD; 14 controls) completed oral reading and rapid automatized naming (RAN) tests. RAN trials were segmented into pause and articulation time and intraindividual variability. There were no group differences on reading or RAN variables. Color- and letter-naming pause times and number-naming articulation time were significant predictors of reading fluency. In contrast, number and letter pause variability were predictors of comprehension. Results support analysis of subcomponents of RAN and add to literature emphasizing intraindividual variability as a marker for response preparation, which has relevance to reading comprehension. PMID:19221923

Li, James J.; Cutting, Laurie E.; Ryan, Matthew; Zilioli, Monica; Denckla, Martha B.; Mahone, E. Mark

2009-01-01

89

Reading Comprehension: Piagetian Assessment and Instruction.  

ERIC Educational Resources Information Center

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

DeMao, Vicki Arnolt

90

Reading Comprehension and Intelligence: A Fallacious Correlation?  

ERIC Educational Resources Information Center

Four papers detailing the Fuller Reading System and its successful use with low-IQ subjects and one paper discussing the System and the results of using it are presented in this collection. The subjects were 23 residents of Maryland's principal institution for the retarded. They ranged in age from eleven to 51 years and in Stanford-Binet IQ from…

Fuller, Renee; And Others

91

Shared Reading to Build Vocabulary and Comprehension  

ERIC Educational Resources Information Center

The author presents four approaches to shared reading that he used with first through third graders in a high-needs, urban elementary school with a large population of students from immigrant homes. Using sociocultural and cognitive constructivist principles, the author shows how these approaches built students' academic vocabulary and…

Kesler, Ted

2010-01-01

92

Can automated questioning help children's reading comprehension?  

E-print Network

. The choices consist of the missing word plus three distractor words. E.g. Why bother about _____? Choices a randomly inserted generic multiple-choice What/Where/When question, children were likelier to correctly a multiple choice question. It displays a prompt and a menu of choices, and reads them both aloud

Mostow, Jack

93

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

ERIC Educational Resources Information Center

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

Bui, Yvonne N.; Fagan, Yvette M.

2013-01-01

94

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

PubMed Central

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

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

2009-01-01

95

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

PubMed

The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth-grade students (N = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for general knowledge and vocabulary. Based on the lexical quality hypothesis, it was expected that morphological awareness would have a stronger effect on comprehension for children with poor word reading skills, suggesting possible use of morphological awareness for word identification support. Results indicated that neither morphological awareness nor word reading was uniquely associated with reading comprehension when both were included in the model along with vocabulary and general knowledge. Instead, the interaction between word reading and morphological awareness explained significant additional variance in reading comprehension. By probing this interaction, it was determined that the effect of morphological awareness on reading comprehension was significant for the 39% of the sample that had more difficulty reading multisyllabic words but not for students at the higher end of the multisyllabic word reading continuum. We conclude from these results that the relation between morphological awareness and reading comprehension is moderated by multisyllabic word reading ability, providing support for the lexical quality hypothesis. Although we have only correlational data, we suggest tentative instructional practices for improving the reading skill of upper elementary struggling readers. PMID:24219914

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

2014-01-01

96

The Influence of Interest on Reading Comprehension in EFL Students  

ERIC Educational Resources Information Center

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

Eidswick, John

2009-01-01

97

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

ERIC Educational Resources Information Center

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

Blair-Broeker, Lynn

98

Drawing on Text Features for Reading Comprehension and Composing  

ERIC Educational Resources Information Center

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

Risko, Victoria J.; Walker-Dalhouse, Doris

2011-01-01

99

Effects of Three Questioning Strategies on EFL Reading Comprehension.  

ERIC Educational Resources Information Center

This study investigated the effects of three classroom questioning strategies on the reading comprehension of learners of English as a Foreign Language (EFL). Subjects were 86 first-year EFL students in the school of education of Suez Canal University (Egypt), randomly assigned to three treatment groups. The same instructor taught the three groups…

El-Koumy, Abdel Salam A.

100

False Recollection in Children with Reading Comprehension Difficulties  

ERIC Educational Resources Information Center

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

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

2008-01-01

101

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

ERIC Educational Resources Information Center

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…

Huggins, A. W. F.

102

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

ERIC Educational Resources Information Center

The authors used data from a large, national sample to examine the interaction of various literacy measures among young children with disabilities. Using structural equation modeling, they examined the relationships among measures of phonemic awareness, decoding, vocabulary, and reading comprehension. Child and family factors, including sex,…

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

2013-01-01

103

Looking for Evidence-Based Practice in Reading Comprehension Instruction  

ERIC Educational Resources Information Center

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

Ehren, Barbara J.

2005-01-01

104

Partnerships to Support Reading Comprehension for Students with Language Impairment  

ERIC Educational Resources Information Center

Students with language impairment often experience serious and far-reaching effects of reading comprehension problems on their academic performance. The complexity of the problems and the characteristics of effective intervention necessitate a collaborative approach among general education teachers, special education teachers, and speech-language…

Ehren, Barbara J.

2006-01-01

105

Functional Anatomy of Listening and Reading Comprehension during Development  

ERIC Educational Resources Information Center

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

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

2010-01-01

106

Story Retell: A Fluency-Based Indicator of Reading Comprehension  

ERIC Educational Resources Information Center

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

Roberts, Greg; Good, Roland; Corcoran, Stephanie

2005-01-01

107

Effects of Comic Strips on L2 Learners' Reading Comprehension  

ERIC Educational Resources Information Center

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

Liu, Jun

2004-01-01

108

Metacognition and Reading Comprehension: Current Trends in Theory and Research  

ERIC Educational Resources Information Center

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

El-Koumy, Abdel Salam Abdel Khalek

2004-01-01

109

Fast and Loud Background Music Disrupts Reading Comprehension  

ERIC Educational Resources Information Center

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

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

2012-01-01

110

Reading the graphics: what is the relationship between graphical reading processes and student comprehension?  

Microsoft Academic Search

Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated\\u000a with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in\\u000a text convey important meaning, little research exists on the relationship between children’s processes prompted by the graphics\\u000a in informational text and their overall comprehension

Rebecca R. Norman

111

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

ERIC Educational Resources Information Center

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

Quirk, Matthew; Beem, Sofie

2012-01-01

112

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

ERIC Educational Resources Information Center

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

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

2008-01-01

113

Impact of Nebraska Reading First on Reading Comprehension across Three Years of Implementation, 2005-2007  

ERIC Educational Resources Information Center

This report offers an examination of the impact of Nebraska Reading First on comprehension across the first three years of implementation in the state. Grade level performance is defined as performance at or above the 40th percentile using grade level standards. Within each grade level section reading comprehension achievement is shown for all…

Murphy, Malinda; Trainin, Guy

2007-01-01

114

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

Microsoft Academic Search

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

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

2007-01-01

115

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

ERIC Educational Resources Information Center

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

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

2007-01-01

116

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

ERIC Educational Resources Information Center

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

Cutright, Cathy Arlene

2010-01-01

117

Testing and Refining the Direct and Inferential Mediation Model of Reading Comprehension  

Microsoft Academic Search

A significant proportion of American high school students struggle with reading comprehension. Theoretical models of reading comprehension might help researchers understand these difficulties, because they can point to variables that make the largest contributions to comprehension. On the basis of an extensive review of the literature, we created a new model of reading comprehension, the direct and inferential mediation (DIME)

Jennifer G. Cromley; Roger Azevedo

2007-01-01

118

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

ERIC Educational Resources Information Center

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

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

2010-01-01

119

Erupting with Great Force: Performing Text to Enhance Reading Comprehension  

NSDL National Science Digital Library

Performing text in the form of choral reading, rap, reader's theatre, and/or simulations offers students a powerful vehicle for understanding and recalling key concepts and significant details culled from textual materials. Creating a script, poem, or lyrics to perform requires repeated readings of a text, a practice that increases participants' comprehension, reading rate, and enjoyment (McCauley and McCauley 1992; Young and Vardell 1993). As an added benefit, performing text also provides an exciting change from oral recitations of textbook materials.

Bullion-Mears, Ann; Mcwhorter, J. Y.; Mccauley, Joyce K.

2007-09-01

120

Effectiveness of Corrective Reading on Reading Comprehension and Fluency in At-Risk Students  

ERIC Educational Resources Information Center

One of the greatest predictors and characteristics of a high school dropout has been poor reading skills. Students with low achievement levels in reading by the end of third grade are at greater risk of becoming a dropout. The study sought to determine whether the Corrective Reading Program impacted reading comprehension and fluency skills of…

Weaver, Barbara Jean Alexander

2012-01-01

121

Predictors of Foreign Language Reading Comprehension in a Hypermedia Reading Environment  

ERIC Educational Resources Information Center

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

Akbulut, Yavuz

2008-01-01

122

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

ERIC Educational Resources Information Center

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

Mothus, Trudy G.; Lapadat, Judith C.

2006-01-01

123

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

ERIC Educational Resources Information Center

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

Millett, Joseph Ridge

2011-01-01

124

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

ERIC Educational Resources Information Center

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

Sundre, Donna; Karlin, Andrea

125

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

ERIC Educational Resources Information Center

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

Savaiano, Mackenzie E.; Hatton, Deborah D.

2013-01-01

126

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

ERIC Educational Resources Information Center

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

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

2010-01-01

127

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

Microsoft Academic Search

This formative experiment explored the extent to which two instructional frameworks that varied in the explicitness of academic vocabulary instruction, comprehension strategy instruction, and supports for student autonomy influenced reading comprehension, vocabulary acquisition, perceptions of autonomy supports, and reading engagement in fourth-grade English-language learners (ELLs). In the contextualized vocabulary instruction (CVI) framework, four reading comprehension strategies were integrated with two

Ana Taboada; Vanessa Rutherford

2011-01-01

128

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

Microsoft Academic Search

Predictors of reading comprehension were evaluated in 41 children with cerebral palsy and 74 typically developing children between the ages of 6 and 12 years. Regression analyses were conducted to determine the relative contributions of measures of phonemic awareness, receptive vocabulary, and general reasoning to variance in reading comprehension. All three independent variables were statistically significant predictors of reading comprehension

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

2010-01-01

129

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

ERIC Educational Resources Information Center

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

Carlson, Sarah; Seipel, Ben; McMaster, Kristen

2011-01-01

130

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

Microsoft Academic Search

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

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

2011-01-01

131

A Wireless Handheld System for Supporting Indi vidual and Cooperative Learning in Chinese Reading Comprehension  

Microsoft Academic Search

The purpose of this research was to develop a wireless handheld system for sup porting individual and cooperative reading activities in Chinese reading comprehension. The findings showed that the integration of learning scenarios with the proposed wireless handheld system could improve students' Chinese reading comprehension proficiency. 1. Int roduction Reading is the core of language teaching activities, and the reading

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

132

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

PubMed

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

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

2013-04-01

133

Objective and comprehensive evaluation of bisulfite short read mapping tools.  

PubMed

Background. Large-scale bisulfite treatment and short reads sequencing technology allow comprehensive estimation of methylation states of Cs in the genomes of different tissues, cell types, and developmental stages. Accurate characterization of DNA methylation is essential for understanding genotype phenotype association, gene and environment interaction, diseases, and cancer. Aligning bisulfite short reads to a reference genome has been a challenging task. We compared five bisulfite short read mapping tools, BSMAP, Bismark, BS-Seeker, BiSS, and BRAT-BW, representing two classes of mapping algorithms (hash table and suffix/prefix tries). We examined their mapping efficiency (i.e., the percentage of reads that can be mapped to the genomes), usability, running time, and effects of changing default parameter settings using both real and simulated reads. We also investigated how preprocessing data might affect mapping efficiency. Conclusion. Among the five programs compared, in terms of mapping efficiency, Bismark performs the best on the real data, followed by BiSS, BSMAP, and finally BRAT-BW and BS-Seeker with very similar performance. If CPU time is not a constraint, Bismark is a good choice of program for mapping bisulfite treated short reads. Data quality impacts a great deal mapping efficiency. Although increasing the number of mismatches allowed can increase mapping efficiency, it not only significantly slows down the program, but also runs the risk of having increased false positives. Therefore, users should carefully set the related parameters depending on the quality of their sequencing data. PMID:24839440

Tran, Hong; Porter, Jacob; Sun, Ming-An; Xie, Hehuang; Zhang, Liqing

2014-01-01

134

Objective and Comprehensive Evaluation of Bisulfite Short Read Mapping Tools  

PubMed Central

Background. Large-scale bisulfite treatment and short reads sequencing technology allow comprehensive estimation of methylation states of Cs in the genomes of different tissues, cell types, and developmental stages. Accurate characterization of DNA methylation is essential for understanding genotype phenotype association, gene and environment interaction, diseases, and cancer. Aligning bisulfite short reads to a reference genome has been a challenging task. We compared five bisulfite short read mapping tools, BSMAP, Bismark, BS-Seeker, BiSS, and BRAT-BW, representing two classes of mapping algorithms (hash table and suffix/prefix tries). We examined their mapping efficiency (i.e., the percentage of reads that can be mapped to the genomes), usability, running time, and effects of changing default parameter settings using both real and simulated reads. We also investigated how preprocessing data might affect mapping efficiency. Conclusion. Among the five programs compared, in terms of mapping efficiency, Bismark performs the best on the real data, followed by BiSS, BSMAP, and finally BRAT-BW and BS-Seeker with very similar performance. If CPU time is not a constraint, Bismark is a good choice of program for mapping bisulfite treated short reads. Data quality impacts a great deal mapping efficiency. Although increasing the number of mismatches allowed can increase mapping efficiency, it not only significantly slows down the program, but also runs the risk of having increased false positives. Therefore, users should carefully set the related parameters depending on the quality of their sequencing data. PMID:24839440

Zhang, Liqing

2014-01-01

135

Increasing Secondary Reading Comprehension and Reading Proficiency across Content Areas  

ERIC Educational Resources Information Center

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

Zimmerman, Marty

2011-01-01

136

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs  

Microsoft Academic Search

Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five elementary school basal readers and how the basals suggest that the strategies be taught. The analysis found that two

Paola Pilonieta

2010-01-01

137

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

Microsoft Academic Search

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

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

2008-01-01

138

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

ERIC Educational Resources Information Center

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…

Bolukbas, Fatma

2013-01-01

139

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

ERIC Educational Resources Information Center

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…

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

2008-01-01

140

Sex Roles in Reading Materials: Effects on Children's Reading Comprehension and Interest.  

ERIC Educational Resources Information Center

Fifty-one fifth grade girls and 50 fifth grade boys participated in a study of the effects, on interest and comprehension, of stereotyped and nonstereotyped sex roles in reading materials. Reading materials consisted of eight 450-word stories about a main character who was either a pilot or a ballet dancer. Two plots were written for each…

Metz, Susan Ellen Shapiro

141

The Effect of Background Music and Reading Comprehension and Self-Report of College Students  

Microsoft Academic Search

The study investigated the effects of background music on reading comprehension skills of college students. Seventy-one participants read a health related article in one of three conditions: silence, music with lyrics, and music without lyrics. After reading the article, participants completed a demographic questionnaire. Participants in the music conditions completed an additional music questionnaire. To test reading comprehension, participants were

Amanda J. Gillis

2010-01-01

142

Exploring interactive effects of genes and environments in etiology of individual differences in reading comprehension  

Microsoft Academic Search

It is established that reading and reading-related processes are heritable; genes thus play an important role in the foundation of individual differences in reading. In this article, we focus on one facet of reading-comprehension. Comprehension is a higher order cognitive skill that requires many other cognitive processes for it to unfold completely and successfully. One such process is executive functioning,

Elena L. Grigorenko; Colin G. Deyoung; Marya Getchell; Gerald J. Haeffel; Britt A. F. Klinteberg; Roman A. Koposov; Lars Oreland; Andrew J. Pakstis; Vladislav V. Ruchkin; CAROLYN M. YRIGOLLENa

2007-01-01

143

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

ERIC Educational Resources Information Center

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

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

2012-01-01

144

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

ERIC Educational Resources Information Center

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…

Roberts, Judith C.; Roberts, Keith A.

2008-01-01

145

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

ERIC Educational Resources Information Center

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

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

2012-01-01

146

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

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

Hagaman, Jessica L.; Reid, Robert

2008-01-01

147

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

ERIC Educational Resources Information Center

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

Roller, Cathy M., Ed.

148

A meta-analysis of the reading comprehension skills of individuals on the autism spectrum.  

PubMed

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 comprehension was g = -0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension. PMID:23054199

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

2013-04-01

149

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

ERIC Educational Resources Information Center

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

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

2014-01-01

150

Examining Listening Previewing as a Classwide Strategy to Promote Reading Comprehension and Vocabulary  

ERIC Educational Resources Information Center

Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty-one, fourth-grade general…

Hawkins, Renee O.; Musti-Rao, Shobana; Hale, Andrea D.; McGuire, Shannon; Hailley, Jennifer

2010-01-01

151

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

ERIC Educational Resources Information Center

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…

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

2006-01-01

152

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

ERIC Educational Resources Information Center

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

Delgado, Cheryl; Weitzel, Marilyn

2013-01-01

153

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

ERIC Educational Resources Information Center

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

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

2013-01-01

154

Effect of Music on Reading Comprehension of Junior High School Students  

ERIC Educational Resources Information Center

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

Anderson, Stacey A.; Fuller, Gerald B.

2010-01-01

155

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

PubMed Central

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

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

2014-01-01

156

ClassWide Peer Tutoring: Two Experiments Investigating the Generalized Relationship Between Increased Oral Reading Fluency and Reading Comprehension  

Microsoft Academic Search

We conducted two experiments designed to investigate the effects of ClassWide Peer Tutoring (CWPT) on oral reading fluency and the generalization to students’ rate and level of reading comprehension. First, an alternating treatment design was used to compare two sixth-grade, general education students’ rates and level of oral reading comprehension when tutored (experimental passages) to when not tutored (control passages).

Christine E. Neddenriep; Christopher H. Skinner; Monica A. Wallace; Elizabeth McCallum

2009-01-01

157

A Beginning Understanding of the Interplay Between Offline and Online Reading Comprehension When Adolescents Read for Information on the Internet  

Microsoft Academic Search

This mixed-method study investigated the extent to which new reading comprehension proficiencies may be required on the Internet. It a lso explored the nature of online reading comprehension among adolescent readers who read online at different levels of proficiency. Results of a hierarchical regression analysis of da ta from a stratified random sample of 109 seventh graders indicated performance on

Julie Coiro

158

ClassWide Peer Tutoring: Two Experiments Investigating the Generalized Relationship between Increased Oral Reading Fluency and Reading Comprehension  

ERIC Educational Resources Information Center

We conducted two experiments designed to investigate the effects of ClassWide Peer Tutoring (CWPT) on oral reading fluency and the generalization to students' rate and level of reading comprehension. First, an alternating treatment design was used to compare two sixth-grade, general education students' rates and level of oral reading comprehension

Neddenriep, Christine E.; Skinner, Christopher H.; Wallace, Monica A.; McCallum, Elizabeth

2009-01-01

159

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

ERIC Educational Resources Information Center

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

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

2012-01-01

160

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

ERIC Educational Resources Information Center

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

Casalis, Severine; Leuwers, Christel; Hilton, Heather

2013-01-01

161

What Classroom Observations Reveal about Reading Comprehension Instruction. Technical Report No. 106.  

ERIC Educational Resources Information Center

Reading and social studies instruction in 39 third- through sixth-grade classrooms in central Illinois was observed in a study designed to determine whether elementary school classrooms provide comprehension instruction. Among the findings were that practically no comprehension instruction was seen but that comprehension assessment, usually…

Durkin, Dolores

162

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

ERIC Educational Resources Information Center

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…

Lam, Agnes Shun-Ling

163

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

PubMed Central

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

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

2013-01-01

164

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

ERIC Educational Resources Information Center

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

Coiro, Julie

2011-01-01

165

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

ERIC Educational Resources Information Center

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

Nouvelle, Renee C.

2010-01-01

166

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

ERIC Educational Resources Information Center

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…

Ortlieb, Evan; Sargent, Stephan; Moreland, Meagan

2014-01-01

167

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

ERIC Educational Resources Information Center

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

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

2011-01-01

168

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

ERIC Educational Resources Information Center

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

Paul, Gina; Verhulst, Steve

2010-01-01

169

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

Microsoft Academic Search

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

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

170

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

ERIC Educational Resources Information Center

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

Diakidoy, Irene-Anna N.

2014-01-01

171

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

ERIC Educational Resources Information Center

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

Hollenbeck, Amy Feiker; Kalchman, Mindy

2013-01-01

172

Computer-Assisted Metacognitive Strategies and the Reading Comprehension Skills of ESL Elementary School Students.  

ERIC Educational Resources Information Center

With the advent of the computer as an instructional tool many curriculum specialists have been designing software for reading instruction. However, most of the software designed to help develop reading comprehension skills does not consider the inclusion of monitoring comprehension strategies, therefore limiting the instructional potential of the…

Carrasquillo, Angela; Nunez, Dulcinea

173

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

ERIC Educational Resources Information Center

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

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

2009-01-01

174

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

ERIC Educational Resources Information Center

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

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

2011-01-01

175

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

ERIC Educational Resources Information Center

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

Pandolfo, Judith Martin

176

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

ERIC Educational Resources Information Center

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

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

2012-01-01

177

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

ERIC Educational Resources Information Center

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

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

2014-01-01

178

Method Effects on Reading Comprehension Test Performance: Text Organization and Response Format.  

ERIC Educational Resources Information Center

Investigates the effects of text organization and response format on second language learners' performance on reading comprehension tests. Analyzes the results of reading comprehension tests that were delivered to Japanese University students. Found that text organization and test format had a significant impact on students' performance.…

Kobayashi, Miyoko

2002-01-01

179

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

ERIC Educational Resources Information Center

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

Taboada, Ana; Rutherford, Vanessa

2011-01-01

180

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

ERIC Educational Resources Information Center

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

Peyman, Somayeh; Sadighi, Firooz

2011-01-01

181

Is There a Common Linkage among Reading Comprehension, Visual Attention, and Magnocellular Processing?  

ERIC Educational Resources Information Center

The authors examined the relationships between reading comprehension, visual attention, and magnocellular processing in 42 Grade 7 students. The goal was to quantify the sensitivity of visual attention and magnocellular visual processing as concomitants of poor reading comprehension in the absence of either vision therapy or cognitive…

Solan, Harold A.; Shelley-Tremblay, John F.; Hansen, Peter C.; Larson, Steven

2007-01-01

182

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

ERIC Educational Resources Information Center

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

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

2012-01-01

183

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

ERIC Educational Resources Information Center

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

Law, Yin-Kum

2014-01-01

184

Special Problems of Reading Comprehension in the Education of Eskimo and Indian Children.  

ERIC Educational Resources Information Center

The paper endeavors to delineate more clearly the special reading comprehension problem of the Alaskan Eskimo and Indian. Reading comprehension is essentially a cognitive process -- the ability to engage in rigorous abstract thinking. A number of formal anthropological reports indicate that Alaskan natives, especially the Eskimo, are deficient in…

Griese, Arnold A.

185

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

E-print Network

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

Tobing, Irene Rebecca Angela

2013-08-31

186

Individual differences in reading comprehension gains from assisted reading practice: pre existing conditions, vocabulary acquisition, and amounts of practice  

Microsoft Academic Search

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\\u000a children who had below median gains in reading comprehension and 15 who had above median gains. There were no significant\\u000a correlations between pre-program language and reading

Michal Shany; Andrew Biemiller

2010-01-01

187

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

ERIC Educational Resources Information Center

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

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

2010-01-01

188

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

ERIC Educational Resources Information Center

Discipline-based English for Academic Purposes (EAP) reading programs in Iran are designed to fill the gap between the students' general English reading competence and their ability to read authentic discipline-specific texts. This study attempted to assess target and present reading comprehension needs of EAP students of Health Information…

Atai, Mahmood Reza; Nazari, Ogholgol

2011-01-01

189

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

ERIC Educational Resources Information Center

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

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

2010-01-01

190

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

ERIC Educational Resources Information Center

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

Grant, Jamillah M. A.

2004-01-01

191

Using the Concept Attainment Strategy to Enhance Reading Comprehension  

ERIC Educational Resources Information Center

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

Boulware, Beverly J.; Crow, Mary Lynn

2008-01-01

192

Effects of Online Reading on Popular Science Comprehension  

Microsoft Academic Search

The present study examines the effects of print and online presentations of a multiple document report on reader's comprehension, perception of cognitive load, satisfaction, and attention. We hypothesized that users of online media would show poorer results compared with print users. An experimental protocol was used to assess readers' performance using print and online versions of a popular science magazine

Mônica Macedo-Rouet; Jean-François Rouet; Isaac Epstein; Pierre Fayard

2003-01-01

193

Does Weak Reading Comprehension Reflect an Integration Deficit?  

ERIC Educational Resources Information Center

Seven- and eight-year-old skilled and less-skilled comprehenders were compared on a sentence recognition task in two conditions varying in memory load and retention interval. Integration of story information during comprehension was indexed by inflated recognition errors of foils that had been constructed by integrating information across original…

Spooner, Alice L. R.; Gathercole, Susan E.; Baddeley, Alan D.

2006-01-01

194

Embedding Reading Comprehension Training in Content-Area Instruction  

ERIC Educational Resources Information Center

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…

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

2009-01-01

195

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

PubMed

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

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

2008-06-01

196

Effect of Music on Reading Comprehension of Junior High School Students  

Microsoft Academic Search

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, MacGinitie, Maria, & Dryer, 2000) was administered to 334 7th- and

Stacey A. Anderson; Gerald B. Fuller

2010-01-01

197

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats  

ERIC Educational Resources Information Center

It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed…

Solheim, Oddny Judith

2011-01-01

198

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

ERIC Educational Resources Information Center

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

Memis, Aysel; Bozkurt, Metin

2013-01-01

199

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

ERIC Educational Resources Information Center

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,…

Smith, Marshall S., Ed.

200

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

ERIC Educational Resources Information Center

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

Li, Chen-Hong; Lai, Shu-Fen

2012-01-01

201

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

ERIC Educational Resources Information Center

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

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

2013-01-01

202

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

ERIC Educational Resources Information Center

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,…

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

2012-01-01

203

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

Microsoft Academic Search

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

Amy C. Crosson; Nonie K. Lesaux

2010-01-01

204

Assessing Reading Comprehension: The Effects of Text-Based Interest, Gender, and Ability  

ERIC Educational Resources Information Center

Previous research has established that interest in a text is related to better comprehension and recall, but the impact of interest on comprehension in testing situations has not been widely investigated. This study used Hierarchical Linear Models (HLM) to examine the relationship between students' interest in reading passages and their…

Babbitt Bray, Gayle; Barron, Sheila

2004-01-01

205

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

ERIC Educational Resources Information Center

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

Mira, William A.; Schwanenflugel, Paula J.

2013-01-01

206

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

ERIC Educational Resources Information Center

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

Narkon, Drue E.; Wells, Jenny C.

2013-01-01

207

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

ERIC Educational Resources Information Center

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

Kropiewnicki, Mary

2006-01-01

208

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

ERIC Educational Resources Information Center

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…

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

2012-01-01

209

How Fifth-Grade Students Use Story Mapping to Aid Their Reading Comprehension  

ERIC Educational Resources Information Center

This thesis examined the reading comprehension process of three fifth-grade students who demonstrated the ability to read and write fluently but had difficulties remembering and understanding important information about what they read. The aim of this research was to develop and implement an effective teaching strategy for low-achieving students…

Weih, Timothy G.

2000-01-01

210

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

ERIC Educational Resources Information Center

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

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

2012-01-01

211

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

ERIC Educational Resources Information Center

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

Farnia, Fataneh; Geva, Esther

2013-01-01

212

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

ERIC Educational Resources Information Center

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

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

2012-01-01

213

Analysis of Reading Fluency and Comprehension Measures for Fifth Grade Students. Technical Report # 28  

ERIC Educational Resources Information Center

In response to the No Child Left Behind Act of 2001, school districts are working to develop assessment systems to monitor student progress. In the area of reading, three measures can provide useful information about students' developing proficiency: a test of oral reading fluency (ORF), a vocabulary test, and a reading comprehension test…

Beghetto, Ron; Tindal, Gerald

2004-01-01

214

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

ERIC Educational Resources Information Center

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

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

2007-01-01

215

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

ERIC Educational Resources Information Center

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

Ricketts, Jessie

2011-01-01

216

Relationships between sixth-graders’ reading comprehension and two different measures of print exposure  

Microsoft Academic Search

This study examined sixth-graders’ reading comprehension and component reading abilities in relation to two measures of print\\u000a exposure: an author recognition test (ART) involving fiction authors and a reading habits questionnaire (RHQ) about children’s\\u000a voluntary reading for enjoyment across various genres. The ART correlated only with children’s fiction book reading habits,\\u000a not with other habits such as nonfiction book or

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

2010-01-01

217

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

PubMed Central

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

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

2012-01-01

218

A longitudinal analysis of English language learners’ word decoding and reading comprehension  

Microsoft Academic Search

This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade\\u000a for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years;\\u000a 120 boys; 141 girls) at the initial data collection in first grade. The ELLs’ word decoding and reading comprehension scores\\u000a showed quadratic growth over the course

Jonathan Nakamoto; Kim A. Lindsey; Franklin R. Manis

2007-01-01

219

Computerized Presentation of Text: Effects on Children's Reading of Informational Material. Special Issue on Reading Comprehension ? Part II  

ERIC Educational Resources Information Center

This study examined whether children's reading rate, comprehension, and recall are affected by computer presentation of text. Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other from a computer monitor, which used a common scrolling text interface. After reading each text,…

Kerr, Matthew A.; Symons, Sonya E.

2006-01-01

220

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

ERIC Educational Resources Information Center

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

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

2001-01-01

221

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

ERIC Educational Resources Information Center

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…

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

2014-01-01

222

Investigation of Comprehension Monitoring Skills of First-Year Students of College Reading Courses  

Microsoft Academic Search

This study investigates the comprehension monitoring skills of first-year readers at both a two-year institution and a four-year institution in the Midwest. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used to assess skills. The MARSI, developed by Mokhtari and Reichard (2002), assesses reading strategies in the areas of problem-solving, support reading, and global reading. Simple t-tests were used

Barbara Revor

2011-01-01

223

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

ERIC Educational Resources Information Center

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

Wang, W. Maria

2011-01-01

224

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

ERIC Educational Resources Information Center

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

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

2010-01-01

225

Self-regulated learning through writing on computers: Consequences for reading comprehension  

Microsoft Academic Search

The overall aim for the present study was to analyze the consequences for reading ability among the children of a computer supported self-regulated learning environment in grade two. By means of a quasi-experimental design in a natural setting, an experimental group (n = 39) was compared to a control group from a national sample (n = 3409) on reading comprehension.

Anne-Mari Folkesson; Lena Swalander

2007-01-01

226

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

ERIC Educational Resources Information Center

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

Swanson, Elizabeth; Wanzek, Jeanne

2014-01-01

227

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

ERIC Educational Resources Information Center

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

Brantmeier, Cindy; Callender, Aimee; McDaniel, Mark

2011-01-01

228

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

ERIC Educational Resources Information Center

Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of…

Souvignier, Elmar; Mokhlesgerami, Judith

2006-01-01

229

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

ERIC Educational Resources Information Center

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

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

2002-01-01

230

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

ERIC Educational Resources Information Center

The development of reading skills in language minority (LM) learners, particularly during the middle school years, remains unclear despite the increasing need for educators to serve this rapidly growing population. In this study, the English reading comprehension growth of middle school LM learners was investigated using a longitudinal design and…

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

2011-01-01

231

The Application of Bakhtinian Theories on Second Language Reading Comprehension: A Qualitative Case Study  

ERIC Educational Resources Information Center

Due to the dominance of behaviorism, applied linguistics, and cognitive psychology since 1960s, many research studies in reading focused on the accuracy and speed required for successful comprehension. There exists a research gap in understanding the individual differences among readers when reading the same text. This study aimed at investigating…

Lee, Yin Lam

2010-01-01

232

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

ERIC Educational Resources Information Center

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

Alonzo, Julie; Tindal, Gerald

2004-01-01

233

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

ERIC Educational Resources Information Center

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

Lapp, Diane; Fisher, Douglas; Grant, Maria

2008-01-01

234

Background Knowledge and Its Effect on Standardized Reading Comprehension Test Performance  

ERIC Educational Resources Information Center

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

Awabdy, Graziella Whipple

2012-01-01

235

The Impact of Thinking Maps on the Reading Comprehension of Elementary School Students  

ERIC Educational Resources Information Center

This study used a mixed measures design to explore the impact of a specific set of graphic organizers, Thinking Maps, on the reading comprehension achievement of students over a two-year period, and further analyzed the impact on the reading achievement of students when compared by socio-economic status, ethnicity, gender, and Limited English…

Russell, Leslie

2010-01-01

236

Using Art to Assess Reading Comprehension and Critical Thinking in Adolescents  

ERIC Educational Resources Information Center

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

Holdren, Tara Shoemaker

2012-01-01

237

The Effect of a Token Reinforcement Program on the Reading Comprehension of a Learning Disabled Student.  

ERIC Educational Resources Information Center

The relationship of reading comprehension accuracy and a contingently administered token reinforcement program used with an elementary level learning disabled student in the classroom was examined. The S earned points for each correct answer made after oral reading sessions. At the conclusion of the class he could exchange his points for rewards.…

Galbreath, Joy; Feldman, David

238

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

ERIC Educational Resources Information Center

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

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

2009-01-01

239

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

ERIC Educational Resources Information Center

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

Goss, Gail

240

Topic congruence and topic interest: How do they affect second language reading comprehension?  

Microsoft Academic Search

Because human memory is largely reconstructive, people tend to reorganize and reevaluate an event in a way that is coherent to the truth values held in their belief system. This study investigated the role of topic congruence (defined as whether the reading content corresponds with readers' prior beliefs towards a contentious topic) in second language (L2) reading comprehension. In addition

Sang-Ki Lee

2009-01-01

241

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

ERIC Educational Resources Information Center

We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though…

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

2013-01-01

242

The Effect of Noise in an Open Space School on Reading Comprehension.  

ERIC Educational Resources Information Center

Parents and educators have expressed fears that high noise levels in open space schools may interfere with academic achievement. This investigation compared the reading comprehension of 60 fourth grade students in an open space school during periods both of quiet and of naturally occurring background noise. The reading tasks resembled normal…

Weinstein, Carol S.; Weinstein, Neil D.

243

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

ERIC Educational Resources Information Center

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

Concannon-Gibney, Tara; Murphy, Brian

2012-01-01

244

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

ERIC Educational Resources Information Center

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

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

2006-01-01

245

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

ERIC Educational Resources Information Center

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

Chia, Noel Kok Hwee; Kee, Norman Kiak Nam

2013-01-01

246

Reading comprehension interventions for students with autism spectrum disorders: a synthesis of research.  

PubMed

The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying instructional interventions associated with improved comprehension for students with reading difficulties may improve reading comprehension in students with ASD. Four studies implemented strategy instruction that included (a) question generation; (b) graphic organizers; and (c) making predictions. Two studies utilized anaphoric cueing instruction, three implemented explicit instruction, and three examined student grouping practices. Among the reviewed studies, the majority (n = 9) measured reading comprehension through researcher-developed probes, and two studies reported results from standardized measures. PMID:24218240

El Zein, Farah; Solis, Michael; Vaughn, Sharon; McCulley, Lisa

2014-06-01

247

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

ERIC Educational Resources Information Center

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

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

2011-01-01

248

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

ERIC Educational Resources Information Center

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

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

2010-01-01

249

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

ERIC Educational Resources Information Center

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

Shaaban, Kassim

2006-01-01

250

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

ERIC Educational Resources Information Center

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

Buck, Gary; Tatsuoka, Kumi; Kostin, Irene

1997-01-01

251

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

ERIC Educational Resources Information Center

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

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

2006-01-01

252

The Predictive Utility of DIBELS Reading Assessment for Reading Comprehension among Third Grade English Language Learners and English Speaking Children  

ERIC Educational Resources Information Center

The study addresses the extent to which subtests on the Dynamic Indicators of Basic Early Literacy Skills Reading Assessment (DIBELS; Good & Kaminski, 2002) predict student success on a measure of reading comprehension and if prediction is consistent for native and second English Language Learners. 2,649 elementary students were assessed on a…

Scheffel, Debora; Lefly, Dianne; Houser, Janet

2012-01-01

253

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

Microsoft Academic Search

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

Panayiota Kendeou; Paul van den Broek

2007-01-01

254

Effects of Attributional Retraining on Strategy-Based Reading Comprehension in Learning-Disabled Students  

Microsoft Academic Search

Learning-disabled students received instructions about both summarization strategies and their personal beliefs about causality that were designed to improve reading comprehension. A sample of 75 upper elementary school students were assigned to four treatment groups. The main experimental condition received attributional retraining on paired-associate and sort-recall tasks (which were unrelated to the target comprehension tests), instructions on the use of

John G. Borkowski; Robert S. Weyhing; Martha Carr

1988-01-01

255

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

E-print Network

View of Reading (Gough & Tumner, 1986) ? Decoding ? Linguistic comprehension ? (Vocabulary embedded) Component Model of Reading (Aaron, Joshi, Boulware- Gooden, & Bentum, 2008; Carreker & Joshi, 2010) ? Domain 1: Cognitive Components... of Reading ([CMR]; Aaron et al., 2008). Specifically, Joshi and Aaron (2000) revised the SVR formula to account for the variance explained by the speed of processing, resulting in R = D x C + S. The CMR further extended the SVR by including other factors...

Smith, Stacey Rafferty

2013-04-27

256

Comprehension syntax  

Microsoft Academic Search

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

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

1994-01-01

257

Influences of Stimulating Tasks on Reading Motivation and Comprehension  

ERIC Educational Resources Information Center

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

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

2006-01-01

258

Sound It Out! Phonics in a Comprehensive Reading System  

ERIC Educational Resources Information Center

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

Savage, John

2006-01-01

259

Erupting with Great Force: Performing Text to Enhance Reading Comprehension  

ERIC Educational Resources Information Center

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

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

2007-01-01

260

Matthew Effects in Reading Comprehension: Myth or Reality?  

ERIC Educational Resources Information Center

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

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

2011-01-01

261

Review of Reading Comprehension Instruction: 1985-1991.  

ERIC Educational Resources Information Center

The purpose of this paper is to update the review of science-related reading research conducted by Yore and Shymansky (1985) and to provide a current research foundation for a science reading research agenda. This review emphasizes the post-1985 literature and selected pre-1985 literature not included in the earlier summary. This summary addresses…

Rivard, Leonard; Yore, Larry D.

262

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

ERIC Educational Resources Information Center

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

Gorsuch, Greta; Taguchi, Etsuo

2008-01-01

263

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

ERIC Educational Resources Information Center

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

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

2014-01-01

264

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

ERIC Educational Resources Information Center

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

Tsai, Yea-Ru; Talley, Paul C.

2014-01-01

265

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

ERIC Educational Resources Information Center

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

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

2011-01-01

266

Communication through Reading; Proceedings of the Australian Reading Conference (4th, Brisbane, August 25-27, 1978). Volume 1. Focus on Comprehension.  

ERIC Educational Resources Information Center

The first of a two-volume set, this monograph concentrates on a rapidly developing area of reading research, comprehension. Eleven articles cover theoretical aspects, ways of measuring comprehension, and strategies for teaching. Sense of story and its effect on comprehension and the facility to read, listen to, retell, and create stories are…

Page, Glenda, Ed.; And Others

267

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

ERIC Educational Resources Information Center

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

Yoshimura, Fumiko

2006-01-01

268

CORE: Reading Reform That Works! Comprehensive School Reform.  

ERIC Educational Resources Information Center

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

2000

269

How to Teach Expository Text Structure to Facilitate Reading Comprehension  

ERIC Educational Resources Information Center

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

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

2011-01-01

270

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

PubMed

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

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

2014-06-01

271

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

PubMed

To further explore contextual reading rate, an important aspect of reading fluency, we examined the relationship between word reading efficiency (WRE) and contextual oral reading rate (ORR), the degree to which they overlap across different comprehension measures, whether oral language (semantics and syntax) predicts ORR beyond contributions of word-level skills, and whether the WRE-ORR relationship varies based on different reader profiles. Assessing reading and language of average readers, poor decoders, and poor comprehenders, ages 10 to 14, ORR was the strongest predictor of comprehension across various formats; WRE contributed no unique variance after taking ORR into account. Findings indicated that semantics, not syntax, contributed to ORR. Poor comprehenders performed below average on measures of ORR, despite average WRE, expanding previous findings suggesting specific weaknesses in ORR for this group. Together, findings suggest that ORR draws upon skills beyond those captured by WRE and suggests a role for oral language (semantics) in ORR. PMID:23667307

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

2013-05-01

272

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

PubMed Central

To further explore contextual reading rate, an important aspect of reading fluency, we examined the relationship between word reading efficiency (WRE) and contextual oral reading rate (ORR), the degree to which they overlap across different comprehension measures, whether oral language (semantics and syntax) predicts ORR beyond contributions of word-level skills, and whether the WRE–ORR relationship varies based on different reader profiles. Assessing reading and language of average readers, poor decoders, and poor comprehenders, ages 10 to 14, ORR was the strongest predictor of comprehension across various formats; WRE contributed no unique variance after taking ORR into account. Findings indicated that semantics, not syntax, contributed to ORR. Poor comprehenders performed below average on measures of ORR, despite average WRE, expanding previous findings suggesting specific weaknesses in ORR for this group. Together, findings suggest that ORR draws upon skills beyond those captured by WRE and suggests a role for oral language (semantics) in ORR. PMID:23667307

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

2013-01-01

273

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

NSDL National Science Digital Library

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

Kline, Elizabeth

2007-01-01

274

Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically-sensitive design  

PubMed Central

Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mathematics is differentially related to word decoding and reading comprehension. The current study examined these relationships at both a phenotypic and etiological level in a population-based cohort of 5162 twin pairs at age 12. Multivariate genetic analyses of latent phenotypic factors of mathematics, word decoding and reading comprehension revealed substantial genetic and shared environmental correlations among all three domains. However, the phenotypic and genetic correlations between mathematics and reading comprehension were significantly greater than between mathematics and word decoding. Independent of mathematics, there was also evidence for genetic and nonshared environmental links between word decoding and reading comprehension. These findings indicate that word decoding and reading comprehension have partly distinct relationships with mathematics in the middle school years. PMID:24319294

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

2013-01-01

275

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

Microsoft Academic Search

We examined the contribution of working memory capacity to the development of children’s reading comprehension. We present\\u000a data from three waves of a longitudinal study when the children were 7 years (Grade 1), 8 years (Grade 2) and 9 years (Grade\\u000a 3). Two questions were raised: The first question concerned the developmental changes of the relative contribution of working\\u000a memory in predicting reading

Alix Seigneuric; Marie-France Ehrlich

2005-01-01

276

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

ERIC Educational Resources Information Center

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

McElvain, Cheryl Marie

2010-01-01

277

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

ERIC Educational Resources Information Center

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

Jalilifar, Alireza

2010-01-01

278

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

ERIC Educational Resources Information Center

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

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

2014-01-01

279

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

ERIC Educational Resources Information Center

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

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

2011-01-01

280

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

ERIC Educational Resources Information Center

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

Zhang, Dongbo

2012-01-01

281

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

ERIC Educational Resources Information Center

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

Bryski, Crystal

2009-01-01

282

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

ERIC Educational Resources Information Center

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

Khorsand, Narjess

2009-01-01

283

Use of Bloom's Taxonomy in Developing Reading Comprehension Specifications  

ERIC Educational Resources Information Center

This article is a brief account of the use of Bloom's Taxonomy of Educational Objectives (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956) by staff of the Law School Admission Council in the 1990 development of redesigned specifications for the Reading Comprehension section of the Law School Admission Test. Summary item statistics for…

Luebke, Stephen; Lorie, James

2013-01-01

284

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

ERIC Educational Resources Information Center

Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random-effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and…

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

2014-01-01

285

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

ERIC Educational Resources Information Center

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

Ercetin, Gulcan; Alptekin, Cem

2013-01-01

286

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

ERIC Educational Resources Information Center

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

McCown, Margaret Averill; Thomason, Gina B.

2014-01-01

287

Estimating Reliability and Standard Error of Measurement for Complex Reading Comprehension Tests under Generalizability Theory Models.  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the relative appropriateness of several procedures for estimating reliability and standard errors of measurement of complex reading comprehension tests. Seven generalizability theory models were conceptualized by incorporating one or several factors of items, passages, themes, contents, and types of…

Lee, Guemin

288

The Influence of Several Factors on Reliability for Complex Reading Comprehension Tests.  

ERIC Educational Resources Information Center

Studied the effects of items, passages, contents, themes, and types of passages on the reliability and standard errors of measurement for complex reading comprehension tests using seven different generalizability theory models. Results suggest that passages and themes should be taken into account when evaluating the reliability of test scores for…

Lee, Guemin

2002-01-01

289

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

ERIC Educational Resources Information Center

This study reports an investigation on the effects of directed vocabulary and whole class instruction on improving students' vocabulary acquisition and reading comprehension. Fifty-eight seventh grade students participated in the study, and a pre-test/post-test experimental design was employed. The results did not indicate any statistically…

Horn, Mary; Feng, Jianhua

2012-01-01

290

Today's Students, Tomorrow's Citizens: Pathways for Learning, Language and Reading Comprehension. Alabama High School Graduation Exam.  

ERIC Educational Resources Information Center

This document is designed to assist classroom teachers in preparing students to complete successfully the "Alabama High School Graduation Exam" (AHSGE). The document describes the content for the language and reading comprehension portion of the AHSGE. The teaching strategies, activities, and resources contained in the document were developed to…

Alabama State Dept. of Education, Montgomery.

291

Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience  

ERIC Educational Resources Information Center

Schools with primarily indigenous and ethnic minorities in low socioeconomic areas have long been associated with low levels of achievement, particularly in literacy. This is true for New Zealand despite high levels of reading comprehension by international comparisons (e.g., PISA). Recent reviews of schooling improvement suggest small gains over…

Lai, Mei Kuin; McNaughton, Stuart; Amituanai-Toloa, Meaola; Turner, Rolf; Hsiao, Selena

2009-01-01

292

Biliteracy and Language Development in Samoan Bilingual Classrooms: The Effects of Increasing English Reading Comprehension  

ERIC Educational Resources Information Center

This article addresses an area of international concern, the need to enhance the development in reading comprehension for English Language Learners. We report results of an intervention to raise achievement in English (L2) in Samoan bilingual classrooms for 9-13 year old Samoan children. The general aim was to examine patterns of biliteracy and…

Toloa, Meaola; McNaughton, Stuart; Lai, Mei

2009-01-01

293

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

ERIC Educational Resources Information Center

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

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

2011-01-01

294

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

ERIC Educational Resources Information Center

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

Farvardin, Mohammad Taghi; Biria, Reza

2012-01-01

295

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

ERIC Educational Resources Information Center

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

Ferguson, Iyla

296

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

ERIC Educational Resources Information Center

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

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

2009-01-01

297

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

E-print Network

Springer Science+Business Media B.V. 2009 Abstract An embodied approach to reading comprehension suggests difficult by the necessity of focusing attention on decoding. Having children manip- ulate toys, namely having to provide a classroom full of children with manipulative. In this article, we demonstrate

Zhu, Xiaojin "Jerry"

298

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

ERIC Educational Resources Information Center

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

Markham, Paul; Peter, Lizette

2003-01-01

299

Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension  

ERIC Educational Resources Information Center

A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2 levels: decoding and oral language. English decoding measures included alphabetic knowledge and fluency. English oral language measures included…

Proctor, C. Patrick; Carlo, Maria; August, Diane; Snow, Catherine

2005-01-01

300

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

ERIC Educational Resources Information Center

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

Urakami, Jacqueline; Krems, Josef F.

2012-01-01

301

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

ERIC Educational Resources Information Center

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

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

2010-01-01

302

Reading Comprehension & Social Information Processing of Students with and without Learning Disabilities  

ERIC Educational Resources Information Center

Students with learning disabilities (LD) often struggle with reading comprehension (Shaywitz, 2003), even after attaining basic decoding skills. Similar proportions of students with LD have also been found to differ from their typical peers in some aspect of social adjustment (Kavale & Forness, 1996). Yet there is very little known about the…

Kessler, Michele Lynn

2009-01-01

303

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

ERIC Educational Resources Information Center

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

Cronin, Kathleen A.

2014-01-01

304

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

ERIC Educational Resources Information Center

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

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

2009-01-01

305

The Reading Process--The Relationship Between Word Recognition and Comprehension.  

ERIC Educational Resources Information Center

The purpose of this study was to determine the relationship between word recognition and comprehension achieved by second and fifth grade students when reading material at various levels of readability. A random sample of twenty-five second and twenty-five fifth graders, taken from three middle class schools, was administered a…

Hays, Warren S.

306

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

ERIC Educational Resources Information Center

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

Sridhar, Dheepa; Vaughn, Sharon

2000-01-01

307

Ameliorating the English Reading Comprehension of Spanish-Speaking ELLs through a Reciprocal Teaching Intervention  

ERIC Educational Resources Information Center

Through a single-subject multiple-baseline across-participants design, the present study examined the effects of Reciprocal Teaching (RT) instruction and Spanish use on the cognitive strategy use and English reading comprehension of four, 4th grade Spanish-speaking bilingual students that are "good" decoders but "poor"…

Ramos, Jose A.

2012-01-01

308

Reading Comprehension in First and Second Languages of Immersion and Francophone Students.  

ERIC Educational Resources Information Center

Studies on reading comprehension for bilingual students are reviewed to examine the importance of first-language mastery prior to second-language acquisition. Immersion program factors analyzed include automaticity, plateau effects, need for a variety of sociolinguistic settings, oral facility versus cognitive academic linguistic abilities, and…

Carey, Stephen T.

1987-01-01

309

Evaluating the Effectiveness of Writing on the Comprehension and Retention of Content Reading in Bilingual Students.  

ERIC Educational Resources Information Center

Two studies of integrated language instruction for students of English as a second language (ESL) are reported. The first had two objectives: to (1) investigate the effects of writing activities on the comprehension and retention of content area reading and (2) examine the relationship between the students' ability to select the main idea and…

Bermudez, Andrea B.; Prater, Doris L.

310

Reading Comprehension Instruction for Secondary Students: Challenges for Struggling Students and Teachers.  

ERIC Educational Resources Information Center

Specific difficulties for the secondary student with reading difficulties are described, followed by a literature review of most promising practices, including peer tutoring that incorporates comprehension strategy instruction and elaborative strategies in history and science classes. Research using "Inspiration" software to generate spatially…

Mastropieri, Margo A.; Scruggs, Thomas E.; Graetz, Janet E.

2003-01-01

311

ARE ELECTRONIC BOOKS EFFECTIVE IN TEACHING YOUNG CHILDREN READING AND COMPREHENSION?  

Microsoft Academic Search

Hardware and software technological devices are required by law under Title 111.4 of ADA to be available for special education students. This article reviews literature on the use of electronic books for teaching and learning including a brief explanation of ways digital integration can be accomplished. Using electronic books in conjunction with other pedagogical methods improves reading comprehension. The research

JAMILLAH M. A. GRANT

312

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

ERIC Educational Resources Information Center

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

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

2012-01-01

313

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

ERIC Educational Resources Information Center

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

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

2012-01-01

314

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

ERIC Educational Resources Information Center

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

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

2012-01-01

315

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

ERIC Educational Resources Information Center

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

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

2012-01-01

316

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

ERIC Educational Resources Information Center

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

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

2012-01-01

317

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

ERIC Educational Resources Information Center

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

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

2012-01-01

318

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

ERIC Educational Resources Information Center

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

Chen, Hsin-Yuan

2010-01-01

319

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

ERIC Educational Resources Information Center

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

Smolkin, Laura B.; Donovan, Carol A.

2003-01-01

320

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

ERIC Educational Resources Information Center

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

El-Koumy, Abdel Salam Abdel Khalek

2009-01-01

321

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

ERIC Educational Resources Information Center

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

Mason, Linda H.

2004-01-01

322

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

PubMed Central

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

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

2012-01-01

323

The Effectiveness of DIBELS Oral Reading Fluency for Predicting Reading Comprehension of High and Low-Income Students  

Microsoft Academic Search

Correlations and sequential analyses between performance on Dynamic Indicators of Basic Early Literacy Skills–Oral Reading Fluency (DORF) and reading achievement on the Stanford Achievement Test–Tenth Edition (SAT-10) during 2003–2004 were examined for high- and low-income children. Participants were 215 third graders, 112 above and 103 below proficiency benchmarks for DORF. For below benchmark students, DORF scores strongly predicted SAT-10 comprehension.

Timon M. Paleologos; Edna G. Brabham

2011-01-01

324

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

ERIC Educational Resources Information Center

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

Pirnay-Dummer, Pablo; Ifenthaler, Dirk

2011-01-01

325

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

ERIC Educational Resources Information Center

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

Duran, Erol

2013-01-01

326

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

ERIC Educational Resources Information Center

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

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

2007-01-01

327

A Comparison of the Effectiveness of Microcomputer and Workbook Instruction on Reading Comprehension Performance of High Incidence Handicapped Children.  

ERIC Educational Resources Information Center

This study compared the effectiveness of microcomputer and workbook instruction on silent reading comprehension performance of mild mentally retarded and learning disabled 11- to 13-year-olds. Effectiveness was measured by percentage of correct responses to reading comprehension questions and by observing subjects' attention to task behavior. (MBR)

Harper, Janice A.; Ewing, Norma J.

1986-01-01

328

Effects of a Computer-Assisted Concept Mapping Learning Strategy on EFL College Students' English Reading Comprehension  

ERIC Educational Resources Information Center

The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners' English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners' English reading comprehension? (2) did…

Liu, Pei-Lin; Chen, Chiu-Jung; Chang, Yu-Ju

2010-01-01

329

Beyond Talking about Books: Implications of the Reading Comprehension Instruction and Pedagogical Beliefs of a Special Educator Perceived as Effective  

ERIC Educational Resources Information Center

This investigation extends the study of the reading comprehension practices used with students with learning disabilities (LD) via a case study, exploring the beliefs and practices in reading comprehension of "Wendy," a cross-categorical special educator nominated as effective in her work with sixth-grade students. Wendy's practices serve as a…

Feiker Hollenbeck, Amy R.

2013-01-01

330

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

ERIC Educational Resources Information Center

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

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

2012-01-01

331

Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis  

Microsoft Academic Search

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

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

2009-01-01

332

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

ERIC Educational Resources Information Center

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

Mehrpour, Saeed; Rahimi, Mohammad

2010-01-01

333

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

ERIC Educational Resources Information Center

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

Pakulski, Lori A.; Kaderavek, Joan N.

2012-01-01

334

LOGICAL INFERENCE SKILLS IN ADULT READING COMPREHENSION: EFFECTS OF AGE AND FORMAL EDUCATION  

Microsoft Academic Search

This study applied knowledge about inference?making from the deductive reasoning literature to drawing of specific inferences from prose passages. It explored the effects of age, inference form, prior knowledge, and formal education on inferential comprehension skills in adult readers. Subjects were college?aged, middle?aged, and older adults with some college education and older adults with no college education. All subjects read

Bridget A. Franks

1998-01-01

335

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

Microsoft Academic Search

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

Margaret Semrud-Clikeman; Kimberly Glass

2008-01-01

336

Individual differences in children's memory and reading comprehension: An investigation of semantic and inhibitory deficits  

Microsoft Academic Search

Three experiments compared the verbal memory skills of children with poor reading comprehension with that of same-age good comprehenders. The aims were to determine if semantic and\\/or inhibitory deficits explained comprehenders’ problems on measures of verbal short-term memory and verbal working memory. In Experiment 1 there were no group differences on word- and number-based measures of short-term storage and no

Kate Cain

2006-01-01

337

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

ERIC Educational Resources Information Center

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

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

2013-01-01

338

The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001  

ERIC Educational Resources Information Center

Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply…

Hitchcock, John; Dimino, Joseph; Kurki, Anja; Wilkins, Chuck; Gersten, Russell

2011-01-01

339

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

PubMed Central

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

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

2012-01-01

340

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

PubMed

We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information-a centrality deficit (Miller and Keenan, Annals of Dyslexia 59:99-113, 2009). We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory. PMID:23054132

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

2013-04-01

341

Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities.  

PubMed

The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or below. One group was taught using a peer-mediated phonological skill program, Linguistics Skills Training (LST), and a peer-mediated reading comprehension program, Peer Assisted Learning Strategies (PALS). The contrast group was taught in the more traditional whole-class format using a widely implemented remedial reading program. The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter-Word Identification, Word Attack, and Passage Comprehension using the Woodcock-Johnson Test of Achievement-III. Furthermore, large effect sizes for growth were found on Letter-Word Identification, Word Attack, and Passage Comprehension for the LST/PALS treatment group. No differences were found between conditions for reading fluency. Findings are discussed in regard to instruction delivery format (peer tutoring vs. whole class) with respect to best practices for middle school students with reading disabilities. PMID:16329443

Calhoon, Mary Beth

2005-01-01

342

Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of research.  

PubMed

Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks. PMID:15493233

Kim, Ae-Hwa; Vaughn, Sharon; Wanzek, Jeanne; Wei, Shangjin

2004-01-01

343

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

PubMed Central

Background A growing body of evidence suggests that meditative training enhances perception and cognition. In Japan, the Park-Sasaki method of speed-reading involves organized visual training while forming both a relaxed and concentrated state of mind, as in meditation. The present study examined relationships between reading speed, sentence comprehension, and eye movements while reading short Japanese novels. In addition to normal untrained readers, three middle-level trainees and one high-level expert on this method were included for the two case studies. Methodology/Principal Findings In Study 1, three of 17 participants were middle-level trainees on the speed-reading method. Immediately after reading each story once on a computer monitor, participants answered true or false questions regarding the content of the novel. Eye movements while reading were recorded using an eye-tracking system. Results revealed higher reading speed and lower comprehension scores in the trainees than in the untrained participants. Furthermore, eye-tracking data by untrained participants revealed multiple correlations between reading speed, accuracy and eye-movement measures, with faster readers showing shorter fixation durations and larger saccades in X than slower readers. In Study 2, participants included a high-level expert and 14 untrained students. The expert showed higher reading speed and statistically comparable, although numerically lower, comprehension scores compared with the untrained participants. During test sessions this expert moved her eyes along a nearly straight horizontal line as a first pass, without moving her eyes over the whole sentence display as did the untrained students. Conclusions/Significance In addition to revealing correlations between speed, comprehension and eye movements in reading Japanese contemporary novels by untrained readers, we describe cases of speed-reading trainees regarding relationships between these variables. The trainees overall tended to show poor performance influenced by the speed-accuracy trade-off, although this trade-off may be reduced in the case of at least one high-level expert. PMID:22590519

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

2012-01-01

344

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

ERIC Educational Resources Information Center

A study examined the achievement scores of second graders by race and sex on several measures of language competence. Achievement was measured in paradigmatic language, reading comprehension, sight vocabulary and listening comprehension. Subjects were 157 second graders in a large elementary school in a rural county in Georgia; one-third of the…

Dwyer, Edward J.

1980-01-01

345

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

ERIC Educational Resources Information Center

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

Ray, Roger D.; Belden, Noelle

2007-01-01

346

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

ERIC Educational Resources Information Center

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

Alonzo, Julie; Liu, Kimy; Tindal, Gerald

2007-01-01

347

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

ERIC Educational Resources Information Center

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

Johnson, Diane D.

2011-01-01

348

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

Microsoft Academic Search

The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze the constructs simultaneously to test whether each is a unique predictor. Latent variables from 483 participants (ages

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

2012-01-01

349

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

ERIC Educational Resources Information Center

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

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

2014-01-01

350

Teaching Comprehension through Literature: A Teacher-Research Project To Develop Fifth Graders' Reading Strategies and Motivation.  

ERIC Educational Resources Information Center

Describes a year-long teacher action-research study involving fifth graders that used trade books to teach students various reading-comprehension strategies. Finds that students retained and transferred strategy learning to other texts and contexts; valued reading more and reported reading more; and demonstrated enhanced appreciation for books and…

Baumann, James F.; Hooten, Helene; White, Patricia

1999-01-01

351

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

PubMed

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

Castles, Anne; Crichton, Alison; Prior, Margot

2010-01-01

352

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

Microsoft Academic Search

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

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

2006-01-01

353

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

E-print Network

Skills [DIBELS], Good & Kiminski, 2002; Texas Primary Reading Inventory [TPRI], University of Texas System & Texas Education Agency, 2006) do not provide subtests that would enable the identification of an intra-individual unexpected underachievement...) is administered individually and has a subtest for listening comprehension that is separate from the subtest for passage (i.e., reading) comprehension. However, to purchase the WJ-III DRB, the user must meet and document appropriate qualifications (Riverside...

Carreker, Suzanne 1954-

2012-07-11

354

Evaluation of course-specific comprehension instruction designed to facilitate application of reading skill to a content-area textbook  

Microsoft Academic Search

This study investigated whether comprehension instruction that incorporates domain knowledge and strategy knowledge in combination facilitates the application of reading skill to content-area textbook reading. The study followed a mixed-method design with a student protocol comprehension score determined by measuring student discussions of ideas in biology text against verbal protocols. Verbal protocols were constructions of top-level content structure adapted from

Judith Pokras

2000-01-01

355

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

PubMed Central

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

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

2012-01-01

356

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

PubMed

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

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

2012-01-01

357

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

Microsoft Academic Search

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

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

358

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

PubMed Central

Some people are better readers than others, and this variation in comprehension ability is predicted by measures of working memory capacity (WMC). The primary goal of this study was to investigate the mediating role of mind wandering experiences in the association between WMC and normal individual differences in reading comprehension, as predicted by the executive-attention theory of WMC (e.g., Engle & Kane, 2004). We used a latent-variable, structural-equation-model approach, testing skilled adult readers on three WMC span tasks, seven varied reading comprehension tasks, and three attention-control tasks. Mind wandering was assessed using experimenter-scheduled thought probes during four different tasks (two reading, two attention-control tasks). The results support the executive-attention theory of WMC. Mind wandering across the four tasks loaded onto a single latent factor, reflecting a stable individual difference. Most importantly, mind wandering was a significant mediator in the relationship between WMC and reading comprehension, suggesting that the WMC-comprehension correlation is driven, in part, by attention control over intruding thoughts. We discuss implications for theories of WMC, attention control, and reading comprehension. PMID:21875246

McVay, Jennifer C.; Kane, Michael J.

2012-01-01

359

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

NASA Astrophysics Data System (ADS)

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

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

2014-03-01

360

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

ERIC Educational Resources Information Center

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

Wanat, Stanley F., Ed.

361

Effects of a Student-Reads-Aloud Accommodation on the Performance of Students with and without Learning Disabilities on a Test of Reading Comprehension  

ERIC Educational Resources Information Center

In this study, we investigated the impact of a student-reads-aloud accommodation on the performance of middle school and high school students with and without learning disabilities (LD) on a test of reading comprehension. Data for the analyses came from 311 students (n = 230 with LD) who took alternate forms of a reading test in a standard and an…

Elbaum, Batya; Arguelles, Maria Elena; Campbell, Yvonne; Saleh, Maya Bardawil

2004-01-01

362

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

Microsoft Academic Search

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

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

2011-01-01

363

A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students  

ERIC Educational Resources Information Center

This preliminary investigation examined the effects of a computerized supplemental reading program on the oral reading fluency, reading growth rates, and comprehension of 8 African American first graders. Participants were selected for this study according to scores within risk categories on the Dynamic Indicators of Basic Early Literacy Skills…

Gibson, Lenwood; Cartledge, Gwendolyn; Keyes, Starr E.

2011-01-01

364

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

E-print Network

Reading is a complex process involving numerous skills and abilities contributing to acquiring meaning from text. Individuals without the requisite reading skills will have difficulty not only in school but throughout their ...

Schuster, Jonathan

2012-05-31

365

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

ERIC Educational Resources Information Center

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

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

2010-01-01

366

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

ERIC Educational Resources Information Center

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

García, J. Ricardo; Cain, Kate

2014-01-01

367

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

ERIC Educational Resources Information Center

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

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

2013-01-01

368

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

ERIC Educational Resources Information Center

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

Bethune, Keri S.; Wood,Charles L.

2013-01-01

369

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

ERIC Educational Resources Information Center

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

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

2004-01-01

370

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

ERIC Educational Resources Information Center

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

Norbury, Courtenay; Nation, Kate

2011-01-01

371

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

Microsoft Academic Search

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

Rebecca Isbell; Joseph Sobol; Liane Lindauer; April Lowrance

2004-01-01

372

Children with Reading Disability Show Brain Differences in Effective Connectivity for Visual, but Not Auditory Word Comprehension  

Microsoft Academic Search

BackgroundPrevious literature suggests that those with reading disability (RD) have more pronounced deficits during semantic processing in reading as compared to listening comprehension. This discrepancy has been supported by recent neuroimaging studies showing abnormal activity in RD during semantic processing in the visual but not in the auditory modality. Whether effective connectivity between brain regions in RD could also show

Li Liu; Amit Vira; Emma Friedman; Jennifer Minas; Donald Bolger; Tali Bitan; James Booth; Olaf Sporns

2010-01-01

373

A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension  

Microsoft Academic Search

This research introduced mobile devices into an intensive reading course and allowed functions that are usually found only in the language laboratory to be easily and flexibly utilized in the general classroom. To enhance and improve the reading comprehension of English as a foreign language (EFL) readers, a computer-assisted-language-learning (CALL) system for use on PDAs, integrating an instant translation mode,

Chih-Kai Chang; Ching-Kun Hsu

2011-01-01

374

A Mobile-Assisted Synchronously Collaborative Translation-Annotation System for English as a Foreign Language (EFL) Reading Comprehension  

ERIC Educational Resources Information Center

This research introduced mobile devices into an intensive reading course and allowed functions that are usually found only in the language laboratory to be easily and flexibly utilized in the general classroom. To enhance and improve the reading comprehension of English as a foreign language (EFL) readers, a computer-assisted-language-learning…

Chang, Chih-Kai; Hsu, Ching-Kun

2011-01-01

375

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

PubMed Central

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

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

2013-01-01

376

Toward Modeling Reading Comprehension and Reading Fluency in English Language Learners  

ERIC Educational Resources Information Center

This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs), using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal…

Yaghoub Zadeh, Zohreh; Farnia, Fataneh; Geva, Esther

2012-01-01

377

Oral Reading Fluency and Prediction of Reading Comprehension in African American and Caucasian Elementary School Children.  

ERIC Educational Resources Information Center

Examines the differential predictive bias of curriculum-based measurement (CBM) in reading across African American and Caucasian students. Results of this study suggest that CBM continues to appear to be a sensitive form of direct reading assessment in the local curriculum for both African American and Caucasian elementary-age students. (Contains…

Hintze, John M.; Callahan, James E., III; Matthews, William J.; Williams, Stacy A.S.; Tobin, Kevin G.

2002-01-01

378

A Longitudinal Investigation of Early Reading and Language Skills in Children with Poor Reading Comprehension  

ERIC Educational Resources Information Center

Background: Poor comprehenders have difficulty comprehending connected text, despite having age-appropriate levels of reading accuracy and fluency. We used a longitudinal design to examine earlier reading and language skills in children identified as poor comprehenders in mid-childhood. Method: Two hundred and forty-two children began the study at…

Nation, Kate; Cocksey, Joanne; Taylor, Jo S. H.; Bishop, Dorothy V. M.

2010-01-01

379

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

ERIC Educational Resources Information Center

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

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

2011-01-01

380

Toward modeling reading comprehension and reading fluency in English language learners  

Microsoft Academic Search

This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs),\\u000a using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness\\u000a and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal data from 308 ELLs from different\\u000a linguistic backgrounds were

Zohreh Yaghoub Zadeh; Fataneh Farnia; Esther Geva

381

Writing quality, reading skills, and domain knowledge as factors in text comprehension.  

PubMed

Subjects listened to and recalled three passages. Each subject was also given a general reading comprehension test. The passages were presented either in such a way that subjects could use their general knowledge to help understand them, or in such a way that no specific world knowledge seemed applicable. This was achieved by giving the passages a helpful title, versus no title or an unhelpful title. The passages were written in two different versions, preserving their content but varying their style. In one version, the language was as helpful as we could make it in signalling to the listener discourse importance, while in the other version the language was as unhelpful as we could make it while still writing an English text. All three factors--domain knowledge, writing style, and skill--significantly affected reproductive recall, and there were no interactions between these factors. However, while good writing was sufficient to improve the reproduction of the texts, an analysis of the recall elaborations subjects made revealed that the correctness of their elaborations depended strongly on the availability of appropriate domain knowledge. Thus, good writing and domain knowledge are not simply substitutable, but affect comprehension in somewhat different ways. PMID:8364534

Moravcsik, J E; Kintsch, W

1993-06-01

382

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

PubMed Central

The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between measures of fluency and comprehension. Oral reading fluency (ORF) on passages was more strongly related to reading comprehension than ORF on word lists. A group-administered silent reading sentence verification test approximated the classification accuracy of individually administered ORF passages. The correlation between a maze task and comprehension was weaker than has been reported for elementary students. The best predictor of a high-stakes reading comprehension test was the previous year’s administration of the grade-appropriate test; fluency and verbal knowledge measures accounted for only small amounts of unique variance beyond that accounted for by the previous year’s administration. PMID:21637727

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

2011-01-01

383

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

Microsoft Academic Search

The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word\\u000a reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills.\\u000a It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent\\u000a contributions to reading

Deborah A. Goff; Chris Pratt; Ben Ong

2005-01-01

384

How a Learner Self-Regulates Reading Comprehension: A Case Study for Graduate Level Reading  

ERIC Educational Resources Information Center

The purpose of this study is to examine how a learner self-regulates learning while reading an academic text. In particular, the aim is not to generalize self-regulatory processes for any learning task, but to have an overall idea about how a learner self-regulates. In particular, Pintrich's SRL (self-regulated learning) model is used to find out…

Fadlelmula, Fatma Kayan; Ozgeldi, Meric

2010-01-01

385

Lexical Inference in L2: Predictive Roles of Vocabulary Knowledge and Reading Skill beyond Reading Comprehension  

ERIC Educational Resources Information Center

The current study examined the predictive roles of L2 vocabulary knowledge and L2 word reading skills in explaining individual differences in lexical inferencing in the L2. Participants were 53 Israeli high school students who emigrated from the former Soviet Union, and spoke Russian as an L1 and Hebrew as an L2. L2 vocabulary knowledge and…

Prior, Anat; Goldina, Anna; Shany, Michal; Geva, Esther; Katzir, Tami

2014-01-01

386

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

ERIC Educational Resources Information Center

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

Chan, Eveline; Unsworth, Len

2011-01-01

387

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

ERIC Educational Resources Information Center

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

Pearce, Lee R.; Gayle, Richard

2009-01-01

388

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

E-print Network

of Psychology, University of Dundee, UK a r t i c l e i n f o Article history: Received 25 December 2012 Revised battery, we found that the previously observed association of working memory with comprehension is likely significant predictor of comprehension performance in our task out of a battery of 24 skill measures

389

Age-Related Changes in Reading Comprehension: An Individual-Differences Perspective  

Microsoft Academic Search

In this study, the authors show that Hannon and Daneman's (2001, Journal of Educational Psychology, 93, 103–128) component processes task can be used to investigate individual differences in older readers' comprehension performance, and to determine which components of comprehension are most susceptible to declines with normal aging. Results revealed that the ability to remember new text information, to make inferences

Brenda Hannon; Meredyth Daneman

2009-01-01

390

List Comprehensions and Simulations 1 List Comprehensions  

E-print Network

and Simulations 1 List Comprehensions examples in the Python shell zipping, filtering, and reducing 2 Monte CarloList Comprehensions and Simulations 1 List Comprehensions examples in the Python shell zipping, filtering, and reducing 2 Monte Carlo Simulations testing the normal distribution the Mean Time Between

Verschelde, Jan

391

Emotion Inferences During Reading Comprehension: What Evidence Can the Self-Pace Reading Paradigm Provide?  

Microsoft Academic Search

This paper provides an explanation for the nonspecificity of emotion inferences found in previous research [e.g., Language and Cognitive Processes, 19(5), 613–638, 2004]. We first demonstrate that behavioral components of emotions, as opposed to emotions per se, are better markers of readers' mental representations of the main character's affective status. We also suggest that in a self-paced reading paradigm, when

Pascal Gygax; Isabelle Tapiero; Emanuelle Carruzzo

2007-01-01

392

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

ERIC Educational Resources Information Center

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

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

2010-01-01

393

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

PubMed Central

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

Berninger, Virginia W.; Abbott, Robert D.

2011-01-01

394

Comprehensive Ocean Drilling  

E-print Network

Comprehensive Ocean Drilling Bibliography containing citations related to the Deep Sea Drilling Project, Ocean Drilling Program, Integrated Ocean Drilling Program, and International Ocean Discovery Program Last updated: May 2014 #12;Comprehensive Bibliography Comprehensive Ocean Drilling Bibliography

395

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

PubMed

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

Melby-Lervåg, Monica; Lervåg, Arne

2014-03-01

396

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

ERIC Educational Resources Information Center

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

Li, C.-H.

2014-01-01

397

The effect of background music on mood and reading comprehension performance of at-risk college freshmen  

Microsoft Academic Search

This research studied the effect of background music on mood and the learning of reading comprehension performance of at-risk college freshmen. The study investigated (the slower movements) of baroque music, new age music and standard lab background noise on a relaxed\\/non-relaxed mood state to determine if there was a difference in the retention of information read as measured by the

Michael David Oliver

1996-01-01

398

Influence of Prior Knowledge and Interest on Fourth- and Fifth-Grade Passage Comprehension on the Qualitative Reading Inventory-4  

ERIC Educational Resources Information Center

Purpose: In 2 experiments, we examined the influence of prior knowledge and interest on 4th- and 5th-grade students' passage comprehension scores on the Qualitative Reading Inventory-4 (QRI-4) and 2 experimenter constructed passages. Method: In Experiment 1, 4th- and 5th-grade students were administered 4 Level 4 passages or 4 Level 5…

Clark, Mary Kristen; Kamhi, Alan G.

2014-01-01

399

The Effect of Experiences with Animals on the Reading Comprehension Skills of Students in the Seventh Grade  

ERIC Educational Resources Information Center

The Problem: The study examined the difference that animal interactions had on the reading comprehension growth skills of students in the seventh grade. Method: A quasiexperimental study was conducted with two seventh-grade classes at William Howard Taft Middle School. One class received daily 20-minute animal interaction experiences for 5 days.…

Petersen, Annie

2008-01-01

400

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

ERIC Educational Resources Information Center

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

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

2013-01-01

401

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

ERIC Educational Resources Information Center

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

Dwyer, Edward J.

1980-01-01

402

Cognitive Diagnostic Assessment of L2 Reading Comprehension Ability: Validity Arguments for Fusion Model Application to "Languedge" Assessment  

ERIC Educational Resources Information Center

With recent statistical advances in cognitive diagnostic assessment (CDA), the CDA approach has been increasingly applied to non-diagnostic tests partly to meet accountability demands for student achievement. The study aimed to evaluate critically the validity of the CDA application to an existing non-diagnostic L2 reading comprehension test and…

Jang, Eunice Eunhee

2009-01-01

403

The Effect on Reading Comprehension of Matching Syntax in Written Materials to Syntax in Preschool Children's Level of Language Acquisition.  

ERIC Educational Resources Information Center

This study investigated the effect on the reading comprehension of preschool children of matching syntactic patterns in written materials to patterns in their level of language acquisition. It also examined whether a language experience method or a prescribed vocabulary method had different effects on the results. Eighty randomly selected subjects…

Merryman, Milisande Louise

404

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

ERIC Educational Resources Information Center

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

Mokhtari, Kouider; Thompson, H. Brian

2006-01-01

405

School-Based Teacher Professional Development to Transform the Teaching of Reading Comprehension: An Irish Case Study  

ERIC Educational Resources Information Center

Despite recent research indicating that students require explicit teaching in the key reading skill of comprehension in order to become successful readers, a significant gap in the research relates to teacher professional development (PD) in the area. A recent Irish study used gathered survey data to create a year-long PD programme for teachers in…

Concannon-Gibney, Tara; Murphy, Brian

2012-01-01

406

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

Microsoft Academic Search

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

Emine Türk; Gülcan Erçetin

2012-01-01

407

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

ERIC Educational Resources Information Center

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

Rush, R. Timothy; Milburn, James L.

408

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

PubMed Central

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

Tine, Michele

2014-01-01

409

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

ERIC Educational Resources Information Center

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

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

2012-01-01

410

Enhancement of Automatization through Vocabulary Learning Using CALL: Can Prompt Language Processing Lead to Better Comprehension in L2 Reading?  

ERIC Educational Resources Information Center

Our study aims to optimize a multimedia application for vocabulary learning for English as a Foreign Language (EFL). Our study is based on the concept that difficulty in reading a text in a second language is due to the need for more working memory for word decoding skills, although the working memory must also be used for text comprehension

Sato, Takeshi; Matsunuma, Mitsuyasu; Suzuki, Akio

2013-01-01

411

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

ERIC Educational Resources Information Center

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

Berkant, Hasan Guner

2009-01-01

412

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

ERIC Educational Resources Information Center

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

Diaz, Ivan

2010-01-01

413

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

ERIC Educational Resources Information Center

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

Chen, I-Jung; Yen, Jung-Chuan

2013-01-01

414

Teaching Reading Comprehension and Language Skills to Students with Autism Spectrum Disorders and Developmental Disabilities Using Direct Instruction  

ERIC Educational Resources Information Center

There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…

Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan

2013-01-01

415

Science Learning: A Path Analysis of Its Links with Reading Comprehension, Question-Asking in Class and Science Achievement  

ERIC Educational Resources Information Center

The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires…

Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

2014-01-01

416

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

ERIC Educational Resources Information Center

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

Lervag, Arne; Aukrust, Vibeke Grover

2010-01-01

417

Reading Development Electrified: Semantic and Syntactic Integration during Sentence Comprehension in School-Age Children and Young Adults  

ERIC Educational Resources Information Center

Adults are able to access semantic and syntactic information rapidly as they hear or read in real-time in order to interpret sentences. Young children, on the other hand, tend to rely on syntactically-based parsing routines, adopting the first noun as the agent of a sentence regardless of plausibility, at least during oral comprehension. Little is…

VanDyke, Justine M.

2011-01-01

418

Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners  

E-print Network

This study compared the oral language development, vocabulary, and comprehension of English language learners (ELLs) in second grade who were participating in a five-year longitudinal study, Project English Language and Literacy Acquisition (Project...

Cruz de Quiros, Ana Migdalia

2008-10-10

419

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

ERIC Educational Resources Information Center

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

Gottardo, Alexandra; Mueller, Julie

2009-01-01

420

The relationship between reading comprehension skill assessment methods and academic success for first semester students in a selected Bachelor of Science in Nursing program in Texas  

E-print Network

This retrospective descriptive study addressed the relationship between reading comprehension skills as measured by the Nelson-Denny Reading Test and the Nurse Entrance Test and indices of academic success (i.e., grade point average of prerequisite...

Cook, Jennifer D. M.

2007-04-25

421

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

ERIC Educational Resources Information Center

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

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

2014-01-01

422

Exploring Factors that Affect the Accessibility of Reading Comprehension Assessments for Students with Disabilities: A Study of Segmented Text. CRESST Report 746  

ERIC Educational Resources Information Center

This study sought to explore factors that affect the accessibility of reading comprehension assessments for students with disabilities. The study consisted of testing students using reading comprehension passages that were broken down into shorter "segments" or "chunks." The results of the segmenting study indicated that: (a) segmenting did not…

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

2008-01-01

423

Paraphrasing: An Effective Comprehension Strategy  

ERIC Educational Resources Information Center

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

Kletzien, Sharon B.

2009-01-01

424

Similarity-Based Interference During Language Comprehension: Evidence from Eye Tracking During Reading  

PubMed Central

The nature of working memory operation during complex sentence comprehension was studied using eye-tracking methodology. Readers had difficulty when the syntax of a sentence required them to hold two similar noun phrases (NPs) in working memory before syntactically and semantically integrating either of the NPs with a verb. In sentence structures that placed these NPs at the same linear distances from one another but allowed integration with a verb for one of the NPs, the comprehension difficulty was not seen. These results are interpreted as indicating that similarity-based interference occurs online during the comprehension of complex sentences and that the degree of memory accessibility conventionally associated with different types of NPs does not have a strong effect on sentence processing. PMID:17087585

Gordon, Peter C.; Hendrick, Randall; Johnson, Marcus; Lee, Yoonhyoung

2006-01-01

425

On the importance of listening comprehension.  

PubMed

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

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

2014-06-01

426

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

PubMed Central

Background The literature suggests that a complex relationship exists between the three main skills involved in reading comprehension (decoding, listening comprehension and vocabulary) and that this relationship depends on at least three other factors orthographic transparency, children’s grade level and socioeconomic status (SES). This study investigated the relative contribution of the predictors of reading comprehension in a longitudinal design (from beginning to end of the first grade) in 394 French children from low SES families. Methodology/Principal findings Reading comprehension was measured at the end of the first grade using two tasks one with short utterances and one with a medium length narrative text. Accuracy in listening comprehension and vocabulary, and fluency of decoding skills, were measured at the beginning and end of the first grade. Accuracy in decoding skills was measured only at the beginning. Regression analyses showed that listening comprehension and decoding skills (accuracy and fluency) always significantly predicted reading comprehension. The contribution of decoding was greater when reading comprehension was assessed via the task using short utterances. Between the two assessments, the contribution of vocabulary, and of decoding skills especially, increased, while that of listening comprehension remained unchanged. Conclusion/Significance These results challenge the ‘simple view of reading’. They also have educational implications, since they show that it is possible to assess decoding and reading comprehension very early on in an orthography (i.e., French), which is less deep than the English one even in low SES children. These assessments, associated with those of listening comprehension and vocabulary, may allow early identification of children at risk for reading difficulty, and to set up early remedial training, which is the most effective, for them. PMID:24250802

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

2013-01-01

427

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

Microsoft Academic Search

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

Veslemøy Rydland; Vibeke Grøver Aukrust; Helene Fulland

428

Linking Reading Comprehension Instruction to Language Development for Language-Minority Students. Center for the Study of Reading Technical Report No. 603.  

ERIC Educational Resources Information Center

This report explores the use of reading comprehension instruction as a gateway for developing oral-language proficiency in language-minority students. Based on classroom observations, analyses of videotapes of literacy teaching sessions, conversations with teachers and administrators, and analyses of teaching demonstration lessons, six…

Anderson, Valerie; Roit, Marsha

429

Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults with Autism and Intellectual Disability  

ERIC Educational Resources Information Center

Reread-Adapt and Answer-Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three…

Hua, Youjia; Hendrickson, Jo M.; Therrien, William J.; Woods-Groves, Suzanne; Ries, Pamela S.; Shaw, Julia J.

2012-01-01

430

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

ERIC Educational Resources Information Center

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

Poulsen, Mads; Elbro, Carsten

2013-01-01

431

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

ERIC Educational Resources Information Center

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

Rokicki, Anne L.

432

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

ERIC Educational Resources Information Center

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

Alptekin, Cem; Ercetin, Gulcan

2009-01-01

433

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

ERIC Educational Resources Information Center

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

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

2010-01-01

434

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

ERIC Educational Resources Information Center

We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for…

Guthrie, John T.; Klauda, Susan Lutz

2014-01-01

435

The Effects of Different Post-Reading Instructional Procedures on Comprehension Responses to Three Sonnets.  

ERIC Educational Resources Information Center

This study examined the effects of two instructional practices on cognitive response to three sonnets at the sense level of comprehension. The subjects were twelfth grade students in an elective English program who had not had work in poetry that year before the experiment. One teaching method dealt with morphological, lexical, and syntactical…

Winch, Gordon Clappison

436

Effects of Document Simplification on the Reading Comprehension of the Elderly  

Microsoft Academic Search

Good and poor readers (aged 60+) were tested on three versions of documents describing social services—the original document, a version simplified by a readability formula, and a version simplified ‘subjectively’ by skilled writers. Results indicate that in only one of the four documents (the longest one) was comprehension improved by subjective rewriting; simplification by readability formula had no effect on

Sean A. Walmsley; Kathleen M. Scott; Richard Lehrer

1981-01-01

437

Register, Cohesion, and Cross-Cultural Reading Comprehension. Technical Report No. 220.  

ERIC Educational Resources Information Center

Noting that register and cohesion are two concepts that define a text, this paper describes register as the variety of language that is appropriate for the situation of the speech event and cohesion as the semantic relations in a text that make it coherent. The first part of the paper discusses three cross-cultural studies of comprehension

Steffensen, Margaret S.

438

Effects of Note-Taking Training on Reading Comprehension and Recall  

ERIC Educational Resources Information Center

The present study examined the process and product effects of note-taking strategy training on Iranian EFL learners' comprehension and retention of written material, with gender as a moderating variable. Intermediate undergraduate EFL learners (N = 108) were assigned to experimental and control groups. The Experimental (intervention) Group…

Rahmani, Mina; Sadeghi, Karim

2011-01-01

439

The Effects of Multimedia Annotation and Summary Writing on Taiwanese EFL Students' Reading Comprehension  

ERIC Educational Resources Information Center

The present study investigates the effects of multimedia annotation through the discourse scheme and summary writing through the grounding theory (Chang, 1997) on text comprehension. Specifically, the study focuses on examining the influences of multimedia annotation from a special perspective, namely, the use of modified discourse scheme to…

Huang, Wen-Chi

2014-01-01

440

Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self-Efficacy, and Engagement in Middle School Students with Different Language Backgrounds  

ERIC Educational Resources Information Center

The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their…

Barber, Ana Taboada; Buehl, Michelle M.; Kidd, Julie K.; Sturtevant, Elizabeth G.; Nuland, Leila Richey; Beck, Jori

2015-01-01

441

Does Meaning Matter For Reading Achievement? Untangling the Role of Phonological Recoding and Morphological Awareness in Predicting Word Decoding, Reading Vocabulary, and Reading Comprehension Achievement for Spanish-Speaking English Language Learners  

Microsoft Academic Search

This study examined the unique contributions of morphological awareness and phonological recoding to word decoding, reading comprehension, and reading vocabulary for 197 Spanish-speaking English language learners enrolled in the fifth grade. The study also explored the contribution of phonological recoding, measured by accuracy on a pseudo-word decoding task, to the prediction of the same components of reading achievement. Specifically the

Amanda P. Goodwin

2010-01-01

442

Social and cognitive factors influencing the reading comprehension of Arab students learning Hebrew as a second language in Israel  

Microsoft Academic Search

This study investigated the relationship of the attitudes and cultural background of Arab students in Israel to their reading comprehension of stories from Jewish and Arab culture. Participants were 74 eighth-grade Arab students (age 14-15 years) from Israel, learning Hebrew as a second language (L2). An attitude question- naire, stories from Arab and Jewish culture and multiple-choice questions about each

Salim Abu-Rabia

1998-01-01

443

Telegraphic prose: The effects of a subjective deletion scheme on the comprehension and reading rate of blind and sighted students.  

E-print Network

comprehension, reading rate, and reading time for blind and sighted Ss. The procedure for the study involved two phases. In Phase I, Ss were asked to rank the words within each sentence of a prose passage in relation to their relative importance... in communicating the intended meaning of the sentence. A total of 144 sighted Ss and 24 blind Ss participated in Phase I. In Phase II, the prose passage was reconstructed at three reduction levels (10, 30, and 50 percent) on the basis of the data collected from...

Sheffield, Carol Ann

2012-06-07

444

Washington County Comprehensive plan  

E-print Network

Washington County Comprehensive plan October 2010 #12;This page is intentionally blank. #12;Table of ConTenTs #12;ii Washington County Comprehensive plan · 2010 #12;iii Table of ConTenTs Table of Con Washington County Comprehensive plan · 2010 4. makIng The Case for PlannIng 17 Collective vs. Individual

445

Does Monitoring Event Changes Improve Comprehension?  

ERIC Educational Resources Information Center

During narrative comprehension, reading times increase for changes in time, space, characters, goals, and causation. This study examined the extent to which instructional manipulations modify dimension monitoring during reading and whether this affects comprehension. Sixty-seven participants read three narratives (pretest). Half of the…

Bohn-Gettler, Catherine M.

2014-01-01

446

A Critical Examination of the Effects of Colored Paper on the Academic Achievement of Fourth Graders in Reading Comprehension and Vocabulary  

ERIC Educational Resources Information Center

Reading is a learned skill needed for life. It requires cognitive processing increasing with practice. This study examined the use of colored paper for comprehension and vocabulary assessments given to fifty-one fourth graders for the purpose of increasing test scores. All fourth grade students received weekly comprehension and vocabulary…

Duggan, Mauna Sue

2009-01-01

447

Examining the Technical Adequacy of Second-Grade Reading Comprehension Measures in a Progress Monitoring Assessment System. Technical Report # 08-08  

ERIC Educational Resources Information Center

This technical report describes the development of reading comprehension assessments designed for use as progress monitoring measures appropriate for 2nd Grade students. The creation, piloting, and technical adequacy of the measures are presented. The following are appended: (1) Item Specifications for MC [Multiple Choice] Comprehension - Passage…

Alonzo, Julie; Liu, Kimy; Tindal, Gerald

2008-01-01

448

The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language  

ERIC Educational Resources Information Center

The study examined the role of oral language skills in reading comprehension and listening comprehension levels of 125 monolingual (L1) and bilingual (L2) English-speaking learners (M = 121.5 months, SD = 4.65) in England. All testing was conducted in English. The L1 learners outperformed their L2 peers on the measures of oral language and text…

Babayigit, Selma

2014-01-01

449

Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1980 (Vol. 40 Nos. 7 through 12).  

ERIC Educational Resources Information Center

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 23 titles deal with a variety of topics, including the following: (1) the effects on reading comprehension of a number of reader-related factors, including lookback during studying, oral versus silent reading modes, reading

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

450

Comprehension in "hyperlexic" readers.  

PubMed

Mentally retarded children who can read aloud written words better than one would expect from their Mental Age are often called hyperlexic. The reading comprehension thought to be impaired in such children was investigated in four experiments. Mentally retarded advanced decoders, including autistic and nonautistic children, were compared with younger nonretarded children matched for Mental Age and Reading Age. Experiment 1 established that mildly mentally retarded readers could match sentences to pictures as well as could be expected from their verbal ability. This was the same whether they read the sentences or heard them. Experiment 2 demonstrated that only the more able retarded subjects, but not the less able ones, used sentence context in a normal way in order to pronounce homographs. Experiments 3 and 4 showed that these same more able children could extract meaning at both sentence and story level, and their performance was indistinguishable from that of normal controls. Hence, it is doubtful whether these advanced decoders should be called hyperlexic. In contrast, the readers of relatively low verbal ability performed much worse than their normal controls. Although they could be induced under certain conditions to read sentence-by-sentence rather than word-by-word, they did not do so spontaneously. Furthermore, they did not make use of already existing general knowledge in order to answer questions about the stories they had read. The ability to comprehend in terms of large units of meaning seems to be specifically impaired in these low verbal ability fluent readers. We suggest that it is this impairment that marks true hyperlexia. Since there were no differences between autistic and nonautistic readers on any of our tasks, we conclude that hyperlexia is not an autism-specific phenomenon. PMID:3806010

Snowling, M; Frith, U

1986-12-01

451

USF -A COMPREHENSIVE RESEARCHUNIVERSITY  

E-print Network

thoughtful, active, productive and compassionate citizens. The University provides to all undergraduates as exemplary scholars. As a comprehensive research university, USF is dedicated to the discovery of new

Lajeunesse, Marc J.

452

An Introspective Study of Arabic- and Mandarin-Speakers' Reading Comprehension Strategies  

ERIC Educational Resources Information Center

Little L2 reading strategy research has explored the effect of linguistic and cross-cultural differences on strategic reading habits. This study attempted to fill this void by examining the reading strategies that Arabic- and Mandarin-speaking immigrants employed when reading and answering Canadian Language Benchmarks Assessment reading

Abbott, Marilyn

2010-01-01

453

Teaching Language Through Comprehension.  

ERIC Educational Resources Information Center

In the comprehension approach to second language instruction, the major procedure is to provide students with comprehensible input, which it is the students' responsibility to understand. The aim is to encourage nucleation of the target language, that is the crystallization of the rule system. Teaching procedures focus on strategies for implicit…

Winitz, Harris; And Others

454

Spectrum of Physics Comprehension  

ERIC Educational Resources Information Center

The paper presents the results of research on the relationship between self-assessed comprehension of physics lectures and final grades of junior high school students (aged 13-15), high school students (aged 16-18) and physics students at the Pedagogical University of Cracow, Poland (aged 21). Students' declared level of comprehension was measured…

Blasiak, W.; Godlewska, M.; Rosiek, R.; Wcislo, D.

2012-01-01

455

The Relationship between a Silent Reading Fluency Instructional Protocol on Students' Reading Comprehension and Achievement in an Urban School Setting  

ERIC Educational Resources Information Center

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective…

Rasinski, Timothy; Samuels, S. Jay; Hiebert, Elfrieda; Petscher, Yaacov; Feller, Karen

2011-01-01

456

Effects of Orthographic Depth on Literacy Performance: Reading Comprehension Difficulties Across Languages  

E-print Network

foster students’ interest in reading and their self-efficacyin terms of the interests and reading levels of fourth-gradeinterest. Table 11 provides the percentages of missing data and the mean differences in reading

McClung, Nicola Ann

2012-01-01

457

Adult age differences in wrap-up during sentence comprehension: evidence from ex-Gaussian distributional analyses of reading time.  

PubMed

We report a secondary data analysis investigating age differences in the effects of clause and sentence wrap-up on reading time distributions during sentence comprehension. Residual word-by-word self-paced reading times were fit to the ex-Gaussian distribution to examine age differences in the effects of clause and sentence wrap-up on both the location and shape of participants' reaction time (RT) distributions. The ex-Gaussian distribution showed good fit to the data in both younger and older adults. Sentence wrap-up increased the central tendency, the variability, and the tail of the distribution, and these effects were exaggerated among the old. In contrast, clause wrap-up influenced the tail of the distribution only, and did so differentially for older adults. Effects were confirmed via nonparametric vincentile plots. Individual differences in visual acuity, working memory, speed of processing, and verbal ability were differentially related to ex-Gaussian parameters reflecting wrap-up effects on underlying reading time distributions. These findings argue against simple pause mechanisms to explain end-of-clause and end-of-sentence reading time patterns; rather, the findings are consistent with a cognitively effortful view of wrap-up and suggest that age and individual differences in attentional allocation to semantic integration during reading, as revealed by RT distribution analyses, play an important role in sentence understanding. PMID:24955990

Payne, Brennan R; Stine-Morrow, Elizabeth A L

2014-06-01

458

Effects of the LEARN reading comprehension strategy on fourth and fifth grade students' learning of science information  

NASA Astrophysics Data System (ADS)

The purpose of the quasi-experimental study was to determine whether integrating students' experiences with science concepts enhanced science learning. Fourth and fifth grade students from six classrooms in a rural elementary school in northern Mississippi participated in the study. A reading comprehension strategy, Linking Experiences and Reading Network (LEARN), enabled students to build knowledge from their prior experiences through the use of a series of three graphic organizers. LEARN enabled busy teachers to move their curriculum toward a constructivist approach to learning while keeping their previously planned science lessons. LEARN was significantly more effective than conventional methods alone the second time the strategy was implemented. Students in both grades demonstrated significant improvement in science learning when prior experiences were used as a foundation for learning.

Holmes, Kerry Pauline

2000-10-01

459

Effects of Reading Comprehension and Fluency Abilities on the N400 Event-Related Potential  

ERIC Educational Resources Information Center

The purpose of this study is to add to the knowledge of reading development by investigating reading processes from a neurocognitive and educational perspective. This study seeks to provide some insight about reading development for the neuroscience field. The goals of this study are to attain a clearer picture of reading development by using both…

Nelson, Annie Hirt

2010-01-01

460

Glosses, Comprehension, and Strategy Use  

ERIC Educational Resources Information Center

This study, using both qualitative and quantitative measures, investigates how different types of gloss conditions affect Korean college students' reading comprehension. One hundred and six undergraduates at a university in Korea participated in the study. Twelve were assigned to think aloud, and the rest (ninety-four) took part in the main study…

Ko, Myong Hee

2005-01-01

461

Word Knowledge Influences on Comprehension.  

ERIC Educational Resources Information Center

Two studies examined the relationship between word knowledge and reading comprehension. Subjects were college undergraduates with high and low verbal abilities as indicated by a standardized verbal aptitude test. The first study involved a multiple choice vocabulary test from which words that both groups defined correctly were selected. The…

Curtis, Mary E.; And Others

462

Cognitive Processes as Predictors of Word Recognition and Reading Comprehension in Learning-Disabled and Skilled Readers: Revisiting the Specificity Hypothesis  

Microsoft Academic Search

This study examines how cognitive processes interrelate as well as predict learning-disabled (LD) readers’ word recognition and reading comprehension performance. Correlations between phonological, orthographic, semantic, metacognitive, and working memory measures with reading performance were examined in LD and skilled readers ages 8 to 12 years. Important results were (a) LD readers were deficient on all cognitive processes compared with skilled

H. Lee Swanson; Joy E. Alexander

1997-01-01

463

A Genre-Specific Reading Comprehension Strategy to Enhance Struggling Fifth-Grade Readers' Ability to Critically Analyze Argumentative Text  

ERIC Educational Resources Information Center

This study examined the effectiveness of instruction in a genre-specific reading comprehension strategy, "critical analysis of argumentative text," which was designed to help students to identify, summarize, and critically analyze parts of an argumentative text. The investigators hypothesized that reading instruction would improve the…

Haria, Priti D.; Midgette, Ekaterina

2014-01-01

464

Fostering the Reading Comprehension of Secondary School Students through Peer-Assisted Learning: Effects on Strategy Knowledge, Strategy Use, and Task Performance  

ERIC Educational Resources Information Center

Based on the work of Fuchs and Fuchs [Fuchs, D., & Fuchs, L. S. (2001). Peer-assisted learning strategies in reading: Extensions for Kindergarten, first grade and high school. "Remedial & Special Education," 22, 15-21], this study examined the effects of a peer-assisted learning strategies (PALS) program on the reading comprehension of 7th-grade…

Sporer, Nadine; Brunstein, Joachim C.

2009-01-01

465

The Effects of Teaching a Genre-Specific Reading Comprehension Strategy on Struggling Fifth Grade Students' Ability to Summarize and Analyze Argumentative Texts  

ERIC Educational Resources Information Center

This study examined the effectiveness of instruction in a genre-specific reading comprehension strategy, "Critical Analysis of Argumentative Text" (CAAT), which was designed to help students to identify, summarize and critically analyze parts of argumentative text. Based on the premise that reading and writing require similar knowledge of text…

Haria, Priti Damji

2010-01-01

466

Taking a "Simple View" of the Dynamic Indicators of Basic Early Literacy Skills as a Predictor of Multiple Measures of Third-Grade Reading Comprehension  

ERIC Educational Resources Information Center

The purpose of this study was to examine the validity evidence of first-grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third-grade reading comprehension scores. We used the "simple view" of reading as the theoretical foundation for examining the extent to which DIBELS subtest scores predict…

Munger, Kristen A.; Blachman, Benita A.

2013-01-01

467

Clinical Examination of Three Methods of Teaching Reading Comprehension to Deaf and Hard-of-Hearing Students: From Research to Classroom Applications.  

PubMed

This study shows how to integrate research-based teaching methods in reading comprehension with real classroom teaching activities. The performance of 30 male (n = 13; mean age = 11.51 years) and female (n = 17; mean age = 12.11 years) deaf and hard-of-hearing students from the United Arab Emirates (UAE) was examined under three teaching conditions: the key word strategy, modified reciprocal teaching, and the basic reading approach. Analyses showed that the key word strategy and modified reciprocal teaching significantly enhanced students' overall performance in reading comprehension scores. Results revealed that any one of these three methods would be adequate for teaching factual information. However, results indicated that the key word strategy and modified reciprocal teaching would be better for teaching factual information, comprehension, and memorization skills than the basic reading approach. PMID:15448064

Al-Hilawani, Yasser A

2003-01-01

468

Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders  

ERIC Educational Resources Information Center

Sixty-three adolescent boys with behavioral disorders (BD), 31 of whom had comorbid attention deficit hyperactivity disorder (ADHD), participated in a self-regulated strategy development intervention called Think Before Reading, Think While Reading, Think After Reading, With Written Summarization (TWA-WS). TWA-WS adapted Linda Mason's TWA…

Rogevich, Mary E.; Perin, Dolores

2008-01-01

469

Online Reading Comprehension Strategies among General and Special Education Elementary and Middle School Students  

ERIC Educational Resources Information Center

According to government reports, new Internet technologies present readers with new reading opportunities and challenges (National Institute of Child Health and Human Development, 2000; RAND Reading Study Group [RRSG], 2002). However, we are just beginning to understand the specific complexities that Internet text imposes on the reading

Chen, Hsin-Yuan

2009-01-01

470

Interpreting the Relationships among Prosody, Automaticity, Accuracy, and Silent Reading Comprehension in Secondary Students  

ERIC Educational Resources Information Center

Although identified as a critical component of proficient reading in the primary grades, reading fluency (word recognition accuracy, automaticity, and prosody) is often viewed as less important beyond the early stages of reading acquisition. In the present study, 108 ninth-grade students were assessed to explore the relationships among word…

Paige, David D.; Rasinski, Timothy; Magpuri-Lavell, Theresa; Smith, Grant S.

2014-01-01

471

Exploring the effectiveness of TriAccess system on reading comprehension for students with disabilities  

Microsoft Academic Search

Students with special needs meet many difficulties when they participate in learning activities. This main purpose of the research is to utilize an integrated reading support system based on the principle of multiple representations to help special needs students to participate in reading more effectively.TriAccess, one such integrated reading support system, provides physical, sensory, and cognitive supports to learners. Inadditional

Ming-Chung Chen

472

The Impact of Using Blogs on College Students' Reading Comprehension and Learning Motivation  

Microsoft Academic Search

Research studies on college reading have been emphasizing the effectiveness of instruction and the correlation of reading performance to college success. Little research has been conducted regarding college developmental readers' preferences for using digital texts to communicate. The purpose of this study is to investigate whether students' reading level will improve if the students have the opportunity to use digital

Hui-Yin Hsu; Shiangkwei Wang

2010-01-01

473

Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension  

ERIC Educational Resources Information Center

Neurologist and middle school teacher Judy Willis connects what you do in the classroom to what happens in the brain when students learn how to read, including: (1) Why a classroom has to be safe and supportive in order to overcome barriers to reading fluency; (2) How to jumpstart students who are not well prepared for reading with activities that…

Willis, Judy

2008-01-01

474

Using Computers in the Classroom To Promote Generative Strategies for Reading Comprehension.  

ERIC Educational Resources Information Center

Reading management programs have become very popular in elementary schools. Students select a title from a prescribed reading list, then are tested for recall of facts and events in the story. Students are motivated to read as many titles as possible since they must achieve a certain score to win prizes. Although there have been reports that this…

Brown, Carol A.

475

UAB Comprehensive Cancer Center  

Cancer.gov

Established in 1971, the University of Alabama at Birmingham Comprehensive Cancer Center (UAB), received its NCI designation in the same year. The Center has grown to include a membership of more than 330 physicians and researchers.

476

Comprehensive Emergency Management Plan  

E-print Network

Comprehensive Emergency Management Plan December 20, 2013 #12;2 Please contact Safety & Risk....................................................................................................................10 Framework for Emergency Management at SFU..................................... 14 Authority.......................................................................................................................................14 Four Pillars of Emergency Management

Kavanagh, Karen L.

477

Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals  

E-print Network

language. This bilingual group included children who received balanced exposure to both languages (e.g., children attending schools with bilingual instruction, or have parents proficient in both languages; Dixon, 2011a); children who received.... Moreover, reading research among bilinguals has emphasized more interests on the vocabulary or decoding factors of reading (e.g., Dixon, 2011a; Duursma et al., 2007). Very few studies have investigated the relationship between bilingualism and reading...

Yulia, Astri

2013-04-24

478

The Effect of Mediated Glosses on Vocabulary Retention and Reading Comprehension with English Language Learners in Saudi Arabia  

E-print Network

This study investigated the effectiveness of mediated glosses for understanding technical terms with foreign language learners. Previous research has found that online glosses improve information access, comprehension, ...

Al Ghafli, Mansour Hussain

2011-04-26

479

A Study on Reading Comprehension Skills of Primary School 5th Grade Students--Learning Basic Reading and Writing Skills through Phonics-Based Sentence Method or Decoding Method  

ERIC Educational Resources Information Center

This research aims at investigating the influence of two methods implemented in primary reading and writing teaching programs--phonics-based sentence method and decoding (analysis) method--on primary school 5th grade students' reading comprehension achievement. Also, the study considers the relationship between socio-economic status and reading

Kusdemir Kayiran, Bilge; Karabay, Aysegul

2012-01-01

480

WWC Review of the Report "The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools." What Works Clearinghouse Single Study Review  

ERIC Educational Resources Information Center

The study reviewed in this paper examined the impact of "Collaborative Strategic Reading" ("CSR"), a set of instructional strategies used to build reading proficiency, on the reading comprehension of fifth-grade students. The analysis included 1,355 students from 74 social studies classrooms within 26 linguistically diverse schools. The schools…

What Works Clearinghouse, 2013

2013-01-01

481

Reading achievement for students with autism and students with learning disability: A comprehensive examination of five key areas of reading  

E-print Network

student’s special interests, possible special interests in readinginterest in a study of reading achievement for elementary and middle school studentsinterest in this plant. Students were rarely able to generate responses related to post-reading

Quan, Jenny

2014-01-01

482

The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students  

PubMed Central

In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, ?2(32) = 97.316; comparative fit index = .96; Tucker–Lewis index = .94; and root mean square error of approximation = .08. Retell’s chi-square difference, ??2(1) = 16.652, p < .001, and factor loading (.250, p < .001) were higher for the comprehension construct. Similarly, retell’s correlation to comprehension measures (r = .155–.257, p < .01) was stronger than its relationship to measures of fluency (r = .158–.183, p < .01) or word identification (r = .132, p < .05). However, retell had a large residual variance (.938) and low interrater reliability (? = .37), suggesting that improvements to the instrument are needed. Despite overall latent differences, retell did not demonstrate differential item functioning. PMID:23097594

Reed, Deborah K.; Vaughn, Sharon; Petscher, Yaacov

2012-01-01

483

Informed Strategies for Learning: A Program to Improve Children's Reading Awareness and Comprehension.  

ERIC Educational Resources Information Center

Informed Strategies for Learning (ISL) was designed to increase children's awareness and use of effective reading strategies. This study demonstrated that metacognition can be promoted through direct instruction (ISL) in the classroom. Increased awareness can lead to better use of reading strategies. (DWH)

Paris, Scott G.; And Others

1984-01-01

484

The Validity of Using a Content-Specific Reading Comprehension Test for College Placement  

ERIC Educational Resources Information Center

This study provides empirical evidence to support the validity of using a content-specific reading test for college placement decisions. A content-specific reading test presents passages exclusively from the subject area for which the placement decision is intended. Forty-nine students in a human anatomy class were administered a content-specific…

Behrman, Edward H.; Street, Chris

2005-01-01

485

The Melding of Literacy Strategies to Enhance Reading Fluency, Comprehension, and Enjoyment  

ERIC Educational Resources Information Center

This report describes an individualized literacy intervention program that was developed for a fifth grade boy who struggled with reading. Based upon informal assessment and evaluation procedures, the following literacy strategies were taught within a one-to-one instructional setting: Repeated Readings, Personal Vocabulary Journal, Phonemic…

Weih, Timothy G.

2013-01-01

486

Toward Practical Theory: A State of Practice Assessment of Reading Comprehension Instruction. Final Report. Volume II.  

ERIC Educational Resources Information Center

Written for language educators, this volume about reading and research suggests that the theory-practice and research-teaching gaps are dysfunctional and calls for a collaborative pedagogy between colleges and schools to develop a practical theory of reading instruction. In the opening article, Jerome Harste discusses issues that emerged from…

Harste, Jerome C., Ed.; Stephens, Diane, Ed.

487

Task-Oriented Reading of Multiple Documents: Online Comprehension Processes and Offline Products  

ERIC Educational Resources Information Center

We explored readers' judgments of text relevance and strategy use while they read about a controversial scientific issue in multiple conflicting documents using a think-aloud methodology and had them write a short essay after reading. Participants were university-level students. There were three main findings. First, readers discriminated…

Anmarkrud, Øistein; McCrudden, Matthew T.; Bråten, Ivar; Strømsø, Helge I.

2013-01-01

488

Teaching Comprehension and Exploring Multiple Literacies: Strategies from "The Reading Teacher."  

ERIC Educational Resources Information Center

Whatever grade level, content, or texts that educators teach, their ultimate goal is to develop their students' understanding of what they read. The 29 articles in this anthology were published in "The Reading Teacher" from 1993 to 1999 and offer ideas to help students comprehend different types of texts and literacies, from technology literacy to…

Rasinski, Timothy V., Ed.; Padak, Nancy D., Ed.; Church, Brenda Weible, Ed.; Fawcett, Gay, Ed.; Hendershot, Judith, Ed.; Henry, Justina M., Ed.; Moss, Barbara G., Ed.; Peck, Jacqueline K., Ed.; Pryor, Elizabeth, Ed.; Roskos, Kathleen A., Ed.

489

Prospective Teachers' Comprehension and Teaching of a Complex Science Concept. Reading Research Report No. 4.  

ERIC Educational Resources Information Center

A study investigated changes in prospective elementary teachers' conceptions about projectile motion. The preservice teachers (enrolled in reading methods courses) were either told or not told that they were expected to teach a videotaped lesson on projectile motion. In addition, they either participated in a combined demonstration-reading or in a…

Hynd, Cynthia R.; And Others

490

Second Language Prosody and Oral Reading Comprehension in Learners of Brazilian Portuguese  

ERIC Educational Resources Information Center

Learning to read can pose a major challenge to students, and much of this challenge is due to the fact that written language is necessarily impoverished when compared to the rich, continuous speech signal. Prosodic elements of language are scarcely represented in written text, and while oral reading prosody has been addressed in the literature…

McCune, W. M. Duce, II

2011-01-01

491

Literacy Development in Autism: Predicting Reading Comprehension Using AIMSweb Early Literacy Measures  

E-print Network

disorders of language and communication. The Journal of Child Psychology anddisorders, and reading retardation. Journal of Child Psychology anddisorders, and language impairment among second-grade children. Journal of Child psychology and

Knight, Erin Marie

2014-01-01

492

Designing Reading Comprehension Assessments for Reading Interventions: How a Theoretically Motivated Assessment Can Serve as an Outcome Measure  

ERIC Educational Resources Information Center

When designing a reading intervention, researchers and educators face a number of challenges related to the focus, intensity, and duration of the intervention. In this paper, we argue there is another fundamental challenge--the nature of the reading outcome measures used to evaluate the intervention. Many interventions fail to demonstrate…

O'Reilly, Tenaha; Weeks, Jonathan; Sabatini, John; Halderman, Laura; Steinberg, Jonathan

2014-01-01

493

The Effectiveness of DIBELS Oral Reading Fluency for Predicting Reading Comprehension of High- and Low-Income Students  

ERIC Educational Resources Information Center

Correlations and sequential analyses between performance on Dynamic Indicators of Basic Early Literacy Skills-Oral Reading Fluency (DORF) and reading achievement on the Stanford Achievement Test-Tenth Edition (SAT-10) during 2003-2004 were examined for high- and low-income children. Participants were 215 third graders, 112 above and 103 below…

Paleologos, Timon M.; Brabham, Edna G.

2011-01-01

494

Criminal Offending and Learning Disabilities in New Zealand Youth: Does Reading Comprehension Predict Recidivism?  

ERIC Educational Resources Information Center

Sixty youth (16-19 years) from two youth prison sites participate in a prospective study examining criminal offending and learning disabilities (LD), completing measures of estimated IQ, attention, reading, and mathematical and oral language abilities. Prevalence rates of LDs exceed those of international studies, with 91.67% of the offenders…

Rucklidge, Julia J.; McLean, Anthony P.; Bateup, Paula

2013-01-01

495

Examining Reliability of Reading Comprehension Ratings of Fifth Grade Students' Oral Retellings  

ERIC Educational Resources Information Center

The purpose of this study was to rate oral retellings of fifth graders to determine how passages, raters, and rating occasions affect those ratings, and to identify what combination of those elements produce reliable retelling ratings. A group of 36 fifth grade students read and orally retold three contemporary realistic fiction passages. Two…

Bernfeld, L. Elizabeth Shirley; Morrison, Timothy G.; Sudweeks, Richard R.; Wilcox, Brad

2013-01-01

496

Computer-Mediated Glosses in Second Language Reading Comprehension and Vocabulary Learning: A Meta-Analysis  

ERIC Educational Resources Information Center

Language learners have unprecedented opportunities for developing second language literacy skills and intercultural understanding by reading authentic texts on the Internet and in multimedia computer-assisted language learning environments. This article presents findings from a meta-analysis of 11 studies of computer-mediated glosses in second…

Abraham, Lee B.

2008-01-01

497

A Cross-Linguistic Investigation of English Language Learners' Reading Comprehension in English and Spanish  

ERIC Educational Resources Information Center

This study investigated the associations of oral language and reading skills with a sample of 282 Spanish-speaking English language learners across 3 years of elementary school. In the 3rd grade, the English and Spanish decoding measures formed two distinct but highly related factors, and the English and Spanish oral language measures formed two…

Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R.

2008-01-01

498

Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students  

ERIC Educational Resources Information Center

Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided…

Mason, Linda H.; Meadan-Kaplansky, Hedda; Hedin, Laura; Taft, Raol

2013-01-01

499

Shared Book Reading and Children's Language Comprehension Skills: The Moderating Role of Parental Discipline Practices  

ERIC Educational Resources Information Center

Parental discipline practices, parent-child shared book reading and children's emergent literacy skills were assessed among 76 parents and their children in the summer before the children started Kindergarten. Parents provided narrative responses to open-ended questions about how they would handle common discipline challenges with children and…

Gest, Scott D.; Freeman, Nicole R.; Domitrovich, Celene E.; Welsh, Janet A.

2004-01-01

500

Reading Comprehension Interventions for Students with Autism Spectrum Disorders: A Synthesis of Research  

ERIC Educational Resources Information Center

The authors synthesized reading intervention studies conducted between 1980 and 2012 with K-12 students identified with autism spectrum disorders (ASD). Nine single-subject design studies, one quasi-experimental study, and two single-group design studies met the criteria for inclusion. Findings from the studies indicate that modifying…

El Zein, Farah; Solis, Michael; Vaughn, Sharon; McCulley, Lisa

2014-01-01