Search results for: Reading comprehension
Page 1/2 12 items
The purpose of the present study was to investigate the effect of the explicit instruction the researcher provided 35 EFL majors enrolled in her 2014 course on “Research into reading processes”. The findings reveal that the subjects reported knowing very few strategies. However, in performing the task assigned at the end of the course the subjects used altogether 24 strategies. The findings indicated that the course had a significant effect on the subjects' strategic and pedagogical knowledge, their evolving conceptions of the reading process and of themselves as readers, and consequently on their self-efficacy and motivation to teach reading to their future students and to promote their learning.
Updated: Aug. 31, 2016
The Common Core State Standards’ Quantitative Text Complexity Trajectory: Figuring Out How Much Complexity Is Enough
The Common Core State Standards (CCSS) set a controversial aspirational, quantitative trajectory for text complexity exposure for readers throughout the grades, aiming for all high school graduates to be able to independently read complex college and workplace texts. The authors extend and elaborate the CCSS presentation and discussion, proposing that decisions about shifting quantitative text complexity levels in schools requires more than implementation of a single, static standard. This article proposes a rigorous two-part analytical strategy for decision making surrounding the quantitative trajectory standard.
Updated: Sep. 16, 2013
In this article, the author described his own use of an academic discipline—linguistics and its varied tools of discourse analysis—in conducting research at the College.The author focused on two major areas of research: (a) ethnocultural variation in processing spatio-temporal information in languages throughout the world and (b) children’s interaction with multiple-choice tests of reading comprehension, with particular attention to the ways in which their ethnocultural background affects how they respond.
Updated: May. 23, 2012
The Role of Teachers’ Cognitive Support in Motivating Young Hong Kong Chinese Children to Read and Enhancing Reading Comprehension
The present study investigated the relationship between young Chinese children’s motivation, teachers’ use of motivating instructional strategies and children’s reading comprehension. The theoretical framework of the present study was based Motivating Instructional Contexts Inventory that postulated that teachers’ cognitive support could motivate Chinese students to learn. In conclusion, this study indicates how teachers can provide cognitive support in reading classrooms through providing students with challenging tasks, stimulating students’ curiosity about the reading materials, and recognising students’ efforts in reading comprehension.
Updated: Nov. 01, 2011
The current study examined the effectiveness of a supervised mentoring program on the academic achievement of low‐income students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension. These findings provide support for mentoring programs as a means to reduce resource inequity in low‐income school districts.
Updated: Jul. 05, 2011
This study examined the relationship between the past and current reading habits of pre-service teachers in relation to their reading and writing abilities. Teacher candidates who received higher scores on the comprehension subtest of the Nelson-Denny Reading Test recalled a higher degree of early school emphasis on enjoying stories and mastering reading skills, frequent childhood visits to the library, frequently being read to as a child and a higher degree of enjoyment associated with reading.
Updated: Dec. 26, 2010
This article reviews research on the achievement outcomes of reading programs for all elementary children, Grades K through 5, applying consistent methodological standards to the research. The scope of the review includes four types of approaches: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone.
Updated: Mar. 02, 2010
The purpose of this article is to provide a quantitative synthesis of the empirical literature comparing adults with reading disabilities (RD) and adults without RD across an array of intellectual, academic, cognitive, vocational, and life-adjustment measures. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading disabilities on measures assumed to relate to overall reading competence. In all, 52 studies met criteria for a meta-analysis yielding 776 effect sizes (ESs). The results revealed that adults with RD varied substantially in ESs from adults without RD on the classification measures (reading comprehension, reading recognition, verbal intelligence).
Updated: Feb. 21, 2010
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers
The paper reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. The authors extended the synthesis to include all struggling readers, not just those with identified learning disabilities. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. 29 studies were located and synthesized.Implications for comprehension instruction for older struggling readers are described.
Updated: May. 20, 2009
The Video Viewing Task: A Source of Information for Assessing and Addressing Teacher Understanding of Text-based Discussion
This article reports on the Video Viewing Task (VVT), an assessment designed to measure teachers' developing understanding of two reading comprehension instruction approaches: Reciprocal Teaching (Palincsar& Brown, 1984)) and Questioning the Author (Beck, McKeown, Hamilton, & Kucan, 1997). The VVT consists of video excerpts that teachers view and comment on during their viewing. The VVT also includes a series of questions to guide teachers' reflections after viewing.
Updated: Mar. 31, 2009