Reading comprehension is the process of simultaneously constructing and extracting meaning through interaction and date with impress. The success of a comprehension event depends on a proficient match of reader skills, text difficulty, and job definition. Reader skills of vocabulary and groundwork cognition are particularly important. Tasks are defined differently by the demands of dissimilar texts (east.chiliad., fiction vs. nonfiction), past different cultures, and past unlike disciplines. Approaches to comprehension education cannot ignore basic word-reading skills for struggling readers, but can usefully promote agile engagement with varied texts, in both oral and literate modes, in pursuit of authentic learning goals.

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... Pemahaman bacaan adalah suatu proses membentuk dan memperoleh informasi makna secara bersamaan melalui interaksi dan penggunaan media cetak (Snowfall, 2010). Definisi ini menekankan bahwa memahami bacaan adalah proses menciptakan makna dari suatu wacana, yang bertujuan untuk memperoleh ...

... Pemahaman bacaan akan bergantung kepada pengetahuan awal pembaca berupa latar belakang pegetahuan yang berdampak pada jenis makna yang dikonstruksi dari informasi teks. Dari perspektif ini, disimpulkan bahwa pengetahuan yang telah dikuasai seorang pembaca adalah penentu utama untuk memperoleh informasi baru (Snow, 2010). Pemahaman seorang pembaca terhadap teks diyakini terkait dengan kemampuannya untuk megkonstruksi hipotesis, aturan, skema dan mental model. ...

... Untuk nilai pemahaman kosakata, dengan indikator mengidentifikasi sinonim sebuah kata, dan mengungkapkan makna kata dalam teks singkat bertemakan bencana alam, nilai siswa masih sangat rendah, yaitu rata-rata 53. Kesulitan siswa memahami makna kata sangat dipengaruhi oleh kebiasaan sehari-hari dan pandangan terhadap pemahaman bacaan yang menurut mereka adalah pelajaran yang sulit dipahami (Snow, 2010). Dari pendalaman hasil interview, diketahui bahwa 61% siswa mengakui bahwa pembelajaran membaca adalah pelajaran yang sulit. ...

  • Made Hery Santosa Made Hery Santosa
  • Erah Apriyanti

Penelitian tindakan kelas ini bertujuan untuk mengeksplorasi manfaat media game online 'stop disaster' dalam meningkatkan kemampuan memahami bacaan generasi Z terhadap teks ilmiah bertemakan bencana alam. Penelitian ini terdiri dari dua siklus Planning, Action, Observation dan Reflection. Tes pemahaman membaca dan kosakata diberikan dan didalami dengan wawancara. Diketahui bahwa menggunakan online game untuk mengajar keterampilan membaca berdampak positif, dilihat dari peningkatan hasil tes siswa di siklus I (rerata nilai kelas untuk pemahaman bacaan 75 dan kosakata 53) dan siklus II (rerata nilai kelas untuk pemahaman bacaan 82 dan kosakata 93). Siswa sangat antusias mengakses teks ilmiah bencana alam sebagai referensi mereka menyelesaikan game 'End Disaster'. Melalui game ini, siswa terlatih memahami kosakata, makna teks yang terdapat didalam skenario dan instruksi game. Dapat disarankan bahwa media game online ini bisa digunakan untuk meningkatkan pemahaman membaca siswa generasi Z yang sedang belajar tema Natural Disasters. Keywords: pemahaman membaca, online game, pembelajaran digital, generasi Z Link: http://itell.or.id/briefing/index.php/itell/itell2018/paper/view/17

... Several factors play a pivotal role in determining one'southward comprehension of academic texts including reader characteristics, text properties and chore demand which are sociocultural context-bound (Snow, 2010). Reader characteristics might entail inner cognitive backdrop such equally motivation, learning fashion, strategies, vocabulary inventory, as well equally one's prior noesis of the topics of the texts. ...

... Some other cistron that defines successful bookish reading comprehension is the task undertaken past the readers (Snowfall, 2010). The chore demand for reading varies according to the educational and contextual situation. ...

  • Kasyfur Rahman

This newspaper seeks to explore the undergraduates' experiences when reading journal articles as references for their thesis composition through a narrative enquiry. Iv undergraduates of English Language Teaching plan at UIN Mataram were interviewed to analyze what they encountered when reading such genre. The findings suggest that their experiences mostly circulated effectually their motivation and challenges, therefore the narratives were focused on these facets. In terms of motivation, these students seemed to exist strongly driven by controlled motivation that entailed the need for a model, accessibility and currency, besides as demands from supervisors and institutions. Furthermore, these students also encountered challenges in terms of unfamiliar academic technical terms and vocabulary, boredom due to text complexities, and failed reading strategies. These findings imply the demand of scaffolding the reading of journal articles for undergraduates in their final year of written report.

... The process of constructing pregnant includes the active integration of foundational strategies such every bit previewing the text and determining the text structure, activating background knowledge, setting goals, making predictions, request questions, ascertaining the meaning of unknown words, monitoring for agreement, making connections, inferring , visualizing, and summarizing (Duke & Pearson, 2002; National Plant of Child Wellness and Human Development, 2000; RAND Reading Written report Group, 2002; Snow, Burns, & Griffin, 1998 ). In improver, for strong foundational reading , readers bring dispositions such as attending, retentivity, motivation, an interest in the content, and a sense of self-efficacy as a reader (Snowfall & Sweet, 2003). Integration of these strategies and dispositions becomes even more than challenging for informational texts, the dominant genre of hypermedia texts that readers run into online. ...

... Integration of these strategies and dispositions becomes fifty-fifty more than challenging for advisory texts, the dominant genre of hypermedia texts that readers encounter online. Comprehension of offline advisory texts generally demands a motivated reader to engage reading purposes, activate background cognition of topic and text structures, decode, self-regulate, and infer meanings in an try to locate, understand, and use information effectively (Duke & Pearson, 2002; Snowfall & Sweetness, 2003). This procedure is necessary, but not sufficient, for successful pregnant construction in online reading environments. ...

  • Ted Kesler Ted Kesler
  • Pablo P. L. Tinio
  • Brian T. Nolan

This commodity reports on an activeness research projection with nine eighth-grade special education students in a cocky-contained classroom in an urban public schoolhouse. The 1st author, in collaboration with the classroom teacher (3rd author), taught the students a critical media literacy framework to explore popular culture websites. Students learned to clarify these sites for issues of authorship; pattern; intended audience; ideology; and political, social, and profit motive agendas. Based in theories from new literacies, multiliteracies, multimodal literacy, and critical media literacy, the article addresses the following questions: What understandings as critical readers of pop culture websites did the students showroom? How did these understandings contribute to their development equally 21st-century literate people? Through the use of screen capture software and think-aloud protocol, we were able to recreate each pupil's reading process. Students then created alternative media productions using Glogster. We analyzed each student's glog using the grammer of visual design. Analysis revealed students' critical media literacy understandings. We present 3 themes in the findings: inferential thinking, a dialectic across multiple literacies, and multimodal expression. Nosotros present 2 telling cases to articulate our analysis and the dimensions of each theme. The article concludes with implications for future research, policy, and teaching, especially in critical media literacy with special education populations.

... Pemahaman bacaan adalah suatu proses membentuk dan memperoleh informasi makna secara bersamaan melalui interaksi dan penggunaan media cetak (Snow, 2010). Definisi ini menekankan bahwa memahami bacaan adalah proses menciptakan makna dari suatu wacana, yang bertujuan untuk memperoleh pemahaman sepenuhnya akan apa yang digambarkan didalam teks, bukan dari sekedar memahami makna sebuah kata atau kalimat yang terbatas didalam teks. ...

... Untuk nilai pemahaman kosakata, dengan indikator mengidentifikasi sinonim sebuah kata, dan mengungkapkan makna kata dalam teks singkat bertemakan bencana alam, nilai siswa masih sangat rendah, yaitu rata-rata 53. Kesulitan siswa memahami makna kata sangat dipengaruhi oleh kebiasaan sehari-hari dan pandangan terhadap pemahaman bacaan yang menurut mereka adalah pelajaran yang sulit dipahami (Snow, 2010). Dari pendalaman hasil interview, diketahui bahwa 61% siswa mengakui bahwa pembelajaran membaca adalah pelajaran yang sulit. ...

  • A'Thi Fauzani Wisudawati A'Thi Fauzani Wisudawati

In the fulfillment of the EFL learners duties, writing using good and proper English language is a must as a student of English study program. The growth of applied science influences the beingness of the translation tool application which is considered constructive and greatly helps students to exist effortless and to reduce time-consuming in writing English text. The objectives of this study are to examine the trend of how ofttimes the translation tool application was used by EFL learners, the motive backside it was used, and what are the impacts of using translation tool application in their academic life. This study used qualitative research in which the methods of data collections were ascertainment, interview, and questionnaire. Participants in this report were students majoring English department (Education and Literature). The results bear witness that 46.vii% of the participants are constantly the translation tool application user. Notwithstanding, it triggers some consequences non but positive but also negative impacts on the EFL learners.

... • активное одновременное извлечение и построение смысла текста (Д. Каккамизе, Э. Кинч, Э. П. Свит, Л. Снидер, К. Э. Сноу [xi,14] и др.). ...

  • A. A. Melikhova

The newspaper is devoted to the problem of fostering the advisory and communicative competence, regarded as the capability of meaningful work with information, its personalized understanding and implementation in professional activeness. As a solution to the problem, the author indicates the developing potential of text activity, performed in a dialog enriched by ideas of hermeneutics and pregnant-making. The competence in question should be adult stage-by-stage by office-playing the professionally focused situations; applying the symbolic contextual approach by A. A. Verbitsky; using different tasks to enable understanding, comprehension of new semantics, correlation with students' personal feel; and promoting self-understanding, selfawareness and value attitude. The above activities should result in preparation competent experts with a broad cultural outlook and capability to suit to and work in the modern data society, observe creative solutions to the complex challenges, and communicate in the global cross-cultural environment.

... The primary data source for this qualitative study was one-on-one interviews with both instructor and student participants. To capture of import facets of reading, that is, the reader, the text, and the context (Snow & Sweet, 2003 ), the interview questions focused on the following categories: reader identity , habits, and inclinations; reading strategies; reading course; and content surface area reading. See Appendix A for the questions used in the teacher interviews and the student interviews. ...

  • Janis M. Harmon
  • Karen D. Wood Karen D. Woods
  • Kassandra Smith
  • Melissa Sykes

This qualitative report investigated high school reading programs and participants focusing on the insider perspectives of teachers and their students. The study occurred in two sites, one in a Southern state and the other in an Eastern state. The participants, five high schoolhouse reading teachers and ii to three students in each of their reading classes, were interviewed individually by the researchers. Interview questions focused on reader identity, reading habits, reader strategies, content area reading, and the reading plan. Findings betoken a disparity between teachers' and students' understanding about reading, variability in teaching, and need for engaged learning. 2016

... Reading comprehension relates to understanding the pregnant of the written or heard message and occurs when the reader condenses data and combines diverse details from the text with prior noesis (Koda, 2005). According to Snow and Sweet (2003), reading comprehension is a multidimensional and complex procedure that requires high cognitive ability and a process of extracting and amalgam, in that the reader extracts meanings from texts and at the same fourth dimension combines meanings with prior cognition in lodge to construct new meanings. This suggests that the interaction between the text and a child'south basic cognition contributes to reading-comprehension development (Alderson & Urquhart, 1988). ...

... De uma maneira ampla, Snow e Sweet (2003) defi nem a compreensão da leitura como o processo de extração e construção exercise signifi cado, envolvendo três elementos essenciais: o leitor (munido de habilidades, conhecimentos prévios eastward expectativas no ato da leitura); o texto (ou aquilo que deve ser lido e transmite uma mensagem); east a atividade (que inclui o processo mental envolvido na leitura, assim como suas consequências para o leitor, na forma de experiências de aprendizagem). Snow e Sweet (2003) ressaltam, ainda, que esses três elementos ocorrem sempre dentro de um contexto sociocultural, o qual ao mesmo tempo modula e é modulado pelo leitor. Difi culdades no desenvolvimento das habilidades de compreensão leitora são relativamente comuns em crianças em idade escolar (Catts & Weismer, 2006; Oakhill, Cain, & Bryant, 2003; Snowling & Stackhouse, 2004). ...

This inquiry portrays the struggle of workers, in face of unemployment, that found in collecting recyclable materials their survival and their families. The research sought to sympathize the meanings attributed by collectors to their work as recyclable material collector. For this, a field research with qualitative approach was performed, using the technique of "life stories" with the participation of two collectors. The "life stories" technique allows dynamic understanding of the relations established in the by and present, bringing a reflection almost personal experiences. For information assay was used the method of "soapbox assay". The results of this research identified many difficulties faced by these workers on a day-to-mean solar day, equally the exhausting hours of work, insecurity and instability across the activity. Furthermore, could be observed that there is an ambiguous relationship of satisfaction and suffering with collecting, which reveals the existence of several meanings, including contradictory, assigned to the work of collectors. It's possible to conclude that this activity manifests itself as a form of resistance against prolonged unemployment, and was through the informality of the labor that the collectors rescued their sources of income. This enquiry sought to give visibility to collectors and pointed to the demand to provide better atmospheric condition for the practise of the activity.

... Reading skill as one of the sub-skills of literacy, co-ordinate to Urquhart and Weir (1998), refers to " the process of receiving and interpreting data encoded in linguistic communication class via the medium of print " (cited in Grabe, 2009, p.14). Likewise, Koda (2005 argues that " Comprehension occurs when the reader extracts and integrates various information from the text and combines it with what is already known " (cited in Grabe, 2009, p.fourteen). Snowfall and Sweet (2003), in a similar vein, views reading skill as " the process of simultaneously extracting and constructing meaning " (p.i). Considering the fact that genre is one of the bug which influence the process of reading comprehension; it seems crucial to analyze the notion of genre. ...

  • Kiyan Pishkar Kiyan Pishkar

This study was an attempt to decide whether a genre-based instruction improves the L2 reading comprehension of Iranian EFL learners. To this end, thirty homogenous Iranian BA Students studying English at Islamic Azad University, Bandar Abbas Co-operative were selected as the participants of the written report using a version of TOEFL test. The selected participants were 15 females and 15 males who were randomly divided into two groups (an experimental grouping and a control grouping). Nevertheless, the experimental group and the command group took a reading-comprehension pretest followed by 16 hours instruction, the experimental group using a genre-based pedagogy and the control group through the traditional methodology conventional in instruction reading comprehension. The two groups took the same examination that they had taken equally the pre-test, albeit this time every bit the posttest. In analyzing the data, the researchers utilized t-test for comparison the 2 groups. The results of the study showed that there was a statistically significant difference between the L2 reading comprehension of the participants who went under a genre-based instruction and who did not. Furthermore, the report investigated the function of gender which led to non-significant differences between the performances of the two genders.

... After application of metacognitive studies in the L1 context, second linguistic communication researchers have also been attracted to utilize metacognitive strategies in 2nd language learning procedure, especially in reading skills (Wang, 2009). Whether in L1 or L2, reading is considered a cognitive enterprise that entails 3 components including reader, text and activity (Flavell, 1979; Gou, 2008; Snowfall & Sweet, 2003). Thus, readers must use metacognitive awareness and invoke the conscious use of reading strategies in order to comprehend the text successfully. ...

... Every bit long equally word reading skills are deficient, the available resources for higher comprehension processes are in short supply. As a result, in an early stage of reading development, individual differences in basic reading skills are decisive for differences in reading comprehension (Perfetti, 1985;Perfetti, Landi, & Oakhill, 2005;Snow, 2010). When it comes to the magnitude of the prediction of spelling and reading comprehension, no significant differences were found. ...

  • Maximilian Pfost

Numerous observational and experimental studies have shown that phonological awareness relates to reading and spelling. However, near studies were conducted in English-speaking countries, neglecting the issue of the generalizability of the findings across different orthographies. This meta-analysis focused exclusively on studies from High german-speaking countries and explored how measures of phonological awareness relate longitudinally to reading and spelling. Information technology summarized 19 manuscripts reporting the results of 21 independent studies. Results indicated a mean upshot size of Zr = 0.318 (r = .308) for the relation between phonological awareness and after reading and spelling. Moderator analyses showed that phonological awareness on the rhyme level was less related to reading and spelling than phonological awareness on the phoneme level. Furthermore, the predictive ability of phonological awareness remained substantial even for children beyond the second course. The findings suggest that research on reading and spelling development should take into account the characteristics of German orthography.

... This suggests that the reader, the text and the reading activity itself should exist studied in item while researching reading comprehension. For example, if the reader is the focal betoken, her talents, motivation, language knowledge, experiences and selfperception affect the reading procedure (Snow & Sweet, 2003). ...

  • Özlem Öztürk Özlem Öztürk

Argument of the Problem: Because some linguistic communication learners are more than successful than others, private differences in motivation, anxiety, strategy, learning style, dependence, and independence, as well as how these influence language learning, have been investigated since the 1970'southward. The results of this research have helped define the characteristics of a good linguistic communication learner who is capable of organizing her own learning process. The concept of autonomy has as well emerged as a focal bespeak in studies of language learning. While several researchers take investigated this concept, misconceptions about the implications of autonomy remain. Since the concept of autonomy is a multidimensional construct, it might be clarified by observing such behaviors as reading comprehension accomplishment. This study investigated the relationship between learner autonomy and reading comprehension achievement in a strange language-learning context. Purpose of the Written report: The purpose of this study was to investigate the relationship between the autonomy perception and reading comprehension achievement of students learning English language every bit a foreign linguistic communication. Methods: Descriptive research was used in this study. Proportioned random sampling was used to select 560 university students. Both the Autonomy Perception Scale and the Reading Comprehension Test were completed by members of the sample group. Findings and Results: On the Autonomy Perception Calibration, 161 participants had loftier levels of autonomy. A pregnant relationship was found betwixt level of autonomy and reading comprehension achievement.

... I overensstemmelse med nyere leseteori (f.eks. Snow & Sweet, 2003), betrakter jeg leseforståelse som et samvirke mellom 1) det å trekke ut mening som ligger i teksten og ii) det å konstruere mening fra teksten. Det er det andre aspektet, konstruksjonsprosessen, som er diskusjonens og samarbeidslaeringens anliggende. ...

  • Rune Andreassen Rune Andreassen

Artikkelen har som formål å formidle og drøfte forskningsresultater om samarbeidslæring fra de siste 20 årene. På grunnlag av seks metaanalyser blir det vist til effektberegninger og analyser av faktorer som kan påvirke effekten av samarbeidslæring på leseforståelse hos befouled i grunnskolealder. Det blir også vist til resultater fra kvalitative studier av elevers erfaringer med samarbeidslæring. Resultatene blir drøftet i forhold til teori om elevsamarbeid og i forhold til ulike one-time for validitet.

... The reading process is reflected only past the ability to empathise the meaning of the text, while the process itself is a very comprehensive 1, and includes evaluating, identifying, interpreting, and understanding the deep stratum of the text. According to Snow and Sweet (2003), reading comprehension is a multi-dimensional and circuitous process that requires high cerebral ability in extraction and construction, in that the reader extracts the meanings from the text, while at the same time combining them with existing knowledge in order to construct new meanings. This suggests that the interaction betwixt a text and a child's basic knowledge will contribute to reading comprehension evolution (Alderson & Urquhart, 1988). ...

  • Wael Shakkour Wael Shakkour

The purpose of this article is to review published studies regarding acquisition of English as a 2nd or strange linguistic communication by students of dissimilar linguistic backgrounds, in light of the English linguistic communication'due south opaque alphabetic orthography. This review focuses on the contribution of first language cognitive skills (orthographic knowledge, phonological awareness, and morphological sensation) in native speakers of languages with alphabetic and logographic orthographies, to English language 2nd-language reading skills (word reading and reading comprehension), to better understand the contribution of cognitive reading skills in alphabetic and logographic languages to the acquisition of English reading skills every bit a second language. The author examines findings in the context of 2nd-linguistic communication learning theories, and two contradictory hypotheses in particular— the linguistic interdependence hypothesis and the script-dependent hypothesis. The author finds that no consensus can be indicated every bit to the contribution of most native-language skills in alphabetic vs. logographic languages to the acquisition of 2nd-language or foreign-linguistic communication English reading, or even whether or not they are linguistic communication-specific (script-dependent). The exception is phonological awareness in alphabetical orthographies (but non logographic orthographies) which received a consensus amidst researchers supporting its transfer from the native language to Eng-lish as a 2nd or foreign language. Keywords English every bit a Second Language, English equally a Foreign Linguistic communication, Alphabetic Language, Logographic Linguistic communication, Cognitive Reading Skills, Language Learning Theories

... When passages had depression cohesion, the readability level had a moderate effect on comprehension. This is consistent with models of reading that accept the dynamic elements of reader, text, and activity into account (Snowfall & Sugariness, 2003). Our findings lend farther support to the notion that the practice of matching students to appropriate text may be counterproductive if based on a single quantitative dimension (Hiebert, 2013). ...

  • Deborah K. Reed Deborah K. Reed
  • Sarah Kershaw-Herrera

To better understand dimensions of text complexity and their affect on the comprehension of adolescents, 103 high school seniors were randomly assigned to four groups. Each group read versions of the same two informational passages and answered comprehension exam items targeting factual call back and inferences of causal content. Grouping A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Grouping C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (yard = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.thirteen to 0.73, no other comparisons were statistically significant. Results indicate that adolescents' reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.

... Reading comprehension refers to the correct agreement of the written or oral word or message, and is achieved when the reader successfully condenses information and combines various details of the text with prior knowledge (Koda, 2007). According to Snow and Sweetness (2003), reading comprehension is a multi-dimensional and complex procedure that requires high cognitive ability of extraction and construction, in that the reader extracts the meanings from the text, while at the same time combining them with existing cognition in order to construct new meanings. This suggests that the interaction between a text and a child's basic noesis will contribute to reading comprehension development (Alderson & Urguhart, 1988). ...

... Reading comprehension relates to understanding the meaning of the written or heard message and occurs when the reader condenses information and combines various details from the text with prior cognition (Koda, 2005). Co-ordinate to Snow and Sweet (2003) , reading comprehension is a multidimensional and complex procedure that requires high cognitive ability and a process of extracting and constructing, in that the reader extracts meanings from texts and at the aforementioned time combines meanings with prior knowledge in guild to construct new meanings. This suggests that the interaction betwixt the text and a child'south bones knowledge contributes to reading-comprehension development (Alderson & Urquhart, 1988). ...

This study examined the effects of an intervention helping struggling readers improve their reading and writing skills in English language every bit a foreign language (L2), and those aforementioned skills in Arabic, which was their beginning language (L1). Transferring linguistic skills from L2 to L1 is termed cognitive retroactive transfer. Tests were administered to the experimental and control groups that assessed orthographic knowledge, phonological awareness, morphological awareness, syntax sensation, reading accurateness, and reading comprehension in Arabic and English. The experimental group received an intervention programme in English, just not in Arabic, and the assessments were administered before and after the intervention. The findings indicated a significant comeback in the experimental group'due south achievements in all linguistic and metalinguistic skills in both Arabic and English after the English intervention program, with the exception of orthographic knowledge in Arabic. Therefore, foreign linguistic communication learning can result in improvements in native language skills.

... Reading comprehension refers to the correct understanding of the written or oral word or message, and is achieved when the reader successfully condenses data and combines diverse details of the text with prior knowledge (Koda, 2007). Co-ordinate to Snow and Sweet (2003), reading comprehension is a multi-dimensional and complex process that requires high cognitive ability of extraction and construction, in that the reader extracts the meanings from the text, while at the same time combining them with existing knowledge in lodge to construct new meanings. This suggests that the interaction between a text and a kid'southward basic knowledge will contribute to reading comprehension development (Alderson & Urguhart, 1988). ...

  • Wael Shakkour Wael Shakkour

The purpose of this article is to review published studies regarding acquisition of English equally a second or strange language by students of unlike linguistic backgrounds, in light of the English linguistic communication's opaque alphabetic orthography. This review focuses on the contribution of first lan-guage cognitive skills (orthographic noesis, phonological awareness, and morphological awareness) in native speakers of languages with alphabetic and logographic orthographies, to English second-language reading skills (discussion reading and reading comprehension), to better un-derstand the contribution of cognitive reading skills in alphabetic and logographic languages to the conquering of English reading skills equally a 2d linguistic communication. The writer examines findings in the context of second-language learning theories, and ii contradictory hypotheses in particular— the linguistic interdependence hypothesis and the script-dependent hypothesis. The writer finds that no consensus can exist indicated as to the contribution of most native-language skills in alpha-betic vs. logographic languages to the acquisition of second-language or foreign-language English reading, or even whether or not they are linguistic communication-specific (script-dependent). The exception is phonological sensation in alphabetical orthographies (only non logographic orthographies) which received a consensus amid researchers supporting its transfer from the native language to Eng-lish as a 2d or strange language.

... Reading comprehension tin be defined every bit the extraction and construction of significant from written language (RAND Reading Study Group, 2002; Snowfall & Sweetness, 2003). The constructions of meaning that each reader makes may entail varied competences, differ in complication and mobilise different types of data. ...

Reading comprehension assessments are of import for determining which students are performing below the expected levels for their grade'due south normative grouping. However, instruments measuring this competency should also be able to assess students' gains in reading comprehension as they move from one grade to the next. In this paper, we present the structure and calibration process of 3 vertically scaled test forms of an original reading comprehension exam to assess second, third and fourth course students. A sample of 843 students was used. Rasch model analyses were employed during the following three phases of this written report: (a) analysis of the items' pool, (b) item selection for the examination forms, and (c) examination forms' calibration. Results propose that a ane dimension structure underlies the information. Mean-foursquare residuals (infit and outfit) indicated that the data fitted the model. Thirty items were assigned to each test form, by selecting the almost acceptable items for each course in terms of difficulty. The reliability coefficients for each test form were high. Limitations and potentialities of the developed test forms are discussed.

... The stage of collecting information requires students to provide temporary answers to problem conception. [xix] At the naming phase, the teacher presents, sorts and determines the principal content. Students learn labeling, thinking skills, and academic strategies. ...

  • Indah Ariftian
  • Achmad Madjdi Achmad Madjdi
  • Murtono

This study aims to clarify the need for the development of a scientific-based quantum learning model and the implementation of the evolution of this learning model in unproblematic schools. This qualitative decriptive inquiry used observation, interview, and documentation written report techniques by using the researcher as the main musical instrument. The data was analyzed past data reduction, data explanation, data comparisson, and data conclusion steps. The information validity was done through triangulation. The report institute that teachers however dominate learning in the classroom and its implementation tends to make students feel bored and bored with learning. At that place was lack of interaction between students and teachers. Many students do not sympathise the material and easily forget what they take just learned. Students didn't know the essence of the field of study matter being studied. Students do non accept enough opportunities to fully develop their cognition and skills. I of the learning models that can solve students's problems in learning is by developing a scientific-based breakthrough learning model. It consists of learning syntax namely Grow, Experience, Name, Demonstrate, Repeat, Strengthen, Feedback, Conclude and Celebrate.

... e l s eastward v i e r . c o m / 50 o c a t e / fifty i n d i f Text comprehension is a highly demanding cognitive job that involves the simultaneous process of extracting and constructing pregnant (Snow & Sweet, 2003 ). During reading people must shop textual data recently decoded and apply complex processes of meaning construction to arrive at an integrated representation or situational model (east.g., Kintsch, 1998). ...

... (Cain & Oakhill, 2007;Kamhi & Catts, 2012;Snow, 2010). ...

  • Kyung-Jin Yu
  • Mibae Kim

Objectives: The purpose of this study is to evaluate the characteristics of inference in 4-half dozen form students with reading comprehension difficulties. In add-on, we have identified error patterns of inference skills in reading. Methods: A total of 38 students (19 children with reading comprehension difficulties and nineteen normally developing children) participated in the study. The tasks evaluating the characteristics of inference were composed of 4 texts and 45 questions (literal information, cohesive inference, noesis based inference, evaluative inference, elaborative inference). Results: Start, the inference power of children with reading comprehension difficulties was significantly lower than that of the usually developing children. Second, functioning in characteristics of inference was significantly unlike. Third, there was an interaction effect between the reading groups and the characteristics of inference displayed. 4th, the error patterns in both reading groups appeared similar. In both reading groups the error patterns of 'wrong inferences' and 'young inferences' appeared more than than l% of the fourth dimension. However, children with reading comprehension difficulties showed higher rates of 'failure of literal comprehension' than the normally developing children. Decision: The results demonstrated that children with reading comprehension difficulties had difficulties in inference tasks in reading. It seems necessary to examine inference tasks in reading to provide an intervention program for children with reading comprehension difficulties. © 2017 Korean Academy of Speech-Linguistic communication Pathology and Audiology.

... iv-1). Kamhi and Catts (2012) stated, "Not just are there different levels of agreement (e.thou., basic/literal, elaborated/analytic, and highly elaborated/creative), but comprehension, peculiarly deep understanding, also depends on thinking and reasoning processes that are specific to a subject field or subject area (Kintsch, 1998;RAND Reading Written report Group, 2002;Snow, 2010). A definition of comprehension must reverberate the processes as well as the products of comprehension" (p. ...

  • Jodi L. Falk Jodi L. Falk

This study examined the interrelationships amid English linguistic communication structures (phonological knowledge, morphological knowledge, silent word reading fluency) and reading comprehension in a grouping of 45 deaf and hard of hearing students in grades 3 to 8, taking into account their demographic characteristics. Simple Pearson correlations, multiple regression analyses, and an independent samples t test were used in this study. Results indicated that morphological noesis was the meaning variable positively associated with reading comprehension over and beyond the other predictors (phonological knowledge and silent word reading fluency) and the demographic covariates (domicile language, age, and gender).

... Once these spaces are available in grade, children become able to embrace the texts from various perspectives and then that "they tin can make informed decisions regarding what to believe and what to exercise about what they believe" (Rodríguez Martínez, 2017, p.106). When teachers incorporate read-alouds and picturebooks equally moments for critical literacy, their reading comprehension as well benefits (Al Tiyb, 2014;Rodríguez Martínez, 2017;McGee & Schickedanz, 2007;Neugebauer & Currie-Rubin, 2009;Santoro, et al., 2008;Shegar & Renandya, 2009), as well as their overall meaning-making abilities (Snowfall, 2010). As Rodríguez explained, "the participants' explorations and understandings of perspective allowed them to comprehend not just the version of the story that the picturebooks told, but also the stories that the picturebooks did not tell" (Rodríguez Martínez, 2017, p. 106). ...

Instructor educators often come to this role every bit former K-12 teachers and need to negotiate and transform their own identities and cocky-efficacy. This insider-outsider reflexivity offers considerations for teacher education and in-service English education programs that strive for an emphasis on literacies theory and practice in their curricula. In this chapter, Mora, Cañas, Rodríguez, and Salazar share their machine-ethnographic and collaborative ethnographic accounts of how they used a literacies graduate seminar equally a springboard to transform their own practice in simple and higher instruction. The authors provide perspective on transforming literacies theory into 2nd-language contexts and enhancing self-efficacy of in-service teachers through encouraging teachers to pursue master's and even doctoral degrees in second-language educational activity. The authors believe that the change of perspective around literacy helps accost the demand for an extended reflexivity toward transformative instructor education practices.

... Success in academic reading comprehension is multifactorial; it is influenced by at least three factors: reader characteristics, the properties of the texts, and the demand of the reading job bound within sociocultural context (Snowfall, 2010). Peradventure the most sophisticated gene is reader characteristics equally it entails plethora of elements such as motivation, strategies, preferences, learning styles, vocabulary mastery, and even familiarity with the topics. ...

... The opinion is supported by Snowfall (2010) that reading comprehension is a circuitous topic. When students are predicting to become success in comprehension, they requires knowing about themselves such as about what text being read, the job being undertaken, and about the sociocultural context in which the reading is happened. ...

  • Herri Susanto

In this article, several reading theories need to be reviewed in their relationships to read understanding educators and English lecturers. 3 other Reading Models, Bottom-Upward, Elevation-Down, and Interactive, are discussed in the Schema Theory at the theoretical stage. The history of reading grooming, kinds and purposes of reading, and cognitive reading abilities will exist discussed in checking the reading understanding. Finally, information technology reviews six variables that are engaged in agreement English language texts.Keywords: comprehension, models of reading, schema theoryAbstrak. Dalam artikel ini, beberapa teori bacaan perlu ditinjau dalam hubungannya untuk membaca pemahaman para pendidik dan dosen bahasa Inggris. Tiga Model Membaca diantaranyamodel Bottom-Up, Pinnacle-Downwards, dan Interactive dibahas dalam Schema Theory pada tahap teoretis. Rentetan uji coba, jenis dan tujuan membaca, serta kemampuan membaca kognitif dibahas dalam memastikan pemahaman membaca. Akhirnya, terdapat review terhadap enam variabel yang terlibat dalam memahami teks bahasa Inggris.Kata kunci: membaca, model membaca, teori schema

... Predicting success in comprehension needs knowing about the reader, almost what kind of the text being read, about the chore being undertaken, and nearly the socio-cultural context in which the reading is taking place. Since reading comprehension shades into learning, creating a worldview, and discipline-specific literacy practices, it is not easy to set up firm boundaries around comprehension; however, it is clear that more attention to comprehension is needed across the grades [23]. In this instance, reading comprehension is the key in long-term reading a text successfully. ...

... Estos describen los diferentes tipos y niveles de información que pueden presentarse en la medida que ocurren los procesos de comprensión (Kintsch & Rawson, 2005). En este sentido, los resultados de las investigaciones sobre la comprensión lectora confirman la existencia de diferentes niveles de comprensión (Snowfall, 2010). Este autor proporciona una taxonomía de cuatro niveles. ...

  • Eugenio Elías León Islas Eugenio Elías León Islas
  • Marisol May López
  • Jorge Antonio Chi Tamay

El objetivo de esta investigación fue analizar el nivel de comprensión de lectura y medición de fluidez en universitarios de origen maya. La muestra se conformó de thirty alumnos, 19 hombres y 11 mujeres. Del total, 36.seven% es bilingüe y 63.3% únicamente habla castellano. La media en edad es twenty.53 años. Todos cursan el primer semestre de universidad. El nivel de comprensión de lectura se mide mediante un texto de 699 palabras. Se utilizó el coeficiente de correlación lineal. Se obtuvo un coeficiente de r = .862 entre la velocidad de comprensión lectora y la fluidez. Se obtuvo, además, united nations coeficiente de correlación de r = -.864, entre la fluidez en la lectura y el tiempo de lectura. El idioma de los sujetos no influye en el nivel de comprensión y fluidez. El género influye en el nivel de comprensión, pero no en la fluidez.Recibido: 28 de agosto de 2018Aceptado: 26 de diciembre de 2018

... One time these spaces are available in class, children become able to encompass the texts from diverse perspectives and then that "they tin brand informed decisions regarding what to believe and what to do about what they believe" (Rodríguez Martínez, 2017, p.106). When teachers comprise read-alouds and picturebooks as moments for critical literacy, their reading comprehension also benefits (Al Tiyb, 2014;Rodríguez Martínez, 2017;McGee & Schickedanz, 2007;Neugebauer & Currie-Rubin, 2009;Santoro, et al., 2008;Shegar & Renandya, 2009), as well as their overall meaning-making abilities (Snow, 2010). As Rodríguez explained, "the participants' explorations and understandings of perspective immune them to comprehend not only the version of the story that the picturebooks told, but too the stories that the picturebooks did not tell" (Rodríguez Martínez, 2017, p. 106). ...

This affiliate volition innovate a pedagogical framework to engage with literacy practices in early babyhood contexts and English linguistic communication learners (ELLs), based on the commonalities beyond 3 enquiry studies carried out in three schools in Medellín, Republic of colombia. In this chapter, we argue that developing stiff pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children'south practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. As well the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to depict from these frameworks and transform their curricula. Although linguistic communication context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English language-speaking contexts or not.

... Los textos y la complejidad de estos tienen un efecto importante en la comprensión. De hecho, aquellos con estructura explicativa sobre temáticas de las cuales los lectores disponen de menos conocimientos previos -como los científicos-y con vocabulario académico de uso menos frecuente (McNamara, Ozuru y Floyd, 2011;Snow y Sugariness, 2003) son más difíciles de comprender para los estudiantes de educación básica que los textos narrativos. Por lo tanto, los docentes deber ser capaces de identificar las oportunidades así como los obstáculos que presenta el texto escogido para andamiar adecuadamente la comprensión de los estudiantes (Kucan et al., 2011). ...

La investigación en formación inicial docente ha relevado que los profesores requieren aprender prácticas generativas para una enseñanza efectiva. En este estudio exploratorio de tipo transversal se determinan y caracterizan los desempeños de 125 estudiantes de Pedagogía Full general Básica en tres momentos de su formación –curso disciplinar (año ane), curso de didáctica (año two) y práctica (año 3)– en distintas tareas que descomponen la práctica de guiar discusiones para la comprensión lectora: análisis del texto y dificultades para la comprensión, toma de decisiones para facilitar la discusión, identificación de evidencias y errores y observación de una discusión productiva. Este estudio entrega evidencias empíricas para avanzar en la medición de habilidades y conocimientos específicos sobre una práctica generativa crucial para la enseñanza de la lectura; las diferencias significativas encontradas aportan para determinar trayectorias de aprendizaje profesional que integren conocimientos disciplinares y didácticos basados en la práctica.

... Reading plays a central role in formal education, because it is essential for the evolution of knowledge in all the scholar subjects (Snow, 2010). Accordingly, students who have bug in reading are likely to experience difficulties in acquiring and comprehending topics in other areas of noesis. ...

  • Lidia Correia
  • Wilson Carvalho
  • Becky Chen

Este artigo reporta um dos resultados de um estudo que examinou a compreensão leitora em adolescentes due east jovens adultos com Síndrome de Asperger (SA). O estudo foi conduzido na cidade de Fortaleza, região nordeste practise Brasil, com 6 estudantes que já concluíram o Ensino Fundamental I. Mais especificamente, o referido estudo teve seu foco na investigação e melhoria da compreensão leitora de adolescentes e jovens adultos com SA através de um programa de intervenção baseado em estratégias metacognitivas, tendo como base a abordagem conciliadora de leitura. Adotamos o modelo de leitura proposto por Kintsch eastward Van Dijk (1983), que apresenta a compreensão de leitura como um processo dinâmico, online due east estratégico. Além disso, nos baseamos na ideia de Solé (1998) para abordar as estratégias básicas de leitura. Os resultados apresentados neste artigo são um recorte da pesquisa citada, apontam que atividades de ensino com instruções explícitas que sugiram um caminho a ser seguido durante a leitura, servindo como uma espécie de guia de leitura eastward estimulando o aluno a refletir acerca de seus conhecimentos, de sua compreensão e que o levem ao automonitoramento constituem um meio seguro para minorar every bit dificuldades de compreensão leitora de pessoas com SA.

... Perhaps the virtually hit example was the strategy of reading to ameliorate vocabulary, which is widely promoted in Canadian L2 contexts; nearly of the students (85%) did not study actively using the strategy, despite the fact that a bulk (55%) mentioned it as a "needed" strat- egy. This might be largely due to the fact that these students lacked the basic vocabulary knowledge required for comprehensible input (Coady, 1997;Krashen, 1981;Snow 2010b). ...

  • Jia Li Jia Li

This commodity reports a example written report that investigates the learning preferences and strategies of Chinese students learning English language equally a second language (ESL) in Canadian school settings. Information technology focuses on the interaction between 2nd language learning methods that the students have adopted from their previous learning experience in People's republic of china and ESL instruction they accept encountered in the North American classroom. Twenty course nine-x Chinese immigrant students in a Canadian urban public loftier school participated in the report. Information derived from questionnaires and interviews testify that the students pragmatically searched for strategies to optimize their English learning by taking advantage of their offset language skills and available scaffolding. In particular, they considered explicit strategies valuable and had experienced them in start language (L1) and English language as a strange language (EFL) instruction prior to their arrival in Northward America. This article proposes a resources-oriented functional approach to teaching and learning ESL. To that end, it argues that language teaching strategies frequently used in Due north American ESL classrooms can integrate more explicit education and learning strategies to assist students, and particularly those with beginner levels of English proficiency, to larn vocabulary more effectively.

Resumo A compreensão da leitura é o processo pelo qual se extrai signifi cados due east se constrói uma representação mental exercise conteúdo lido, o que requer o bom funcionamento de habilidades cognitivas e linguísticas. No Brasil, há uma carência de instrumentos de avaliação da compreensão leitora que apresentem estudos de validade, fi dedignidade east indicadores da qualidade psicométrica dos itens. O presente estudo piloto relata alguns procedimentos psicométricos da construção de uma Prova de Avaliação da Compreensão Leitora para crianças. Alunos do iii o ao 5 o ano do Ensino Fundamental de uma escola pública da cidade de São Paulo (Due north = 81) leram sete textos (narrativos e expositivos) due east responderam a questões abertas relacionadas. Para a análise dos dados, consideraram-se: (a) os efeitos practise texto utilizado, dos processos cognitivos envolvidos na resolução das questões due east do ano escolar na precisão das respostas (ANOVAS para medidas repetidas); (b) os parâmetros psicométricos de discriminação e difi culdade dos itens (Te-oria de Resposta ao Item). Conforme esperado, as ANOVAS mostraram que a precisão foi menor para bone textos mais complexos, para every bit questões que exigiam uso de inferências, elaboração ou construção de uma representação textual e para equally crianças mais jovens. A análise dos itens mostrou que a maioria das questões apresentou índices baixos de discriminação e funcionaram mais para níveis baixos de habi-lidade. Os resultados indicam que em geral os itens criados mostraram-se promissores para a avaliação da compreensão leitora na faixa etária investigada, mas também apontam a necessidade de ajustes em alguns textos e questões. Palavras-chave: Compreensão da leitura, linguagem escrita, leitura, difi culdade, discriminação.

This study focuses on the relationship between 15-year-olds' reading enjoyment and reading comprehension on the one hand and the relationship between these 2 variables and students' gender, socio-economic status (SES), and linguistic communication background on the other. Based on the PISA 2009 literacy examination, it includes a secondary analysis of data collected from 4269 Flemish students of which the results were analysed past means of multilevel modelling. The results showed a positive human relationship between reading enjoyment and reading comprehension. Girls, higher SES students, and students in the academic runway were institute to score higher in both reading enjoyment and reading comprehension. Students in the vocational track scored lowest in both reading enjoyment and reading comprehension. Finally, second or additional language (L2) speakers scored lower in reading enjoyment.

  • Fiona Maine Fiona Maine
  • Beci McCaughran

In this chapter we explore how collaborative meanings can be made as teachers and young children (six-year-olds) appoint together in reading wordless picturebooks. The action of talking about these visual texts was a cardinal role of the DIALLS project equally children joined together not merely to brand meaning from them, but besides apply them every bit stimuli for deeper philosophical thinking nearly themes around living together and social responsibility. The discussions gave children the opportunity to engage in 'genuine dialogue' (Buber in Between man and man, trans. R.G. Smith. Routledge, London, 1947), as they co-constructed significant from the narratives and equally they so related the themes inside them to their own lives, values and identities.

  • Febriana Hidayati
  • Dedeh Rohayati

This paper investigates the effectiveness of Jigsaw on reading comprehension of analytical exposition text. The problems in this inquiry are whether jigsaw has significant difference in reading comprehension of analytical exposition text betwixt students who are taught by using jigsaw learning and those who are taught by using Grammar-Translation Method and how the participants in the experimental grouping response toward the jigsaw instruction after the treatment. The population of this research was the eleventh grade student of Senior Loftier School in Tasikmalaya in the academic year 2016/2017 consisting of 48 students. The instruments, achievement test used to collect data were pre-test and mail service-examination to experimental and control groups. They served to mensurate students' reading comprehension of analytical exposition text by using jigsaw . The musical instrument, questionnaire was used to collect data near the participants' response towards using jigsaw in comprehending belittling exposition text. From the enquiry, it could be obtained the t-observed value was 2.410, whereas t-critical was ii.021.Information technology means the alternative hypothesis is accepted and the nul hypothesis is rejected. It can be concluded that there is significant divergence in reading comprehension of belittling exposition text between students who are taught past using jigsaw learning and those who are taught past using it. Keywords: Jigsaw , reading comprehension, analytical exposition text

Background: Diverse investigations take revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they tin use monitoring processes and regulation strategies adequately. The goal of this piece of work is to analyze the effects of strategic and metacognitive didactics on reading comprehension processes and strategies, using the "Aprender a Comprender" [Learning to Understand] plan. Method: Teaching was carried out in the classroom past 2 teachers during half dozen months. Xc-four students participated, 49 from 5th grade and 45 from 6th course. A pretest-intervention-posttest-follow-upwardly pattern was used with a comparing group by grade. Results: The analysis of variance shows an impact of the intervention and its differential maintenance in each class. The 5th-grade intervention group scored higher than the comparing group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up. Conclusions: Textual strategy educational activity favors reading comprehension and the progressive evolution of planning, which is necessary for supervision and regulation, and its furnishings are maintained over time.

  • Dr. Gary Woolley

This chapter lays the foundation for an understanding of what reading comprehension is and how it is conceptualised in the literature. It develops the notion that reading comprehension is a flexible and ongoing cognitive and effective procedure. It is asserted that there are both conceptually driven (top-down) and data-driven processes (bottom-up) that contribute to the structure of a situation (mental) model of text ideas. It is a 2-way process that integrates data from the text-based model with data from prior cognition using inferential processing. The chapter will examine how readers construct mental or situation models of text to enable reading comprehension.The second office of the chapter examines a number of factors that impede children's reading comprehension. By nature reading comprehension difficulties are complex and reader difficulties may be related to a combination of factors such as: biological, cognitive, or behavioural issues. What is important is the realisation that reading comprehension outcomes are influenced by a combination of factors that may be situated within or outside of the learner.

The aim of this study was to determine whether the items from a reading comprehension test in European Portuguese office differently beyond students from rural and urban areas, which biases the examination validity and the equity in assessment. The sample was equanimous of 653 students from 2d, third and fourth grades. The presence of differential particular functioning (DIF) was analysed using logistic regression and the Mantel–Haenszel process. Although 17 items were flagged with DIF, only five items showed non-negligible DIF in all effect-size measures. The testify of invariance across students with rural or urban backgrounds for most of the items supports the validity of the test though the five identified items should be further investigated.

  • Manfred Man-fat Wu Manfred Man-fatty Wu

Second language research has traditionally been characterized by the cerebral perspective which focuses on how the individual processes language. There has been an emerging trend over the past few decades on taking into consideration the social influences on second language learning based on diverse theoretical frameworks. Research on 2d linguistic communication reading is no exception. Hegel points out the unique features of publicity, persistence over time, resistance to negation, universality and objectivity of the written class. These features enable the written form to perform some social and commonage functions such as cultural preservation and enforcement of contracts that cannot be replaced past the spoken grade. Hegel's philosophy also suggests that reading in a second linguistic communication is qualitatively different from reading in a showtime language, and second linguistic communication reading is an enculturation process. Hegel's accounts on these 3 aspects of 2d language reading provide new insights to both theories and practise of the teaching of second language reading.

While American educators fret well-nigh the mediocre educational functioning of American students in international contests (e.thousand. the Plan for International Student Cess) and wonder why the Chinese education system produces such high-achieving students, educators, journalists, and public officials in Red china desire to know what causes and how to prevent the loftier levels of academic stress that Chinese students, their families, and their schoolhouse systems experience. So far, much of the blame for these toxic levels of stress has been directed to the Gaokao, the Chinese national college entrance exam that takes place in June each year. Simply to date, height-downwardly Chinese educational reforms have been ineffective in reducing the trouble. In this commodity, we build a case for strengthening bottom-up efforts at the school level in China and advise an evidence-based approach for addressing the challenge of academic stress experienced by Chinese students.

  • Bruce Allen Knight Bruce Allen Knight
  • Mike Horsley

This chapter chronicles the use of heart-tracking methodology to develop a model of the mechanics of reading as students undertake comprehension tasks. This model has been adult from analysing the fashion that students undertake loftier-stakes testing in Australia. In phase two of the enquiry, a model has been developed from a grounded theory approach by analysing the reading behaviours of students completing high-stakes comprehension tasks. In stage 3 of the enquiry, the model will be validated with a large-calibration study involving 200 year-vii students in Queensland schools. The research to date has developed a model of the mechanics of reading comprehension. The model is presented in the chapter. The model has added a set of macro-reading behaviours revealed during the evolution of the model to the micro-reading behaviours established by a decade of previous eye-tracking research into reading behaviour.

  • Chun Ju Huang Chun Ju Huang

近代社會中的科技發展變化快速，若要持續地關心這些正在發生的科學相關議題，科學新聞文本就扮演一個重要的媒介角色。在眾多的科學新聞當中，「科學編譯新聞」是國內引進「科學新知」的最主要媒介，並且同時融合了科學的「說明文」及「故事文」兩種文類，是一個十分特殊及重要的科學知識文本。一般民眾如何對這類新聞文本進行閱讀與回憶，甚至足以影響科技社會的發展與成熟。本研究透過科學新聞閱讀回憶診斷工具的發展，經由自由回想及問題晤談的方法，探討大學生在閱讀科學編譯新聞時的閱讀回憶量、類型及相關的影響因素。研究結果發現，主題興趣是影響閱讀者掌握相關科學訊息的最主要因素，而閱讀者對於科學新聞的文本結構掌握地越完整，越有助於科學知識的吸收及整體意義的掌握。

The use of multimedia story applications on touch-interactive mobile devices has go prevalent in early education settings. Still, despite the promise of multimedia story applications for early learning outcomes, there has been a famine of enquiry on the educational benefits of such tools, and whether their effects can exist strengthened with the integration of questioning strategies. This report investigated the furnishings of multimedia story reading and questioning on children'southward literacy skills, including vocabulary learning, story comprehension and reading date. Using a 2 (multimedia vs. paper) × 2 (question vs. no question) blueprint, a total of 72 participants were randomly assigned to ane of four conditions: multimedia story reading, multimedia story reading with questioning, newspaper story reading, and paper story with questioning. To identify the effects of Media and Questioning on children's vocabulary learning, story comprehension, and reading engagement, nosotros conducted a series of two-style ANCOVAs, decision-making for different covariates every bit appropriate. The results showed significant interaction of media and questioning on target vocabulary and significant principal event of media for engagement, but the results showed no significant main effects of either media or questioning for comprehension. This study demonstrated inquiry tools to examine children's learning and engagement with interactive mobile devices, and suggested potential benefits of multimedia story reading and questioning for learning. Nosotros talk over implications of these findings for the design and apply of multimedia storybooks.

Due east-readers are changing the nature of learning in our classrooms and the nature of classroom instruction. E-readers create a learning environment that prepares students to live in a world where applied science is ever-changing and learning is constantly evolving. In this chapter, the authors introduce a pedagogical framework for teaching using e-readers. The complexity of developing and implementing a pedagogical framework using the ever-changing technology of due east-readers requires a teacher who is metacognitive. This model emphasizes the metacognitive instructor, putting dispositions at the center of the framework. The metacognitive teacher is informed by her content noesis, pedagogical noesis, technological knowledge, and noesis of students.

  • Melike Özyurt Melike Özyurt
  • Nezahat GÜZEL

Bu araştırmada, okul öncesi eğitimi alan çocukların okul olgunluğu düzeylerinin eğitim alma süresi, eğitim gördüğü okul türü, cinsiyet ve ay bakımından yaşı açısından incelenmesi, ayrıca öğretmenlerin okul öncesi eğitimi ile okul olgunluğu kavramına ilişkin görüşlerinin belirlenmesi amaçlanmaktadır. Karma araştırma yönteminin kullanıldığı araştırmanın deseni açıklayıcı sıralı desen olarak belirlenmiştir. Çalışmanın örneklemi, 2016-2017 öğretim yılında Gaziantep ili Şahinbey ve Şehitkamil ilçelerinin Milli Eğitim Müdürlüklerine bağlı, tabakalı örnekleme ile belirlenmiş beş okulda eğitim gören 221 çocuk ile bu okullarda görev yapmakta olup maksimum çeşitlilik örneklem ilkesiyle belirlenen v sınıf öğretmeni ve 5 okul öncesi öğretmeni olmak üzere toplam 10 öğretmenden oluşmaktadır. Araştırmada veri toplama aracı olarak Metropolitan Okul Olgunluğu Testi ve görüşme formu kullanılmıştır. Veri analizi aşamasında araştırmanın nicel verileri için bağımsız gruplar t-testi ve ANOVA, nitel verileri için ise betimsel analiz uygulanmıştır. Yapılan analizler sonucunda, okul öncesi eğitim alma süresi ve ay bakımından yaşı arttıkça çocukların okul olgunluğu puan ortalamalarında artış olduğu belirlenmiştir. Okul türü değişkenine göre ise 'Bağımsız' anaokullarındaki çocukların okul olgunluğu puan ortalamalarının, 'ilkokul' bünyesindeki ana sınıflarında eğitim gören çocuklardan daha yüksek olduğu tespit edilmiştir. Araştırmada ayrıca öğretmenlerin okul olgunluğuna sahip çocukların 'Fiziksel ve zihinsel becerileri gösterme', 'Yaşıtlarıyla benzer özellikler gösterme','Sorumluluk sahibi olma', 'Sınıf, okul kurallarını anlayıp bunları uygulayabilme' ve 'Kendini rahatça ifade edebilme' özellikleri göstermesini beklediği tespit edilmiştir.

Sign language interpreters oftentimes offer the primary avenue of access for deaf and difficult of hearing students in public schools. More fourscore% of all deafened children today are mainstreamed, and few of their teachers sign well plenty to provide them with total access. As a result, many K-12 interpreters perform multiple roles beyond interpreting. Nevertheless, very little is known most what they actually do and what factors inform their moment-to-moment decisions. This volume presents the range of activities and responsibilities performed by educational interpreters, and illuminates what they consider when making decisions. To learn about the roles of K-12 interpreters, author Melissa B. Smith conducted in-depth analyses at three dissimilar schools. She learned that in response to what interpreters feel that their deaf students need, many focus on three primal areas: 1) visual access, 2) linguistic communication and learning, and 3) social and academic participation/inclusion. To best serve their deaf students in these contexts, they perform five critical functions: they assess and respond to the needs and abilities of deaf students; they interpret with or without modification as they deem advisable; they capitalize on bachelor resources; they rely on interactions with teachers and students to inform their choices; and they take on additional responsibilities every bit the need arises.

  • Dr. Gary Woolley

Reading comprehension problems are oftentimes directly related to underlying language difficulties. This chapter examines the complex nature of language and presents a model for reading comprehension. Reading disabilities are viewed as language-based disabilities involving phonological, syntactic, and semantic elements. The chapter volition hash out a number of associated disorders such as: ADHD, poor comprehension, dyslexia, and language learning impairments that affect the reading comprehension performance of many readers. In particular it volition examine relevant characteristics and features of each group and volition highlight their strengths as well as their learning needs. Reading comprehension problems are characterised by decoding, language-learning, and metacognitive deficits or a combination of these difficulties. It is acknowledged that individuals associated inside each group will non fit neatly into each of these classifications just exercise take unique issues that crave individualised assessment for remediation.

Describes reading-comprehension technique called "Questioning the Author," which focuses on education students to concentrate on building agreement of the ideas in the text. Provides examples of this reading-comprehension technique in geography and history. (PKP)

This article presents a framework to assistance teachers facilitate small group discussions about stories children read. Collaborative reasoning discussions are intended to create a forum for children to listen to i another remember out loud equally they acquire to engage in reasoned argumentation. Children apply personal experiences and evidence from the stories to support their conclusions and consider each other's points of view. Excerpts from an ongoing study of 12 fourth-course classrooms in rural, urban, and suburban settings are used to illustrate iv characteristics of cognitive reasoning: (ane) children'south response to text; (2) children's apply of text to consider multiple possibilities; (three) children's use of tools for persuading others; and (4) children'due south control of topic and plow-taking.

Fluency has traditionally been viewed equally a goal of reading taught and mastered in the unproblematic grades. This article challenges that notion by exploring reading fluency as a contributor to reading proficiency (and difficulty) among ninth-grade students. The authors assessed reading fluency evolution among a large number of ninth graders and found a moderately strong correlation between fluency and overall reading proficiency as measured by a standardized achievement exam. Moreover, a significant number of students were essentially beneath norms for fluency. The findings propose that reading fluency is a significant variable in secondary students' reading and overall bookish evolution. More enquiry is called for into the role of reading fluency among older students, specially those experiencing difficulty in achieving loftier levels of literacy.