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Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.
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The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step. The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures. In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.Syftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.
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Boustead, Therese Mary. "Undergraduate difficulties: algebraic skills and mathematical comprehension." Thesis, University of Canterbury. Mathematics and Statistics, 1999. http://hdl.handle.net/10092/5639.
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Many first year university students struggle with mathematics. Observations in senior mathematics classes in four New Zealand secondary schools highlighted potential undergraduate problems, especially with algebraic and mathematical reading skills. In this thesis, these two areas are investigated further.
In the first part of the thesis, an analysis is done of algebraic tests given to first year university mathematics students. From the results there emerged five main categories of common consistent algebraic difficulties. These categories not only emerged the following year with a similar group, but senior secondary school and second year undergraduate mathematics students also displayed them. Overall, the conclusion was that these categories of algebraic difficulties formed from the research did not appear to improve with higher mathematical learning.
A second area for the investigation of undergraduate difficulties was in the field of reading to learn mathematics. The results of a questionnaire survey confirmed that students were not only resistant to reading mathematical text, but they did not appear to have the skills to read expository text. Many students used a narrative, surface approach to mathematical reading that resulted in very little of a topic being understood. Further analysis using a variety of extracts, case studies, interviews and written answers led to the formation of a mathematical reading model based on generative comprehension research by Wittrock (1990) and interactive reading research by Dechant (1991). For mathematical text, critical linkages were often symbol-symbol linkages requiring a higher level of comprehension than narrative text. These critical linkages were predominantly located at an inner text layer. A major deterrent to reading mathematical text for students is the difficulty in locating these critical linkages in hard-copy text. Further investigations compared hard copy text with various types of software designed for self-study purposes. Some of the software was found to be better at directing students to these critical linkages while others were not so successful.
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Cain, Kate. "An investigation into comprehension difficulties in young children." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240660.
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Stothard, Susan E. "Reading difficulties in children : problems of decoding and comprehension." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316209.
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Kingham, Patricia H. "Developmental approaches to reading comprehension in children with reading difficulties /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20030904.135502.
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Sylvia, Allison M. "Test Anxiety and Reading Comprehension in Adults with Academic Difficulties." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1583853725075996.
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Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1729.
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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.
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Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Curtin University of Technology, Faculty of Education, Language Studies and Social Work, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13398.
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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.
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Kerbel, Debra. "A study of idiom comprehension in children with semantic-pragmatic difficulties." Thesis, De Montfort University, 1996. http://hdl.handle.net/2086/4907.
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In the light of inconclusive evidence regarding the comprehension of idioms by children with semantic-pragmatic difficulties, this study aimed to investigate the extent to which difficulty with idiom comprehension was characteristic of a group of primary school children considered to have semantic-pragmatic difficulties. It further aimed to explore whether such difficulty constitutes a valid means of discriminating children diagnosed as having "semantic-pragmatic disorder", Asperger syndrome or high-functioning autism, from children considered to have language disorders not primarily of a semantic and/or pragmatic type. It also compared these two groups with normallydeveloping children aged 6; 6 to 7; 6 or 10; 6 to 11; 6. In view of the limitations of available procedures for assessing idiom comprehension in children with semantic-pragmatic difficulties, a new play-based methodology was developed for this study. Supplementary information was obtained from an additional definition task and from a symptom checklist. The results indicate that the children with semantic-pragmatic difficulties did, as a group, demonstrate significantly fewer appropriate idiomatic interpretations and significantly more inappropriate interpretations than did any of the other three groups. However, the higher level of inappropriate scores reflected a larger number of "fuzzy" responses rather than significantly higher rates of literality. Despite relative weakness, the children with semantic-pragmatic difficulties displayed appropriate interpretations considerably more often than they evidenced inappropriate ones. Within-group analysis reveals that the children diagnosed with Asperger syndrome or high-functioning autism performed less well than did those diagnosed with "semantic-pragmatic disorder". Nevertheless, both of these subgroups encompassed a considerable range of comprehension ability. This variation appears to reflect essential differences in the critical semantic and pragmatic skills underpinning idiom comprehension. In combination with definition task data and broader knowledge of particular children, the play task may be used to identify the sites and sources of idiom comprehension breakdown in individual children.
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Goldfus, Caroline Ida. "Reading comprehension and EFL adolescent students with difficulties: exploring a cognitive processing model." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503591.
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Bayraktar, Hasan. "A Communicative Competence Perspective On Difficulties In L2 Reading." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606279/index.pdf.
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The primary objective of this study was to investigate the reading difficulties (problems) of Freshman EFL students attending the Department of Foreign Language Education at Middle East Technical University. The study attempted to integrate notions of strategic, linguistic, discourse and sociolinguistic competence into the construct of reading: a first approximation at integrating and applying a model of reading ability to a model of communicative language ability. To examine the reading difficulties and factors related to EFL reading, the researcher investigated the sub-competencies of reading comprehension in the following areas of Communicative Competence: linguistic, strategic, socio-linguistic and discourse competence. For this purpose, 6 reading quizzes were administered to 29 EFL readers and the results were analyzed by three different reading instructors to explore, from a Communicative Competence perspective, where the difficulties in L2 reading were experienced.
The results showed that students’
difficulties frequently originated from discourse competence, followed by sociolinguistic, strategic and linguistic competences, respectively.
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Lai, Cheng-Fei, and Cheng-Fei Lai. "Identification of Students in Late Elementary Grades With Reading Difficulties." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12406.
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Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because current methods for classifying students are still questionable, this modeling technique could be a viable alternative classification method to identifying students at risk for reading difficulty. Results from this study suggested heterogeneity in reading development. The latent classes and growth trajectories from the LCGA models were found to align closely with easyCBM's risk rating system. However, results from one school district did not fully generalize across another. The implications for future research on examining growth in reading are discussed.
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Rask, Inga-Britt. ""Det räcker inte med läsförståelseböcker och tyst läsning" : En studie om lärares erfarenheter och uppfattningar gällande läsförståelsesvårigheter." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-75248.
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Syftet med detta examensarbete har varit att utifrån ett lärarperspektiv, belysa möjligheter och problem i läsförståelseundervisningen och att bidra till en fördjupad kunskap om elever i behov av särskilt stöd i sin läsutveckling. Det empiriska materialet består av en enkät som har vesvarats av 64 lärare som undervisar i svenska i år 1-6. Studien är kvalitativ och inspirerad av enomenografin. Resultaten visar att lärarna i studien har erfarenhet av flera olika typer av lässvårigheter. Läsförståelsesvårigheter upptäcks på flera olika sätt: läsförståelse, avkodning, muntlig fömåga, svårigheter med andra uppgifter, arbetsminne, ordförråd, strategier för att inte läsa samt känslomässiga reaktioner. Flera av informanterna har mött elever i år 3-4 som kan avkoda bra men ändå inte förstår innehåller i en text. En del av lärarna menar att deras utbildning inte påverkat deras undervisning i läsförståelse. Andra menar att utbildningen har gjort det och att extra utbildning i läsförståelse innebär en skillnad. Det finns många olika orsaker till bristande läsförståelse och det finns en grupp elever som har specifika läsförståelsesvårigheter. Dessa elever kan vara svåra att upptäcka. För att de ska få adekvat hjälp krävs att lärare förstår vad som gör att svårigheterna uppstår och att de pedagogiska insatserna anpassas efter elevernas behov.
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Larsson, Samuel, and Felix Marklund. "Generella hörförståelsetest i videoformat." Thesis, Umeå universitet, Institutionen för språkstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159733.
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This paper aims to study the effect of visual aid in listening comprehension tests for Swedish secondary school pupil. The study also looks at the effects visual aid has for pupils who have difficulty concentrating and lastly to study the effect that previous knowledge has on the pupils’ performance. The study was carried out on 45 economy pupils who study engelska 6, the second English course in secondary school. They performed two tests; one listening comprehension test without visual aid and another listening comprehension test with visual aid. The results indicated that a slight majority of pupils performed better with the test with visual aid but that the difference was scattered, with some pupils having lower results on the test with visual aid. The participants with difficulties concentrating were too few in number to draw any definitive conclusions, but as a group they performed better when they had the visual aid.
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Zhou, Ying. "IELTS Preparation Courses in China : the Reading Comprehension Task." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8277.
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More and more private language schools provide IELTS preparation courses for candidates who want to sit the test for admission to undergraduate and postgraduate courses in English-speaking countries. This essay investigates whether the IELTS preparation course in a language school in China offers an adequate preparation for candidates. The study focuses on one preparation course for the IELTS reading test (other modules are beyond the scope of the present study). A questionnaire and interview questions concerning both the IELTS reading test and the preparation course were given to 20 candidates and two teachers by e-mail.This study first analyzed the reading skills tested in the IELTS reading test and discussed possible test difficulties. It then investigated the IELTS reading preparation course by means of candidate feedback on course expectations, course structure, teaching materials and teaching methods. The feedback shows that the course fulfilled the candidates’ expectations, i.e. it taught them useful test-taking techniques and reading skills. The teachers’ responses indicate that the course achieved its objective to familiarize candidates with the IELTS reading test. The study results demonstrate that the preparation course is test-based, teaching candidates IELTS test-taking strategies, which effectively prepare candidates for the IELTS test. Candidates and teachers also offered suggestions for future course improvement.
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Stokes, Gary E. "The impact of a social-cognitive teaching strategy on students with learning difficulties." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/64188/1/Gary_Stokes_Thesis.pdf.
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This study examined the impact of a social-cognitive teaching strategy, the community of inquiry, on the functioning of six Year 4 students with learning difficulties. Results indicated that the students became more self-regulated in their learning and developed greater academic self-efficacy and stronger reading comprehension skills. Although the degree of development varied across the group, the results indicated that all six students (in addition to their class peers) benefited from actively engaging in scaffolded opportunities for intellectual and social exchange in a whole class setting. Accordingly, the findings of this study have implications for approaches to supporting the development and learning of students with learning difficulties.
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Byrne, Melanie B. S. "Increasing Engagement and Academic Performance of Children with Autism SpectrumDisorder and Attention Difficulties: Do Fidget Spinners Help?" Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7755.
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Children with varying exceptionalities including ADHD, Autism Spectrum Disorder, and other learning disabilities often struggle with attention deficits. The persistence of alternative non-behavioral approaches in classrooms to address this deficit presents the need for more research and education about these interventions. Specifically, the fidget spinner is a newer intervention which currently has no empirical evidence to support its use in the classroom setting. The purpose of this study was to examine the effects of fidget spinners on increasing engagement and academic comprehension in a whole classroom environment. A multiple baseline across participants design was used with six children with varying diagnoses who struggled with attention deficits. Results showed that fidget spinners were ineffective at increasing engagement or academic comprehension and that self-monitoring was effective at increasing both engagement and academic performance.
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Welch, Emily C. "Functionally illiterate adults resolve reading difficulties presented by lexically ambiguous words : an investigation of the ability of the lexical quality hypothesis to describe differential reading skill /." Connect to online version, 2005. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2005/122.pdf.
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Sridhar, Dheepa. "Effects of bibliotherapy+ on text comprehension, reading attitude, and self-concept in third and fourth grade students with attention difficulties /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004379.
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Alrashidi, Mousa. "Predictors of Arabic reading comprehension : the development and identification of measures for the assessment of literacy and literacy learning difficulties." Thesis, University of Surrey, 2010. http://epubs.surrey.ac.uk/843489/.
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The work reported in this thesis investigated Arabic reading comprehension skills amongst children in Kuwait. The first study investigated Arabic-speaking children learning to read in Arabic and English (49 grade 5 and 6 children), and found that the English data conformed to those found with English first language cohorts. A second study then focused on children learning to read in Arabic only (123 children from grades 3 to 6). The data from the two initial studies indicated that Arabic reading comprehension is related specifically to phonological awareness and automatic word processing skills. A further two studies investigated additional potential predictors of reading comprehension skills and argued for the addition of non-verbal ability, morphemic awareness and syntactic processing measures as predictors of variability in Arabic reading comprehension levels. Participants in these studies were children from mainstream Kuwaiti grades 3 to 6 children (178 children in study 3, 178 in study 4), though an additional cohort of children from a special school for children with learning disabilities was tested in the third study. Overall, the findings from the work were consistent with the view that phonological awareness is an important skill inArabic reading development, particularly when a regular orthography is experience in early learning, though the need to predict information in Arabic text may make the processing of additional orthographic features (such as syntax) within text particularly useful. These data argue that English-language-based models can inform the development of models of Arabic literacy acquisition, but that these will need suitable modification to explain fully reading comprehension skills in Arabic. These models will inform the development of further tests that, in addition to those developed and trialled as part of the current research, should support the measurement of Arabic reading abilities and the identification of Arabic literacy learning difficulties.
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Lundberg, Fanny. "Hur utvecklar elever i avkodningssvårigheter läsförståelse? : En kvalitativ studie kring fem lärares undervisning i läsförståelse för elever i avkodningssvårigheter." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53936.
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Syftet med den här studien har varit att undersöka fem lärares uppfattningar kring hur de skapar en undervisning som bidrar till att utveckla läsförståelsen hos elever i avkodningssvårigheter. Studiens teoretiska utgångspunkt baseras på den sociokulturella teorin enligt vilken elevernas tillägnande av kunskaper sker inom ramen för den närmaste utvecklingszonen. I studien har en kvalitativ metod använts. Materialinsamlingen genomfördes genom kvalitativa semistrukturerade intervjuer. Materialet analyserades med utgångspunkt i den fenomenografiska ansatsen. Resultatet visar att de huvudsakliga temana i lärares arbetssätt för att utveckla läsförståelse hos elever i avkodningssvårigheter är visuellt stöd, modellerande av läsförståelsestrategier och samtalet som redskap.The purpose of this study has been to investigate the perceptions of five teachers regarding their teaching of reading comprehension to students with decoding difficulties. The theoretical starting point of the study is based on the sociocultural theory, where the focus is that the students' acquisition of knowledge takes place within the framework of the zone of proximal development. A qualitative method has been used in the study. Through qualitative semi-structured interviews, material collection was carried out. The material was analysed using a phenomenographic approach. The results show that the main themes in teachers' working methods for developing reading comprehension for students in decoding difficulties are visual support, modelling reading comprehension strategies and to use text-talk to reflect and understand the meaning of a text.
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Andersson, Jessica. "Textens inverkan på matematiska uppgifter : En undersökning om elevers textförståelse av matematikuppgifter i årskurs 5." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31116.
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The purpose of this study is to show the importance of task texts for students in grades 5 when solving mathematical problems. It was conducted in a class 5 (where the children are 11 years old). The pupils were assigned two different tests with mathematical problems; one where the problems were described in text and one where the problems were presented with numbers and mathematical signs. Previously done research, done on bilingual children, (Bernardo, 2002) shows that pupils tend to do better on mathematical tests when no text is presented. My research supports that theory even though the correlation is not that strong. The big discovery laid in the fact that boys tend to perform significantly lower results compared to the girls.Syftet med denna undersökning är att visa vilken betydelse uppgiftstexter har för elever i årskurs 5 när de ska lösa matematiska problem. Eleverna i klassen fick göra två matematiska test; en med uppgifter formulerade i text och en med uppgifter presenterade med endast siffror och matematiska tecken. Tidigare forskning, gjord på elever som läser matematik på sitt andraspråk (Bernardo, 2002), visar att eleverna presterar bättre då endast siffror, och ingen text, finns med i provet. Resultatet i den här undersökningen visar en svag trend åt det hållet medan den starka tendensen var skillnaden i resultat mellan de två könen då flickor tenderade att prestera betydligt bättre än pojkarna oavsett om uppgifterna gavs i form av text eller som rena sifferövningar.
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Wilkerson, Mark. "The Effects of an Intervention Package on the Reading Comprehension Skills of Urban African American Middle School Students With Emotional Regulation Difficulties." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586184164119753.
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Levlin, Maria. "Lässvårigheter, språklig förmåga och skolresultat i tidiga skolår : en undersökning av 44 elever i årskurs 2 till 3." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96279.
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I skolverkets rapporter framkommer att ca 15-20 % av eleverna inte klarar nationella proven i grundskolan. Varje år går även alltför många elever ut grundskolan utan behörighet till något av de nationella gymnasieprogrammen. Det finns ett behov av mer kunskap om vilka elever som riskerar att inte nå målen för att underlätta tidig identifiering. Läsförmåga och språkförståelse är några av de faktorer som i tidigare studier visat sig påverka utfallet i skolresultat. I den här studien undersöks hur lässvårigheter i tidiga skolår relaterar till språkförståelse, samt hur lässvårigheter och variationer i språkförståelsen påverkar skolresultaten i nationella proven i åk 3. I studien deltog 44 elever med positivt utfall i en screening av läsförståelse, avkodning och stavning i åk 2. Svag läsförståelse i åk 2 innebar en större risk för språkförståelsesvårigheter i åk 3. Elever med enbart avkodnings- eller stavningssvårigheter i åk 2 hade däremot en god språkförståelse i åk 3. Språkförståelsen visade i sin tur signifikanta samband med utfallet i läsförståelse i ämnesprovet i svenska och med 5 av 6 delprov i matematik i nationella proven i åk 3. En viktig implikation blir att inkludera även språkförståelse i arbetet med elever som har läsförståelsesvårigheter. Studiens resultat indikerar att det inte räcker med en bättre avkodningsförmåga för att uppnå en god läsförståelse. Det krävs även insatser för att främja ordförråd, grammatisk kompetens och förståelsestrategier på diskursnivå. En hög andel av eleverna som inte fick godkänt i delproven i svenska respektive matematik i åk 3 var identifierade i screeningen redan i åk 2. Det här indikerar att det är möjligt att använda en screening av läsförmågan i åk 2 för att identifiera vilka elever som riskerar att inte klara läroplanens mål. Samtidigt var det många elever med svag läs- och stavningsförmåga i åk 2 som ändå klarade nationella proven. Den här studiens resultat indikerar att det framförallt är eleverna med läsförståelsesvårigheter som riskerar att inte klara nationella proven, medan eleverna med enbart avkodnings- eller stavningssvårigheter klarar nationella proven betydligt bättre. Det behövs däremot fortsatta longitudinella studier för att klargöra i vilken mån de elever som klarade de nationella proven i åk 3 trots lässvårigheter även kommer att klara nationella prov och läroplanens mål på längre sikt.Every year about 20% of the students in primary and secondary school do not reach the goals of the Swedish National Curriculum. A greater understanding of how reading difficulties relate to oral language skills, and how both reading and oral language skills contribute to educational outcome in the Swedish context is needed to improve early identification and intervention for students at risk of not achieving the goals of the Swedish national curriculum. This dissertation investigates how reading difficulties and oral language comprehension affect educational outcome in the year 3 Swedish national tests, and how reading difficulties in early primary school relate to phonological processing skills and oral language comprehension. The Simple View of Reading model was used to describe the participants’ reading difficulties. All year 2 students (N = 214) in two municipalities participated in an examination of reading comprehension, word-decoding and spelling. Sixty-six students with reading comprehension (z < –0.83), word-decoding skills (z < –0.71) and/or spelling skills (z < –0.58) in the lower end of the normal distribution were identified. Forty-four students agreed to participate in the study. Oral language skills, phonological processing, verbal memory, word-decoding, reading comprehension and non-verbal ability were examined in year 3. Forty-six to 66 per cent of the students with reading comprehension difficulties in year 2 were identified with difficulties in oral language comprehension (z ≤ –1.0) in year 3. None of the students with specific word-decoding difficulties had difficulties in oral language comprehension. Oral language comprehension was significantly correlated to the results in the year 3 Swedish national tests for the two tasks in reading comprehension (p < .01) in Swedish, and with five of six tasks in Mathematics (p < .01 in four tasks and p < .05 in one task). Rapid naming of visual objects also correlated significantly with four out of six tasks in Mathematics (p < .01). Non-verbal ability, word-decoding and reading comprehension in year 3 showed no significant relationship with outcome in the Swedish national tests. This dissertation shows the centrality of oral language comprehension skills for both reading comprehension and outcome in the Swedish national tests, and the importance of considering oral language comprehension both in assessment and in intervention when students show poor reading comprehension skills in early primary school.
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Vera, Savić. "READING DIFFICULTIES IN ENGLISHAS A FOREIGN LANGUAGE (Teškoće u čitanju na engleskom kao stranom jeziku)." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100093&source=NDLTD&language=en.
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Predmet ove doktorske disertacije bio je da seispitaju teškoće u čitanju na engleskom kao stranomjeziku kod učenika mlađeg uzrasta u osnovnimškolama u Srbiji. Od 2003. godine, kada je engleskijezik uveden kao obavezni predmet od prvog razredaosnovne škole, nije bilo nacionalnih istraživanja uvezi sa ranim razvojem veštine čitanja. Poštoteškoće u čitanju mogu negativno uticati nasamopouzdanje učenika, njihovu motivaciju istavove, kao i na akademska i profesionalnadostignuća, neophodno je efikasno delovanje u ciljusprečavanja teškoća u čitanju. Prvi korak u tompravcu predstavlja ispitivanje faktora koji moguimati nepovoljan uticaj na razvoj veštine čitanja.U istraživanju je učestvovalo 502 ispitanikauzrasta od 11 godina, koji su pohađali šest osnovnihškola u pet geografski udaljenih gradova Srbije.Primenjena je kombinovana metoda upotrebomosam instrumenata za prikupljanje kvantitativnih ikvalitativnih podataka. Kvantitativni podaci sudobijeni korišćenjem testa čitanja, upitnika oindividualnim faktorima, upitnika o kontekstualnimfaktorima, upitnika o strategijama, upitnika oteškoćama u čitanju, i intervjua, dok su kvalitativnipodaci dobijeni na osnovu pisanih refleksija učenikai upotrebom intervjua. Rezultati su pokazali dapostoji statistički značajna razlika u rezultatima testačitanja u zavisnosti od individualnih i kontekstualnihfaktora, kao i da teškoće u ranom čitanju naengleskom kao stranom jeziku mogu biti posledicanegativnog uticaja nekih individualnih ikontekstualnih faktora, kao što su nerazvijenelingvističke i strateške kompetencije učenika,negativan transfer veštine čitanja na maternjemjeziku, neadekvatan pristup razvoju veštine čitanja unastavi, i nedovoljno čitanje na stranom jeziku vančasova. Na osnovu rezultata sastavljena jetaksonomija od 25 teškoća u čitanju na engleskomkao stranom jeziku. Ovi rezultati imaju značajneimplikacije za dizajniranje programa ranog čitanja iprograma prevencije teškoća u čitanju, za nastavuranog čitanja, kao i za obrazovanje i stručnousavršavanje nastavnika engleskog jezika.The primary focus of the present research studywas to investigate reading difficulties of young6learners learning English as a foreign language(EFL) in formal school settings in Serbia. Since theintroduction of English as a compulsory schoolsubject from primary Grade One in 2003, there havebeen no research studies in Serbia to verify what canrealistically be achieved in early reading skilldevelopment. As reading difficulties can negativelyaffect learners’ self-esteem, motivation, attitude,confidence, and academic and career prospects, theprevention of reading difficulties has emerged as anissue requiring effective action. The first steptowards successful teaching of early reading isexploration of factors that may have an adverseeffect on learners’ reading skill development.The present research study involved 502learners, aged 11, drawn from six state primaryschools located in five geographically distant regionsof the country. A mixed-method approach wasapplied in the study, and eight instruments were usedto collect both quantitative and qualitative data.Quantitative data was obtained with reading researchtool, individual factors questionnaire, contextualfactors questionnaire, reading strategiesquestionnaire, reading difficulties questionnaire,teacher questionnaire and prompted think-aloudprotocols, while qualitative data was collected withpost-reading reflection protocols and promptedthink-aloud protocols. The results showed that therewas a considerable difference in reading results inrelation to both individual and contextual factors,and that reading difficulties in early EFL readingmay have been the result of adverse effects of someindividual and contextual factors, like poor linguisticand strategic competences of young learners,negative transfer of L1 literacy, inappropriateteaching approach, and insufficient exposure to L2texts. A taxonomy of reading difficulties wascomplied, comprising 25 L2 reading difficulties.These results have significant implications fordesigning EFL reading and prevention programmes,for teaching beginning reading, and for pre-serviceand in-service EFL teacher education and training.
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Lind, Tanja. "Klarspråk i beslutsbrev : En receptionsstudie av hur läsare med respektive utan läs- och skrivsvårigheter förstår och upplever två versioner av ett bygglovsbeslut." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67998.
Full textAbstract:
This case study uses a reading comprehension test and interviews to investigate how readers with and readers without reading or writing difficulties understand and perceive a decision on building permission in two versions: an original version and a version revised in accordance with the recommendations in a guide to plain language, Klarspråkstestet för beslut. The aim is to contribute to usage guidance on adjusting texts for people with reading and writing difficulties and to study how comprehension and perception differ between those who have reading and writing difficulties and a control group. The study includes twelve participants, half of them with reading and writing difficulties. The theoretical framework of the study is plain language based on adequate simplifications and explanations for the intended recipient. The result shows that there were differences between the groups’ mean scores on comprehension questions when they have read the decision in the original form, but there were no longer any differences between the groups when they had read the version in plain language. Just two people answered all the questions on the reading comprehension test correctly. One of the reasons for this may be that decisions on building permission are a type of decision that can be difficult to understand. Revising such decisions in accordance with the recommendations of the Swedish Language Council can facilitate reading comprehension, but does not automatically mean that the content is correctly understood or that the decision is perceived as being sufficiently adapted to the reader’s perspective. The result of the reading perception test shows that most participants were more positively disposed towards the plain language version of the decision. Another result is that there is a tendency for the last text the informants read to be perceived as better. All the informants’ responses to the questions on perception show that they want to find answers to their questions early in the text. The participants with reading and writing difficulties think that the technical terms should be explained in detail, while the informants without reading and writing difficulties think that these words are sufficiently well explained. The viewpoints expressed about the content show that the informants have different reading goals.
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Stenlund, Karin. "Läsutveckling under mellan- och högstadiet : En longitudinell studie av läsfärdigheter hos elever med och utan lässvårigheter." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140452.
Full textAbstract:
This dissertation consists of two studies, a middle school study and a follow-up study. In the middle school study, the reading ability of a group of middle school students, of which some have reading difficulties, is described and analyzed along with the classroom conditions the students are given for the development of their reading abilities. The overall aim of the follow-up study is to describe and analyze the reading ability development in the same group of students from the beginning of middle school to the end of lower secondary school, as well as examine the students’ use of strategies in grade 9. In lower secondary school decoding, vocabulary and reading comprehension were tested like in middle school. Students’ reading comprehension was tested on both stages based on a reading comprehension test and a national test. Since the use of strategies seems to be important for students’ reading comprehension, even the use of learning strategies were examined by including a question from the PISA (2009) student questionnaire. Furthermore, six students who in the beginning of middle school had shown poor results in one or more of the reading aspects were, referred to as the small sample group and, were interviewed in grade 9 regarding their use of comprehension strategies when reading an age-appropriate historical factual text in a textbook. Analyses show that there is a small development in reading comprehension from the beginning of middle school to the end of lower secondary school. Even the development of correct reading and vocabulary is relatively small. The largest development is shown for the reading rate, but analyses show that the reason for that is not merely a more automated process of decoding. A comparison between the results in the reading comprehension tests and the national tests at both stages show higher results for the national tests, which can depend on the different aims of the two tests. Regarding learning strategies, the entire study group stated in the questionnaire that they mostly use the deeper monitoring strategies, while the students in the small sample group reported that they tended to use the more superficial memory strategies. The results of the interviews show that the small sample group as a group found it more convenient to use comprehension strategies for superficial rather than for deeper comprehension.
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Tam, Nguyen Thi Bao, and n/a. "Comprehension difficulties for Vietnamese EFL students in reading English newspapers : an investigation into styles of reporting international news in English and in Vietnamese, reading problems and implications for teaching news reading to Vietnamese EFL students." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.120527.
Full textAbstract:
Foreign language teaching in recent years is very much concerned
with the concepts of authenticity and relevance to students' needs
and interests. Using newspapers in foreign language classes is one
way of working towards the development of an authentic
environment and promoting the language learning process.
For EFL students in the Institute of International Relations (IIR)
newspapers are not simply an important source of learning
material, but an important source of information.
Vietnamese EFL students who learn to read English newspapers,
however, constantly encounter difficulties in comprehension.
This study report attempts to identify the common areas of
comprehension difficulty for Vietnamese learners, when confronted
with newspapers.
To achieve this aim, the study first reviews schema theory in order
to establish the factors which affect the reading process. It also
examines studies on news reporting style in English.
Attempts have also been made in the contrastive study of the
differences in reporting styles of international news in English and
Vietnamese to investigate what might cause difficulties for
Vietnamese readers.
Accordingly, the study considers implications for teaching
newspaper reading to Vietnamese EFL students at intermediate
level, who have not practised this before.
Finally, the study also suggests further areas of research in using
newspapers in a foreign language class.
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Valtersson, Lisa. "How adult migrant students learn maths. : Adult students understanding and engaging with maths." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123476.
Full textAbstract:
The aim of this study is to explore the adult immigrant students’ experience of maths in Sweden. I will present an understanding rather than an explanation on how second language adult students learn maths. It can be argued that people who study maths as adults in a new homeland and in a foreign language face particular challenges. At the same time research reports that people sometimes approach the subject in a more fruitful way as adults compared to their childhood experiences. I want to contribute to the general knowledge of the subject and furthermore provide improved understanding of how mathematics teachers can guide their students towards their goals.I have performed semi-structured qualitative research interviews. My informants are my own maths students on the basic level with incomplete grades in maths from secondary school, or they have failed in their maths studies in upper secondary school due to a low level of know-ledge. They are over 20 years of age and they are all immigrants and have arrived in Sweden as adults. I have used my students statements, written as narratives as the material which is to be interpreted and understood. Because of my use of my own students in the interview, I will not take into account their statements about the teacher’s role in my conclusion.I find that:1. The difficult experience of being forced to leave the home country, together with a wish to take revenge on the failures from their youth, can lead to a kind of struggle for decom-pensation that can be reflected in the participants' positive evaluation of their maths studies.2. Having a family is a great motivational help for studying regardless of the time it takes to take care of the same.3. The memories of previous failures with the incomprehensible, abstract mathematics characterise the students’ inception of the subject.4. It seems possible that adult students can understand themselves in a new way and redefine their relationship with maths and their own ability to study the subject.
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Johansson, Ellinor, and Julia Wallmann. "Läsförmågans faktorer och deras bidrag till läsning : En jämförelse mellan barn med olika nivå av läsförmåga, utifrån The Simple View of Reading." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14729.
Full textAbstract:
The simple view of reading is a theory in which reading is divided into decoding and linguistic comprehension. The theory has been used to explain and to subgroup reading disabilities. Research has also investigated if additional factors are of relevance to reading. In the present study, decoding was divided into the factors orthographic decoding and phonological decoding, while comprehension was divided into word comprehension and grammatical comprehension. The purpose was to analyze these factors and their contribution to reading ability in children in fourth grade: one group with reading difficulties (n=36) and one group with typical reading ability (n=36). Results were analyzed using multiple regression and the two groups were compared. The contribution of non-verbal ability and general processing speed was also studied. The results showed differences between the groups. Decoding made the largest contribution to reading ability for the children with reading difficulties, while linguistic comprehension contributed the most for the children with typical reading ability. Differences were also found in how much the underlying factors contributed to decoding and linguistic comprehension, respectively. Non-verbal ability and general processing speed made small contributions, for both groups, to reading ability, decoding and linguistic comprehension, respectively. However, the two factors increased the explained variance in reading ability for the children with reading difficulties. In this group the two factors in The simple view of reading explained somewhat less of the variance in reading ability than for the children with typical reading ability. The study shows that decoding and comprehension are useful predictors of reading ability, and also indicates that The simple view of reading is less appropriate for children with reading difficulties.
The simple view of reading är en teori om läsning där läsförmåga delas in i vkodning och språkförståelse. Teorin har bland annat använts för att kartlägga lässvårigheter. Forskning har undersökt om ytterligare faktorer har betydelse för läsning. I föreliggande studie delades avkodning in i faktorerna ortografisk avkodning och fonologisk avkodning, medan språkförståelse delades in i ordförståelse och satsförståelse. Syftet var att undersöka faktorernas bidrag till läsförmåga hos barn i skolår fyra: en grupp med lässvårigheter (n=36) och en grupp med typisk läsförmåga (n=36). Testresultaten analyserades med multipel regressionsanalys och de båda grupperna jämfördes. Bidragen från icke-verbal förmåga och generell processhastighet studerades också. Resultaten visade att profilerna skilde sig åt mellan grupperna. För barnen med lässvårigheter gav avkodning störst bidrag till läsförmåga, medan språkförståelse var den mest bidragande faktorn för barnen med typisk läsförmåga. Skillnader fanns även i hur underliggande faktorer bidrog till avkodning respektive språkförståelse. Icke-verbal förmåga och generell processhastighet visade sig ge små bidrag till läsförmåga, avkodning respektive språkförståelse, för båda grupperna. När dessa två faktorer lades till framkom dock en relativt stor ökning av den förklarade variansen i läsförmåga hos barnen med lässvårigheter. Hos denna grupp var den förklarade variansen i läsförmåga av de två faktorerna i The simple view of reading något mindre än hos barnen med typisk läsförmåga. Sammantaget visar studien att avkodning och förståelse är användbara prediktorer till läsförmåga, samtidigt som resultaten antyder att The simple view of reading är mindre tillämpbar för barn med lässvårigheter.
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Sandström, Eva-Lotta, and Sarah Stenlinden. ""Förstår du?" En studie av hur högstadieelever i läsförståelsesvårigheter och deras lärare upplever att extra anpassningar i undervisningen fungerar : "Do you understand?" - A study of how secondary students with reading comprehension difficulties and their teachers experience the work with additional adjustments in the classroom." Thesis, Umeå universitet, Institutionen för språkstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156215.
Full textAbstract:
This study aims to highlight the work with additional adjustments in the regular classroom setting for students with reading comprehension difficulties in grade eight in two Swedish secondary schools. We want to investigate teachers’ and students’ perspectives on what adjustments are made when texts are read and written instructions are given, how these adjustments work and whether advantageous or disadvantageous factors to the process can be identified. Methods used were digital questionnaires to the teachers and semi-structured interviews with eight students, four from each school. Student informants with reading comprehension difficulties were chosen according to the results from a standardised test performed right before the study. The study’s results show that many additional adjustments are made in the classrooms. However, most of them are made generally for all students, and not individually based on the specific needs of the students with reading comprehension difficulties. Teachers express that group size, lack of time, knowledge and support from special education teachers are crucial factors for succeeding with additional adjustments in the classroom, which is consistent with previous studies. Students point out the importance of an including classroom environment and express a wish for teachers communicating with them concerning their need of individual support in reading comprehension. Our study implicates that teachers of all subjects need further education about strategies and methods for supporting students with reading comprehension difficulties when working with texts and written instructions
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Yuxin, Cui. "Difficulties in the Implementation of the Chinese Government's Comprehensive Second- Child Public Policy." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2021. http://hdl.handle.net/10400.5/21705.
Full textAbstract:
Dissertação de Mestrado em Gestão e Políticas PúblicasAs China's basic national policy, the one-child policy has been in place for over 30 years, and the population has been effectively controlled. However, with the development of society, the implementation of this policy gave rise to problems such as the decline in the fertility rate, the sharp decrease in the working age population and the worsening of population aging. Since implementing the second child policy in 2016, the number of births has increased by 1.3 million compared to 2015. However, since then, the policy's effect has not been obvious. The focus of this thesis was to analyze the factors that hinder the implementation of the second child policy in China. There was also an analysis of the implementation of the second child policy in the various provinces of China. For this analysis, official documents from the central government and provincial governments were collected and analyzed. The results show that the government only advocates increasing the fertility rate, but does not encourage it, and provincial governments have difficulties in implementing the second child policy due to local laws and regulations. As factors that hinder the implementation of the second child policy, personal factors (late marriage, career development, increased costs, cultural aspects and physical factors) and social factors (which include resources from public services, such as education and health care).
Como política nacional básica da China, a política de um filho foi implementada há mais de 30 anos, e a população tem sido efetivamente controlada. No entanto, com o desenvolvimento da sociedade, a implementação desta política originou problemas como o declínio da taxa de fecundidade, a acentuada diminuição da população em idade ativa e o agravamento do envelhecimento populacional. Desde a implementação da política do segundo filho em 2016, o número de nascimentos aumentou 1,3 milhão em relação a 2015. No entanto, desde então, o efeito da política não tem sido óbvio. O foco desta tese foi analisar os fatores que dificultam a implementação da política abrangente do segundo filho na China. Fez-se, também, a análise da implementação da política abrangente do segundo filho nas várias províncias da China. Para esta análise fez-se a recolha e análise de documentos oficiais do governo central e dos governos das províncias. Os resultados mostram que o governo só defende o aumento da taxa de fecundidade, mas não a incentiva e os governos das províncias têm dificuldades em implementar a política do segundo filho devido às leis e regulamentos locais. Como fatores que dificultam a implementação da política do segundo filho, foram identificados, fatores pessoais (casamento tardio, desenvolvimento da carreira, aumento dos custos) e fatores sociais (que incluem recursos dos serviços públicos, como a educação e assistência médica).
N/A
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Hofvander, Marie. "De viktiga proven : Elever i läs- och skrivsvårigheter berättar om sina erfarenheter av förberedelser, anpassningar och genomförande av nationella läsprov i svenska i årskurs 6." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37025.
Full textAbstract:
Hur policyförändringar, som fler nationella prov och tidigare betyg, kan komma till uttryck i verksamheten utforskas i denna studie. Syftet är att undersöka hur några elever i läs- och skrivsvårigheter/dyslexi beskriver sina erfarenheter av att göra nationella läsprov i svenska i årskurs 6. Det empiriska materialet har inhämtats genom halvstrukturerade intervjuer med fyra elever i årskurs 6, som nyligen har genomfört proven. Resultatet, som har analyserats ur ett policy enactment perspektiv, visar att eleverna beskriver proven som mycket viktiga, då de tror att proven har en stor betydelse för deras betyg i svenska. Eleverna har förberetts inför proven i skolan genom undervisning i läsförståelsestrategier, genom att öva på gamla prov och genom att titta på bedömningsexempel. De har också förberett sig själva inför provsituationen på olika sätt. Eleverna har olika erfarenheter av anpassningar vid proven och de som har haft anpassningar ställer sig positiva till det. Eleverna upplevde stress och nervositet i varierande grad, främst innan proven. Skilda specialpedagogiska perspektiv framträder i hur skolor hanterar frågor om förberedelser och anpassningar av de nationella proven. Hur lärare och elever tolkar policy får betydelse för eleverna i samband proven.How changes in policy, as more national tests and earlier grades, can be expressed in school settings are explored in this study. The aim is to examine how some students in reading and writing difficulties/dyslexia describe their experiences of doing national reading tests in Swedish in Grade 6. The empirical material has been collected through semi-structured interviews with four students in Grade 6, who recently have conducted the tests. The results have been analyzed from a policy enactment perspective and show that students describe the tests as very important, since they believe that the tests have a significant impact on their grades in Swedish. Students have been prepared for the tests in school by teaching of reading comprehension strategies, by practicing on old tests and by looking at assessment examples. Students have also prepared themselves for the test situation in different ways. They have different experiences regarding adjustments during the tests and the students who have had adjustments express positive feelings about them. The students experienced stress and anxiety in varying degrees, mostly before the tests. Separate perspectives of special education emerge in how schools deal with issues as preparation and adjustments of the national tests. How teachers and students interpret policy seems to be an important factor in students’ situations associated to the tests.
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Haidar, Rouba. "Élaboration et test d’un programme de remédiation aux difficultés en lecture au Cours Préparatoire." Thesis, Mulhouse, 2015. http://www.theses.fr/2015MULH5951/document.
Full textAbstract:
Le premier objectif de notre étude, menée auprès de classes de cours préparatoire, est de détecter les compétences les moins maîtrisées liées à l’identification des mots et à la compréhension d’un texte, à partir d’une grille d’observation des compétences de base mises en place au CP par le ministère de l’Éducation. Le second objectif est d’élaborer et de tester l’efficacité d’un programme de remédiation basé sur des entraînements de processus d’apprentissage de la lecture en CP et de compréhension de textes (l’anaphore et l’inférence), adaptés à des enfants en difficultés âgés de 6 ans. Le nombre d'élèves ayant participé est de 61 : 42 élèves de deux groupes expérimentaux et 19 élèves d'un groupe témoin. Notre recherche a montré que d’une part, les deux groupes expérimentaux d’élèves progressent mieux que le groupe témoin pour 8 compétences sur 10. D’autre part, les progrès réalisés par les élèves ont été maintenus sur la durée et le programme de remédiation s'est révélé efficace autant pour les filles que pour les garçonsOur first objective in this study, carried out with Year 2 pupils, was to identify the least well- mastered skills relating to the identification of words and the comprehension of a text using a grid of basic skills established by the Ministry of Education. The second objective was to create and test the effectiveness of a remedial program based on training in the process of learning to read in Year 2, and reading comprehension skills (anaphora and inference) adapted for six-year-old pupils with difficulties. The number of pupils taking part in the study was 61: 42 in the two trial groups and 19 in the control group. Our study showed that on the one hand, students the students in the two trial groups made better progress than the control group in 8 out of the 10 skills. On the other hand, progress made by pupils lasted over a period of time and the intervention program showed itself to be equally successful for girls as for boys
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Bannani, Rouaissia Sabrina. "Pour une prise en charge des difficultés de la compréhension orale en FLE : cas des collégiens tunisiens issus des milieux défavorisés." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0466.
Full textAbstract:
Ce travail s’inscrit dans le champ de la didactique de l’oral et a pour objet l’étude des interactions verbales dans les classes de collèges tunisiens, pour les apprenants en difficulté, issus des milieux défavorisés.Malgré les efforts investis par les enseignants, et parce qu’ils sont individuels et conçus anarchiquement, ils sont vains et la démotivation est d’une telle ampleur qu’elle inhibe tout acte d’apprentissage aussi réduit qu’il soit. Les enseignants sont conscients de la nécessité de faire acquérir la compétence orale à ces apprenants, la considérant comme accessible mais ils oublient parfois que contrairement aux milieux favorisés, la majorité des apprenants issus des milieux défavorisés exercent un oral d’une langue étrangère qu’ils ne pratiquent jamais en dehors de l’école. Comment former les élèves aux compétences de compréhension et de production de l’oral, compte tenu du contexte particulier des classes de FLE dans les milieux défavorisés ?Quel projet de prise en charge propose-t-on pour éviter l’échec et amener les apprenants en difficulté à avoir des représentations objectives et positives, vis-à-vis d’eux-mêmes, d’une part, de l’école voire de l’apprentissage en général, et du français en particulier d’autre part.Nous cherchons ainsi à déterminer quel contexte peut favoriser l’émancipation des apprenants en difficulté par leurs prises de parole, afin de contribuer à la didactique de l’oral et proposer quelques pistes didactiques qui rendraient ces apprenants actifs en classe, leur donnant l’occasion de prouver leur existence par la participation d’une part, et l’engagement dans la construction du savoir qui leur est enseigné d’autre partThis research fits in the field of oral didactics and it aims to study the verbal interactions in the classes of Tunisian middle schools, for learners in difficulty, coming from underprivileged backgrounds.Despite of the efforts, invested by the teachers, and because they are individual and conceived anarchically, they are vain and the demotivation is of such a magnitude that it inhibits any act of learning however small it can be.Teachers are now aware of the need to develop the oral skill for these learners in difficulty, considering it as accessible but they sometimes forget that unlike the privileged areas, the majority of learners from underprivileged areas practice speaking a foreign language which they never use outside of school.What do the FFL methodologies tangibly offer, for teaching oral skills, taking into account students in difficulty?How to train students in oral comprehension and production skills, given the particular context of FFL classes in underprivileged areas?What support plan is proposed to prevent failure and to bring learners in difficulty to have objective and positive representations, vis-à-vis themselves, on one hand, the school alike learning in general, and French in particular on the other hand?In that way, we seek to determine which context can favor the emancipation of learners in difficulty by their speaking up in order to contribute to the oral didactics field and to propose some didactic paths that would make these learners active in the classroom, thus giving them the opportunity to prove their existence through participation, on one hand, and commitment to building the knowledge that is taught to them on the other hand
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Boganika, Luciane. "Le défi de l'éducation au Brésil et en France : Le processus de lecture des jeunes et des adultes en situation de réinsertion scolaire dans la perspective d'une reprise d'études." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL023/document.
Full textAbstract:
En matière de réinsertion scolaire des jeunes et des adultes, le Brésil met en place l’Éducation des Jeunes et des Adultes (EJA), et la France le Diplôme d’Accès aux Études Universitaires – DAEU. Chacune de ces formations constitue un dispositif pédagogique complet inséré dans le système national d’Éducation avec des programmes officiels, des cours spécifiques, un corps enseignant et des examens avec une visée diplômante. Leurs diplômés ont le droit de postuler aux concours de la fonction publique, ainsi comme au Brésil de postuler pour la sélection des universités publiques et privées, et en France de s’inscrire dans les établissements ouverts aux titulaires d'un baccalauréat. Cependant, au Brésil la formation est orientée vers le marché du travail, afin de favoriser la réinsertion et la mobilité professionnelles, ainsi que la formation de l’individu, tandis qu’en France, l’objectif principal est la poursuite d’études.Dans notre thèse, nous nous intéressons à l’enseignement de la lecture et nous cherchons, dans une perspective contrastive, à évaluer les effets de chacun de ces deux systèmes sur l’apprentissage de la compréhension écrite, et nous discutons des effets du modèle scolaire au sein duquel les lecteurs ont réalisé leurs premiers apprentissages, en particulier, et lecturaux.Notre protocole de recherche, mis en place lors des séances d’étude, propose aux lecteurs de répondre à des questionnaires de lecture portant sur des textes informatifs et journalistiques extraits de publications en ligne. Pour répondre à notre problématique nous formulons les questions suivantes :(1) Comment ces lecteurs lisent-ils ?(2) Quels sont les éléments du texte qu’ils mobilisent ?(3) Comment ces éléments sont-ils repris dans leurs réponses ?(4) Quelles sont les stratégies mises en œuvre lors de la lecture ?Ce protocole et ses fondements théoriques s’inspirent des travaux sur la lecture et la compréhension écrite menés au sein du laboratoire LIDILEM de l’université Grenoble-Alpes dans l’esprit de ceux initiés par Michel DABENE (DABÈNE, FRIER & VISOZ, 1992) et des travaux de l’équipe de recherche brésilienne dirigée par Lúcia CHEREM et Rosa NERY sur la matrice de questions et la progression de la lecture. Le croisement de ces différents indicateurs (partie du texte mobilisée, stratégie d’appropriation du texte, identification du parcours argumentatif, des jugements de valeur et de la polyphonie énonciative, formulation de la réponse) nous permet de reconstruire la cohérence du parcours de lecture - du repérage des informations à la compréhension de la complexité textuelle grâce à l’analyse de l’argumentation - et d’identifier des types de lecture correspondant à des degrés de développement du processus de lecture et de compréhension.De plus, nous nous demandons si la préoccupation du travail de lecture dans une pensée sociale (FREIRE, 1967) a des influences sur la qualité de lecture et de la compréhension écrite et sur la formation des lecteurs. Nous élaborons nos réponses en nous référant à des chercheurs qui, comme Paulo Freire et Pierre Bourdieu, ont pensé la question sociale. Nous pensons, avec eux, que quand la lecture a une signification pour le lecteur, le travail d’apprentissage est plus motivé et est plus cohérent.L’attention particulière à l’article de presse en ligne que nous prenons comme document de base pour notre recherche est motivée par cette perspective de faire dialoguer les pratiques sociales de l’écrit et l’enseignement – apprentissage de la lecture et de la compréhension écriteIn terms of school reintegration of young people and adults, Brazil set up the educational program named Education for Young People and Adults [Educação de Jovens e Adultos – EJA], while France set up the educational project called Pass degree for the sake of the Access to University Studies [Diplôme d’Accès aux Études Universitaires - DAEU]. Each of these constitutes a complete educational device that composes The National System of Education in relation to others official programs as well as to specific courses, teaching staff and exams based on the degree acquisition. The graduates of both programs have the right to apply for public service. Moreover, in the Brazilian context they can apply for public and private universities and in the French situation they are able to sign up in the institutions that are open to people with a university degree. However, in Brazil the pedagogical training is oriented towards the job market and aims to promote the professional reintegration and the mobility of people, while the pedagogical training in France has as main point the pursuit of the studies by these individuals.In our thesis, we are interested in the teaching of the reading and we seek, by a contrastive perspective, to evaluate the effects of each of these two educational systems on the learning of the written comprehension; we also discuss the effects of the school model in which the readers have made their first learning, particularly, their first readings.Our research method, set up during several study sessions, invites the readers to answer a reading quiz about informative and journalistic texts that were extracted from the internet. To answer our present problematization, we formulate the following questions:(1) How do these readers read?(2) What are the elements of the text that they mobilize?(3) How are these elements taken up in their answers?(4) What are the strategies implemented during the reading?This method and its theoretical foundations are inspired by the work on reading and written comprehension conducted in the LIDILEM laboratory of the University of Grenoble-Alpes in the sense of the studies initiated by Michel DABENE (DABÈNE, FRIER & VISOZ, 1992) and of the works performed by the Brazilian team of research led by Lúcia CHEREM and Rosa NERY on the matrix of questions and the progress of reading. The intersection of these different indicators (part of the mobilized text, appropriation strategy of the text, identification of the argumentative path, value judgments and enunciative polyphony, formulation of the answer) allows us to reconstruct the coherence of the reading path – from the retrieval of the information to the understanding of the textual complexity through argumentation analysis – and to identify the types of reading concerning both the degrees of development and of reading-comprehension process.Furthermore, we ask whether the concern with the reading work in social thought (FREIRE, 1967) influences on the quality of the reading and written comprehension as well as on the quality of the pedagogical training of readers. We elaborate our answers by referring to researchers who, like Paulo Freire and Pierre Bourdieu, thought about the social question. We think, with them, that when reading is meaningful to the reader, the learning work is more motivated and more coherent.The special attention to the online press article, that we take as a basic document for our research, is motivated by this perspective that establishes the dialogue between the social practices of the written and the teaching-learning of the reading and written comprehension
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Pouille, Jeremy. "Perceptions de soi, anxiété et réussite scolaire : l'apprentissage du langage écrit." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAH015/document.
Full textAbstract:
Bien que les données soient relativement rares, les élèves français semblent particulièrement anxieux en milieu scolaire (OCDE, 2014). Parallèlement, un grand nombre d’entre eux présentent d’importantes lacunes dans la maitrise des savoirs élémentaires, notamment en compréhension de l’écrit (OCDE, 2011), habileté pourtant indispensable à toute forme d’apprentissage comme à l’insertion sociale et professionnelle. Ce double constat fonde le présent travail. En effet, nous nous interrogeons sur le rôle joué par l’anxiété dans la variabilité des acquisitions des élèves en lecture. Si la littérature sur les anxiétés académiques compte d’innombrables travaux relatifs à l’anxiété face aux mathématiques (e.g., Ashcraft & Moore, 2009) ou en contexte évaluatif (e.g., Pekrun & Stephens, 2015), aucun d’entre eux n’envisage l’existence d’anxiétés spécifiques à la lecture ou à l’environnement scolaire, plus largement. Nous avons précisément choisi de nous acquitter de cette tâche et de rendre compte de leurs effets au plan des performances en compréhension écrite et en fluence de lecture. Pour cela, nous avons mené deux études longitudinales impliquant plusieurs centaines d’élèves de CM2 et de 6ème. Dans la première, nous avons eu recours à des modélisations multiniveaux et avons montré que l’anxiété à l’égard du contexte scolaire entretient une relation quadratique avec la compréhension écrite à la fin de l’école primaire. Nous avons, de plus, montré que les croyances d’efficacité personnelle pouvaient partiellement médiatiser cet effet. Dans la seconde, l’usage de modèles multiniveaux de croissance nous a permis de révélé que l’anxiété en lecture conditionne le rythme de progression des performances en fluence des élèves suivis en CM2 et en 6èmeAlthough data are quite rare, French pupils seem particularly anxious in school (OCDE, 2014). A significant number of them also show important gaps in elementary abilities – such as written comprehension (OCDE, 2011) – that are yet crucial for any form of learning as much as for social and professional insertion. The present research emerges from both these observations. We interrogate the effect of anxiety on the variability of students’ acquisitions in reading. Numerous research have been lead on academic anxiety related to mathematics (e.g., Ashcraft & Moore, 2009) or evaluation context (e.g., Pekrun & Stephens, 2015). But none have considered the existence of specific anxieties related either to reading or to academic environment. We tackle this task by giving an account of the effects of these two specific academic anxieties on reading comprehension and reading fluency. To do so, we led two longitudinal studies involving several hundreds of 5th and 6th graders. In the first study, we used multilevel models and have shown that anxiety related to academic context has a quadratic relation with reading comprehension at the end of primary school. Moreover, we have shown that self-efficacy beliefs could partially mediate this effect. In the second study, the use of growth curve models underline that anxiety related to reading helps to predict, for the pupils followed up in 5th and 6th grade, the rhythm of progression of their fluency performances
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Cavalli, Eddy. "La lecture de l’adulte dyslexique universitaire : dépistage, réorganisation cognitive et neuro-fonctionnelle." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3038.
Full textAbstract:
La dyslexie est un trouble neuro-développemental spécifique à l'apprentissage de la lecture, qui touche entre 6 et 8% de la population. Elle se caractérise principalement par des déficits dans les compétences de reconnaissance des mots écrits affectant les procédures de lecture phonologique et orthographique. Les travaux de recherche ont mis en évidence de manière systématique une persistance de ces déficits à l'âge adulte. Pourtant, certains adultes dyslexiques parviennent à poursuivre et réussir des études post-secondaires. Ainsi, ces individus pourraient développer des stratégies de lecture adaptatives ou compensatoires leur permettant d'atteindre un niveau de compréhension en lecture similaire à des adultes normo-lecteurs. Les travaux conduits dans cette thèse visent à préciser la dynamique des mécanismes neurocognitifs impliqués dans l'établissement de stratégies de lecture adaptatives ou compensatoires chez l'adulte dyslexique universitaire. Les résultats de ces travaux de thèse suggèrent que la compensation des étudiants dyslexiques serait soutenue par le développement et l'utilisation des compétences sémantiques et principalement des compétences morphologiques, et supportent l'hypothèse d'une réorganisation cognitive et neuro-fonctionnelle de la lecture des adultes dyslexiques universitairesDyslexia is a neurodevelopmental reading disorder that affects 6 to 8% of the population. It is characterized by severe deficits in written word recognition, affecting both phonological and orthographic reading procedures. Research has systematically shown that these deficits persist into adulthood. Nevertheless, some dyslexic adults successfully study at university level, suggesting that they developed adaptive or compensatory reading strategies which allow them to achieve a level of reading comprehension that is similar to those of adult skilled readers. This thesis aimed to precise the dynamics of neurocognitive mechanisms involved in the compensatory reading strategies of university students with dyslexia. Overall, the results confirmed the hypothesis that successful compensation in university students with dyslexia is achieved through a spatiotemporal reorganization of the reading network, and suggests that this compensation is supported by the development and use of semantic skills in general, morphological skills in particular. These findings support the hypothesis of a cognitive and neuro-functional reorganization of reading skills in university students with dyslexia
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Laurent, Mario. "Recherche et développement du Logiciel Intelligent de Cartographie Inversée, pour l’aide à la compréhension de texte par un public dyslexique." Thesis, Université Clermont Auvergne (2017-2020), 2017. http://www.theses.fr/2017CLFAL016/document.
Full textAbstract:
Les enfants souffrant de troubles du langage, comme la dyslexie, rencontrent de grandes difficultés dans l'apprentissage de la lecture et dans toute tâche de lecture, par la suite. Ces difficultés compromettent grandement l'accès au sens des textes auxquels ils sont confrontés durant leur scolarité, ce qui implique des difficultés d'apprentissage et les entraîne souvent vers une situation d'échec scolaire. Depuis une quinzaine d'années, des outils développés dans le domaine du Traitement Automatique des Langues sont détournés pour être utilisés comme stratégie d'aide et de compensation pour les élèves en difficultés. Parallèlement, l'usage de cartes conceptuelles ou de cartes heuristiques pour aider les enfants dyslexiques à formuler leurs pensées, ou à retenir certaines connaissances, s'est développé. Ce travail de thèse vise à répertorier et croiser, d'une part, les connaissances sur le public dyslexique, sa prise en charge et ses difficultés, d'autre part, les possibilités pédagogiques ouvertes par l'usage de cartes, et enfin, les technologies de résumé automatique et d'extraction de mots-clés. L'objectif est de réaliser un logiciel novateur capable de transformer automatiquement un texte donné en une carte, celle-ci doit faciliter la compréhension du texte tout en comprenant des fonctionnalités adaptées à un public d'adolescents dyslexiques. Ce projet a abouti, premièrement, à la réalisation d'une expérimentation exploratoire, sur l'aide à la compréhension de texte grâce aux cartes heuristiques, qui permet de définir de nouveaux axes de recherche ; deuxièmement, à la réalisation d'un prototype de logiciel de cartographie automatique qui est présenté en fin de thèseChildren with language impairment, such as dyslexia, are often faced with important difficulties when learning to read and during any subsequent reading tasks. These difficulties tend to compromise the understanding of the texts they must read during their time at school. This implies learning difficulties and may lead to academic failure. Over the past fifteen years, general tools developed in the field of Natural Language Processing have been transformed into specific tools for that help with and compensate for language impaired students' difficulties. At the same time, the use of concept maps or heuristic maps to encourage dyslexic children express their thoughts, or retain certain knowledge, has become popular. This thesis aims to identify and explore knowledge about the dyslexic public, how society takes care of them and what difficulties they face; the pedagogical possibilities opened up by the use of maps; and the opportunities created by automatic summarization and Information Retrieval fields. The aim of this doctoral research project was to create an innovative piece of software that automatically transforms a given text into a map. It was important that this piece of software facilitate reading comprehension while including functionalities that are adapted to dyslexic teenagers. The project involved carrying out an exploratory experiment on reading comprehension aid, thanks to heuristic maps, that make the identification of new research topics possible, and implementing an automatic mapping software prototype that is presented at the end of this thesis
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Wu, Yu-Ming, and 吳有明. "Junior High School Low Achievers’English Reading Comprehension Difficulties in Taiwan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/51098984984527888586.
Full textAbstract:
碩士國立臺灣科技大學
應用外語系
96
ABSTRACT The main purposes of this study are to identify reading comprehension difficulties encountered by junior high school low achievers in Taiwan, to investigate their reading strategies and their current reading situations, and to find the support they need. This investigation is focused on reading comprehension difficulties they encounter and reading strategies they use at the three stages—pre-reading, while-reading and post-reading. The participants of this study were 330 grade eight students and five English teachers from one junior high school in Taipei County. The five teachers and five of the 330 students were interviewed. The students were required to fill in the questionnaires designed by the researcher. Totally, 330 valid questionnaires were collected and used for data analysis. The interviews were audio-taped, transcribed and analyzed. The major findings of this study are summarized as follows: (1) The major difficulties encountered by the participants when reading English were: (a) they lacked the patience to deal with long texts, and were unable to comprehend the main point from a long sentence or text; (b) they felt that the complicated grammar hindered their understanding of the text; (c) they recognized that there were many unknown words for them in the text and thus their comprehension was limited; (d) they had no interest in the topics of the text; (e) they could not concentrate on reading; and (f) they seldom employed effective reading strategies to overcome their reading difficulties. (2) The current English learning situation of the participants were: (a) most of them never read English at home, and then the others spent less than 30 minutes reading English at home; (b) they did not developed good reading habits; (c) they started to experience English reading difficulties from grade seven; grade four or even earlier; and (d) they seldom got help from their family to solve their reading problems. (3) The majority of low achievers still looked forward to the reading strategy instruction from their teachers. Based on the main findings above, some suggestions are provided.
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Tsay, Yi-yu, and 蔡怡玉. "Effects of a CAI Program on the Reading Comprehension of Elementary School Students with Reading Comprehension Difficulties." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/42781363609580503308.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩士班
94
The purpose of this study was to explore effects of using a computer-assisted instruction (CAI) program on the reading comprehension of elementary school students with reading comprehension difficulties. A multiple probe design across participants was employed. Three second grade students with reading comprehension difficulties were chosen as research subjects. Tools adopted by this study were “Reading Comprehension Materials”, “Reading Comprehension Test” and “opinion interview lists” . Results of this research had revealed that CAI program could increase and maintain subjects’ reading comprehension ability. Opinion interview lists indicated that subjects and the teacher confirmed that CAI program could improve reading comprehension ability.
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Hsiung, Wen-long, and 熊文龍. "An Analysis on Listening Comprehension Difficulties in Junior High School Students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/86837794172963072754.
Full textAbstract:
碩士國立高雄師範大學
英語學系
90
The purpose of the present study is to investigate students' listening comprehension difficulties. To achieve this goal, a listening comprehension test was arranged into 40 questions and designed to measure Bloom’s six levels of cognitive processing. Together with students’ responses to the questionnaire, the study probed: (1)the significant factors, as determined by the questionnaire, that affect the listening comprehension performance; (2)the effect of the six levels of cognitive processing on the listening comprehension test; (3)the effect of six levels of cognitive objectives on different levels of language proficiency students; and (4)the correlation between the six educational objectives and the performance on the listening comprehension test. The major findings of the present study are summarized as follows: (1)Better listening comprehension test (LCT) performance is closely connected with four characteristics. They are that the subjects have studied English for over five years, they do not feel so nervous or so much lack of confidence on the test; they have a good memory, and they support the idea of incorporating the LCT into the future high school entrance exam. (2)Correct responses on Section Five in fact showed accumulative attainment of educational objectives. Subjects with more items answered correctly on Section Five will demonstrate better LCT performance. (3)Difference in proficiency was a factor that significantly affected the top level of cognitive processing. High proficiency level (HPL) subjects performed better than their low proficiency level (LPL) counterparts on Section Five, which measured the higher order of cognitive processing. In other words, different cognitive domains pose different levels of difficulties to subjects, so they require different competence in order to achieve educational goals. (4)The correlations among the LCT performance and the performance on the five sections showed that they were statistically significant. That means, if one does well on one section, s/he will do well on the others, and will do well in one’s LCT performance.
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Ho, Chia-Wen, and 何嘉雯. "The Effectiveness of Reciprocal Teaching on Students with Reading Comprehension Difficulties." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/70804054766903810024.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩士班
91
The purpose in this study was to examine the effectiveness of reciprocal teaching on students with reading comprehension difficulties. The multiple baseline across-groups design of single-subject research was used in this study. Three fourth grade students with reading comprehension difficulties were chosen as research subjects. Tools adopted by this study were “Reading Comprehension Test”、“Chinese Reading Comprehension Test”、opinion interview list and four strategies(clarifying、questioning、summarizing、predicting) were also recorded by video during the proceeding of reciprocal teaching and analyzed. Result indicated that: 1. Reciprocal teaching could improve and maintained subjects’ reading comprehension ability. 2. Subjects had showen progress in types of “textually explicit questions”and “textually implicit questions and scriptually explicit questions”on Reading Comprehension Test. 3. There were improvements on subjects’ reading comprehension ability showen in “Chinese Reading Comprehension Test”. 4. Among the four reading comprehension strategies, subjects tended to use summarizing、clarifying and questioning more often than predicting. 5. Subjects and teachers confirmed that reciprocal teaching could improve reading comprehension ability.
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Lewis, Jessica M. "Cognitive contributors to reading difficulties in autism spectrum disorder: a systematic review." Thesis, 2020. http://hdl.handle.net/1828/12537.
Full textAbstract:
Children with autism spectrum disorder (ASD) commonly experience reading difficulties, especially in reading comprehension. Children with ASD also commonly experience deficits in cognitive processes, including attention, executive functions, inferencing, among other cognitive abilities. In particular, there is evidence that attention and EF abilities are important for reading proficiency and that such deficits in ASD may contribute to reading difficulties in this population, although this area is understudied. The Integrated Model of Reading Comprehension (IMREC) conceptualizes comprehension as the product (i.e., a coherent mental representation of text in the reader’s mind) of automatic (e.g., the availability of recently processed information in working memory) and strategic (e.g., effort for predicting and monitoring text for meaning) processes. As such, it outlines cognitive contributors to reading comprehension, thus making it potentially valuable in the conceptualization of reading comprehension in ASD. The aim of the current study was to investigate underlying cognitive components associated with reading comprehension in children with ASD, as informed by the IMREC model. A systematic review of the association between cognitive variables and reading comprehension in individuals with ASD was conducted. The review included articles published between 2000 and 2020. 1,430 articles were initially screened, and 22 articles met study inclusion criteria and were included in the final review. Results indicated that working memory, intelligence, and verbal memory are important for reading comprehension in ASD, though there is much research to be done in the area, especially around factors such as inference and attention allocation. Future research should utilize more clearly defined samples, theoretically-based cognitive variables, and theoretically-based study design.Graduate
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Shaw, Whitney Nicole. "Listening comprehension difficulties in children with co-occurring language impairment and ADHD." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3122.
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The purpose of this report is to explore whether listening comprehension difficulties are due to receptive language impairment or attention deficits in school-age children. This evidence-based practice brief analyzes research within this population and gives suggestions on clinical implications for practicing speech-language pathologists related to intervention. Results show that listening comprehension is impaired in children whether or not they have co-occurring language impairment. However, ADHD does not further impair a child with a language disorder. Intervention for this population should focus on increasing the child’s understanding of causal connections, making inferences, and effective ways to study.text
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顏藹珠. "An assessment of listening comprehension difficulties encountered by Chinese college English majors." Thesis, 1987. http://ndltd.ncl.edu.tw/handle/62596926122040356219.
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Wu, Shu-Chuan, and 吳淑娟. "The Study of Vocabulary Competence of Elementary Students with Reading Comprehension Difficulties." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/18237355412636737561.
Full textAbstract:
碩士國立臺灣師範大學
特殊教育研究所
89
The main purpose of this study was to examine the relationship of vocabulary, word recognition, and reading comprehension of elementary students with reading comprehension difficulties (RCD in short). The spoken and the written vocabulary competence of RCD were also investigated. Thirty-one fifth graders with RCD were selected with one standard below average in Screening Test for Reading Comprehension Difficulties and normal score of nonverbal IQ. They were measured the Story-telling Test, Vocabulary Test, Synonyms Test, Antonym Test, Polysemy Test, and Chinese Graded Word Recognition Test. The three major findings were concluded as follows: 1.The spoken vocabulary was not related to the written vocabulary, word recognition, and reading comprehension, but the significant correlations were found between the written vocabulary and word recognition. Both expressive and comprehensive written vocabularies were significantly related to reading comprehension. However, the relation of word recognition and reading comprehension was found to be contributed by the written vocabulary. 2.The numbers of vocabulary per sentence of RCD were significantly smaller than the general students. They produced more words in the situation of telling story with pictures than telling story spontaneously. And RCD fell behind with eleven years old students in the development of verbal syntax. Noun and verb were found to be two most frequent used in spoken vocabularies of RCD. The two least frequent were interjection and onomatopoeia. 3.The pronunciation of vocabulary of RCD was found at 98% accuracy. However, they were frequently self-corrected during test. Pronoun and noun were the first two highest frequent used in expressively written vocabulary. The least frequent were verb and preposition. In the Synonyms, Antonym, and Polysemy Tests, no difference between RCD and the general students were found. Nevertheless, the scores of reading disabilities in the Synonyms Test and Polysemy Test were significantly lower the general students. According the aforementioned findings, the limitations of this study, and the recommendations to research and practical implementation were made.
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Wang, Hsin-i., and 王心怡. "The effect of a Story Grammar Instruction on Students with Reading Comprehension Difficulties." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54129539067010203372.
Full textAbstract:
碩士國立臺南大學
特殊教育學系教學碩士班
94
The purpose in this study was to explore effects of using a story grammar instruction on the reading comprehension of elementary school students with reading comprehension difficulties. A multiple probe design across participants was employed.Three second grade students with reading comprehension difficulties were chosen as research subjects.Tools adopted by this study were “ Reading Comprehension Test”、”Chinese Reading Comprehension Test”、opinion interview list of the students and teachers. Result indicated that： 1、Story grammar instruction could improve subjects’reading comprehension ability. 2、Story grammar instruction could maintained subjects’reading comprehension ability. 3、Subjects had showen progress in types of”textually explicit questions”and “textually implicit questions and scriptually explicit questions”on Reading Comprehension Test. 4、There were improvements on subjects’reading comprehension ability showen in” Chinese Reading Comprehension Test”. 5、Subjects and teachers confirmed that story grammar instruction could improve reading comprehension ability. Key word: story grammar instruction, reading comprehension difficulties.
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Chen, Yu-shuang, and 陳玉霜. "A Study of Analysis of Cognitive Components of Chinese Reading Comprehension Item Difficulties." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/67639009686327110251.
Full textAbstract:
碩士國立臺南大學
教育學系測驗統計碩士班
101
The purpose of this study is to analyze the factors of Chinese reading comprehension assessment item difficulties, and exploring the applicability of the cognitive components encoding framework proposed in the study. The data of this study is collected from certain academic achievement assessment; including Chinese reading assessment of grade 5, grade 6, and grade 7.There are total 34 articles including 107 items analyzed. To integrate the related reference, the researcher proposed a cognitive component encoding framework which could explain the item difficulties of Chinese reading comprehension assessment. The researcher also investigates the explained variation of using the factors to predict the item difficulty parameter under this framework. The researcher proposed 8 variables, respectively 2 text-level variables and 6 item-level variables. The 2 text-level variables are “text genres” and “abstractness”, and the 6 item-level variables are “stem”, “degree of inference”, “the presentation of related information”, “ ratio of infrequent words”, ”plausible distracters”, and “item type”. The researcher employs the 8 variables to predict the Rash parameters, and analyzes the data with Hierarchical Linear Modeling (HLM). The results suggests that text-level variables share 14.05% explained variance of Chinese reading comprehension assessment item difficulties, and item-level variables share 64.71％ explained variance of the same assessment difficulties. To further explore whether there is interaction between text-level variables and item-level variables. The finding is that there is interaction between “narrative passages” and “the presentation of related information”; there is also interaction between “expository passages” and “the presentation of related information”. Therefore the explained variance (variation) are respectively 62.75％ and 58.8％. The overall finding shows that the cognitive components encoding framework proposed by the researcher can explain the item difficulty of Chinese reading comprehension assessment effectively. The finding also shows that item-level variables represent more explained variance than text-level variables. Through the analysis of cognitive components, the researcher expects the research results can provide reference of teaching improvement and construct related assessment.
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Su-ching, Hsu, and 許素卿. "READING COMPREHENSION DIFFICULTIES AND READING STRATEGIES OF JUNIOR HIGH SCHOOL EFL STUDENTS IN TAIWAN." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/54517895298556846163.
Full textAbstract:
碩士國立高雄師範大學
英語學系
92
The main purposes of this study are to identify reading comprehension difficulties encountered by junior high school students in Taiwan, to investigate their reading strategies and to compare the differences between good and poor readers. This investigation is focused on reading comprehension difficulties they encounter and reading strategies they use at the three stages — pre-reading, while-reading and post-reading. The subjects of this study were 315 ninth-year students from Ma Dou Junior High School in Tainan County. They were classified into three groups — HPG, IPG and LPG — according to the scores they obtained on three English simulated examinations in school. They were required to fill in the questionnaires designed by the researcher. Totally, 315 valid questionnaires were collected and used for data analysis. The major findings of this study are summarized as follows: (1)The major difficulties encountered by the subjects when they read English texts were a lack of vocabulary and grammatical knowledge, and inability to employ effective reading strategies. (2)The frequencies of the difficulties that the HPG subjects encountered were lower than the LPG subjects. Though the major difficulties encountered by both the LPG and the HPG subjects were similar, more LPG subjects had difficulties in other difficulties, such as a lack of sufficient background knowledge, inability to integrate what they have learned into the text, and limited interest in the text. Besides, they also had serious attention problems. (3)The subjects appeared to pay much attention to the meanings of words when they read English texts. The most frequent strategy used by the subjects in the three stages of reading was the use of Chinese translation. Therefore, it was found that they applied their native language to process the target language and they seldom made use of the contextual clues to guess or construct the meanings of the text. (4)Compared with the LPG subjects, more HPG subjects employed reading strategies during the three stages of reading. Their differences in the frequencies of strategy use achieved the significance level (p < .05). Moreover, the HPG subjects tended to implement comprehension monitoring and problem identification as they use post-reading strategies more often than the LPG subjects. Besides, the LPG subjects tended to do nothing at the three stages of reading. Based on the main findings of this study, some suggestions are provided. (1)JHS English teachers should put more emphasis on the teaching of reading comprehension and offer students with systematical and sequential training in reading comprehension, such as enhancing vocabulary development, providing more English materials to read extensively and intensively, instructing the use of reading strategies, and doing more English comprehension practices. (2)Teachers should provide students, especially those who cannot use reading strategies effectively, with practical guidance in how to get reading comprehension effectively from English reading programs at school. Then they may be able to read independently at home. (3)English teachers should provide various types of reading comprehension practices and associated reading materials to help students extend their interest in reading comprehension.