Relevant bibliographies by topics / Readers' comprehension

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Readers' comprehension'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Readers' comprehension"

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Smith, Suzanne T., Paul Macaruso, Donald Shankweiler, and Stephen Crain. "Syntactic comprehension in young poor readers." Applied Psycholinguistics 10, no. 4 (December 1989): 429–54. http://dx.doi.org/10.1017/s0142716400009012.

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ABSTRACTChildren with specific reading disability fail to understand some complex spoken sentences as well as good readers. This investigation sought to identify the source of poor readers' comprehension difficulties. Second-grade good and poor readers were tested on spoken sentences with restrictive relative clauses in two experiments designed to minimize demands on working memory. The methodological innovations resulted in a high level of performance by both reader groups, demonstrating knowledge of relative clause structure. The poor readers' performance closely paralleled that of the good readers both in pattern of errors and in awareness of the pragmatic aspects of relative clauses. The findings suggest that limitations in processing account for comprehension difficulties displayed by some poor readers in previous investigations.
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Snowling, Maggie, and Uta Frith. "Comprehension in “hyperlexic” readers." Journal of Experimental Child Psychology 42, no. 3 (December 1986): 392–415. http://dx.doi.org/10.1016/0022-0965(86)90033-0.

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Davey, Beth. "Postpassage Questions: Task and Reader Effects on Comprehension and Metacomprehension Processes." Journal of Reading Behavior 19, no. 3 (September 1987): 261–83. http://dx.doi.org/10.1080/10862968709547604.

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This investigation explored the effects of question task conditions on reading comprehension and metacomprehension for subjects differing in reading ability and English language proficiency. Proficient readers, disabled readers, and deaf readers read expository passages and completed selected-response and constructed-response question tasks under both lookback and no-lookback conditions. In addition, subjects rated their perceived comprehension adequacy both after reading each passage and after responding to the questions. Several significant interaction effects were found for both demonstrated and perceived comprehension performance, most notably with lookback tasks. However, overlaps between comprehension and metacomprehension processes were not comparable across reader groups. Implications are drawn for further research concerning interactions of individual differences with reading comprehension tasks.
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Vaughn, Sharon, and Meaghan Edmonds. "Reading Comprehension for Older Readers." Intervention in School and Clinic 41, no. 3 (January 2006): 131–37. http://dx.doi.org/10.1177/10534512060410030101.

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Kinnunen, Riitta, Marja Vauras, and Pekka Niemi. "Comprehension Monitoring in Beginning Readers." Scientific Studies of Reading 2, no. 4 (October 1998): 353–75. http://dx.doi.org/10.1207/s1532799xssr0204_4.

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Sparks, Richard L., and Julie Luebbers. "How Many U.S. High School Students Have a Foreign Language Reading “Disability”? Reading Without Meaning and the Simple View." Journal of Learning Disabilities 51, no. 2 (April 5, 2017): 194–208. http://dx.doi.org/10.1177/0022219417704168.

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Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and language comprehension and that there are good readers and 3 types of poor readers—dyslexic, hyperlexic, and garden variety—who exhibit different profiles of strengths and/or deficits in word decoding and language comprehension. In this study, a random sample of U.S. high school students completing first-, second-, and third-year Spanish courses were administered standardized measures of Spanish word decoding and reading comprehension, compared with monolingual Spanish readers from first to eleventh grades, and classified into reader types according to the simple view of reading. The majority of students fit the hyperlexic profile, and no participants fit the good reader profile until they were compared with first- and second-grade monolingual Spanish readers. Findings call into question the practice of diagnosing an FL “disability” before a student engages in FL study.
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Salmeron, Ladislao, Walter Kintsch, and Jose Canas. "Coherence or interest as basis for improving hypertext comprehension." Text features which enable cognitive strategies during text comprehension 14, no. 1 (April 27, 2006): 45–55. http://dx.doi.org/10.1075/idj.14.1.06sal.

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Educational hypertext aims to improve the reader’s comprehension by providing flexible access to information. However, this flexibility imposes additional tasks upon a reader who is used to gaining information in a linear manner. One of these difficulties is in choosing the reading order of the hypertext sections. In the present work, we explore two possible strategies to decide the reading order in hypertext: strategies based on coherence and interest. Results of two laboratory experiments reveal that a semantically coherent reading order improves comprehension for novice readers. Finally, we focus on ways to analyze coherence of the reading order, and how to promote it in educational hypertexts.
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Stevens, Elizabeth A., Sunyoung Park, and Sharon Vaughn. "A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016." Remedial and Special Education 40, no. 3 (January 7, 2018): 131–49. http://dx.doi.org/10.1177/0741932517749940.

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This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12; targeted summarizing or main idea instruction; used an experimental, quasi-experimental, or single-case design; and included a reading comprehension outcome. A meta-analysis of 23 group design studies resulted in a statistically significant mean effect of 0.97. Group size, number of sessions, grade level, and publication year did not moderate treatment effect. Visual analysis of six single-case designs yielded strong evidence for retell measures and a range of evidence for short-answer comprehension measures. Findings suggest that main idea and summarizing instruction may improve struggling readers’ main idea identification and reading comprehension. Limitations include the lack of standardized measures and the unreported, changing description of the counterfactual.
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Schunk, Dale H., and Jo Mary Rice. "Learning Goals and Children's Reading Comprehension." Journal of Reading Behavior 21, no. 3 (September 1989): 279–93. http://dx.doi.org/10.1080/10862968909547677.

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This experiment investigated the effects of goal setting on children's self-efficacy and reading comprehension. Remedial readers participated in a comprehension strategy instructional program on finding main ideas. Some subjects received a product goal of answering questions, others were given a process goal of learning to use the strategy, and subjects in an instructional control condition were told to work productively. Compared with control subjects, process and product goal children judged self-efficacy significantly higher, and process goal children demonstrated higher comprehension skill. On a measure of goal perceptions, process goal children placed significantly greater emphasis on learning to use the strategy compared with children in the other two conditions, and judged becoming a better reader more important than did product goal subjects. These results suggest the usefulness of goal setting with remedial readers and of employing goals relating to learning processes.
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Roberts, David D. "Readers' Comprehension Responses in Informative Discourse: Toward Connecting Reading and Writing in Technical Communication." Journal of Technical Writing and Communication 19, no. 2 (April 1989): 135–48. http://dx.doi.org/10.2190/a1ja-0l9h-ylmh-yue4.

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A qualitative study using reading protocols suggests that when readers of informative documents understand conveyed information satisfactorily, they make direct confirmations and positive comprehension evaluations. When readers are uncertain about the accuracy of their understanding, they guess, make assumptions, or render the text's language into their own words. When readers' understanding is impaired, they ask for more clearly established links or relationships in the text, or they pinpoint some ambiguity or lack of resolution. When readers' understanding is unsatisfactory but not impaired, they request additional information. In addition, readers make evaluative suggestions that introduce, focus, emphasize, or reiterate their other comprehension-related responses. The response patterns isolated in this qualitative study indicate the need for specific quantitative research and suggest some directions for developing reader-based heuristics for informative writing.
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Dissertations / Theses on the topic "Readers' comprehension"

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Claro, Rita de Cássia Sobreira. "EFL readers' text comprehension." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94026.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010
Made available in DSpace on 2012-10-25T05:41:53Z (GMT). No. of bitstreams: 1 289913.pdf: 1836384 bytes, checksum: 6a48f2b2cfc9ec39e8af2d91bfb7848a (MD5)
Este estudo empírico investigou o efeito facilitador de ilustrações na compreensão de texto para leitores de inglês como língua estrangeira. O estudo foi motivado pela necessidade de maior entendimento do tema, tendo em vista ser um assunto atualmente abordado por vários pesquisadores do campo de Linguística Aplicada. A metodologia adotada envolveu a coleta de dados de 13 participantes do curso de inglês extracurricular da Universidade Federal de Santa Catarina, com nível básico de proficiência, correspondente ao terceiro semestre do curso, o qual é composto por seis semestres. Os participantes foram divididos em três grupos pequenos e cada grupo leu o mesmo texto com uma abordagem diferente: O Pre-Reading Group realizou uma atividade pré-leitura com figuras antes de ler o texto; O With-Picture Group leu o texto com as imagens; e o No-Picture Group leu o texto sem imagens. As atividades realizadas pelos participantes consistiram em uma leitura de texto, uma arefa de recordação de conteúdo imediatamente após a leitura, uma tarefa de múltipla escolha, um questionário retrospectivo; uma segunda tarefa de recordação do conteúdo foi realizada uma semana após o primeiro encontro. Os dados foram analisados tanto quantitativamente quanto qualitativamente, examinando-se os resultados das tarefas de recordação do conteúdo lido, os dados da tarefa de múltipla escolha e o questionário retrospectivo. Os achados deste estudo indicam um efeito facilitador das ilustrações na compreensão de leitura quando levado em consideração o uso das imagens como suporte na atividade de pré-leitura. O grupo WPG mostrou melhores resultados no delayed recall quando comparado com o immediate recall. Os resultados gerais sugerem que o efeito facilitador do uso de ilustrações pode auxiliar os leitores de segunda língua (inglês) na seleção de informação relevante, o que pode ajudar na compreensão de texto para alunos/leitores com nível básico de proficiência.
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Ammi, Sabrina. "How reader and task characteristics influence young readers' comprehension monitoring." Thesis, Lancaster University, 2015. http://eprints.lancs.ac.uk/83213/.

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Comprehension monitoring is defined as the process by which reader’s evaluate and regulate their understanding of text (e.g., Baker, 1985). Comprehension monitoring is an important component skill of reading comprehension (e.g., Cain, Oakhill & Bryant, 2004). Despite the importance of comprehension monitoring in reading comprehension, relatively little research has been undertaken to explore the development of comprehension monitoring or the task and reader characteristics critical to the development of this skill. To address this gap in the literature, this thesis explores the development of comprehension monitoring in children aged 7 to 10 years. A series of experiments are presented which explore monitoring of nonwords, general knowledge violations and internal inconsistencies using off-line and real-time measures. Experiments also explore the relationship between monitoring and working memory capacity. Findings reveal developmental differences in comprehension monitoring. Older children are better at correctly judging the sense of information and more likely to adjust their reading behaviour in relation to error information. It seems that both age groups undertake similar monitoring behaviours, albeit with different levels of success. A range of task and reader characteristics influence monitoring skill. Findings demonstrate that task instructions influence reading behaviour. Children undertake a more purposeful and careful reading of the text when alerted that texts may contain errors. Findings also demonstrate differences in children’s proficiency in adopting standards of evaluation. Children encounter most difficulties in adopting the internal consistency standard, perhaps because this standard requires children to integrate and compare the comprehensibility of information at the text-level. In addition, within error manipulations demonstrate that children use the explicitness of error information as a criterion for monitoring comprehension. Further, findings reveal that the relationship between comprehension monitoring and working memory capacity is relatively weak. Interestingly, these findings question the importance of working memory capacity as a source of monitoring difficulties. In the context of the situation model, these findings suggest that monitoring difficulties may arise from failures in constructing a richly elaborated situation model, rather than failures in updating the situation model.
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Gordon, Elizabeth S. "Successful reading comprehension strategies for beginner readers." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/EGordon2007.pdf.

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Baysinger, Kristi M. "Using readers theater to improve reading comprehension and reader self-efficacy in elementary students." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/615.

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Previous research provides support for the use of Readers Theater as a way to teach literacy and improve reading comprehension. Readers Theater involves listening to a story, engaging in repeated readings of the story, and performing the story using vocal intonation, reading rate, facial expressions, and body movements to accurately portray the meaning of each line. An empirical demonstration of the effect of Readers Theater on reader self-efficacy has yet to occur. Further, previous research rarely evaluated the magnitude of improvements associated with Readers Theater with the magnitude of improvements associated with maturation and traditional classroom instruction. The purpose of the present study was to evaluate the efficacy of a Readers Theater intervention on improving reading comprehension and reader self-efficacy in elementary students, beyond that related to maturation or traditional classroom instruction. It was expected that participants receiving the Readers Theater intervention would exhibit greater improvements in reading comprehension and reader self-efficacy when compared to a control group. It was also anticipated that when the second group received the intervention, the findings would be replicated. Participants were 24 fourth, fifth, and sixth graders. Results support the use of Readers Theater as a supplemental technique for reading instruction. Participants displayed some improvements in reading comprehension and various aspects of reader self-efficacy. Further research is needed to extend the findings to a larger population and refine techniques to maximize benefits.
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Demel, Marjorie Cornell. "The relationship between co-referential tie comprehension and overall comprehension for second language readers /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612163762.

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Doty, Deborah E. "CD-ROM storybooks and reading comprehension of young readers." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159136.

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The purpose of this study was to determine if there was a difference in the level of reading comprehension of young readers when one group of students read an interactive CD-ROM storybook and another group of students read the same story from a conventionally printed book. The participants were 39 second-grade students from two intact classrooms in an urban elementary school in the Midwest.Students from one classroom read the story from an interactive CD-ROM storybook; students in the other classroom read the same story from a conventionally printed book. Students reading the CD-ROM storybook could ask the computer for pronunciation of unknown words. Students reading the conventionally printed book could ask the researcher to pronounce words they did not know. Words for which pronunciation was requested were recorded automatically by the computer; the researcher recorded the words requested by the book group. Students reading the CD-ROM storybooks requested the pronunciation of more words than those students reading the conventionally printed books.The following hypotheses were tested at the .05 level of significance:Hypothesis I: There will be no significant difference between the mean scores of reading comprehension on oral retellings for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.Hypothesis II: There will be no significant difference between the mean scores of reading comprehension on a comprehension test for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.An univariate analysis of variance was used to test the hypotheses. There was no significant difference in mean scores on the retellings between the two groups, therefore hypothesis I failed to be rejected.There was a significant difference in mean scores on the comprehension test between the two groups, therefore hypothesis II was rejected. When comprehension was measured through the use of comprehension questions, students reading the CD-ROM storybook scored higher. Although results were mixed on comprehension measures, observations from this study indicate that the use of CDROM storybooks may be beneficial for young children, particularly those who are reading below grade level.
Department of Elementary Education
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Kucksdorf, Loni. "Textbooks across the curriculum can struggling readers succeed? /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kucksdorfl.pdf.

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Loring, Ruth M. "Questions Used by Teachers with Skilled and Less Skilled Readers." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331752/.

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This study described the way teachers used questions with skilled and less skilled readers during reading instruction. The cognitive level and functions of questions were analyzed based on data collected through direct observation within the natural environment of the classroom. In addition, the patterns of questioning which included wait-time and sequencing of questions were identified and reported. Twenty sixth grade teachers randomly selected from a metropolitan school district were observed while instructing skilled readers and less skilled readers. Data collected during non-participatory observation of reading instruction through audiotape recordings, a low-inference observation instrument, and field notes were analyzed using the chisquare statistic, log-linear analysis, and descriptive statistics. Each question/response/response loop which occurred during the eighty observations was analyzed as to the cognitive level and function of the question, designation and wait-time of the student's response, the appropriateness, type, and length of the student's response, and the content of the teacher's response. Within the limitations of this study, the following conclusions have been formulated. 1. Teachers use different cognitive levels of questions for particular functions as dictated by the specific needs and characteristics of the students in the skill level. 2. Although teachers ask the majority of questions at the cognitive-memory and convergent levels rather than the higher divergent and evaluative levels among both skilled and less skilled readers, the primary function is that of extending. It appears that teachers use questions as a way of encouraging student participation during reading instruction. 3. Among both skilled and less skilled readers, teachers practice a fast pace approach to questioning, waiting an average of one to two seconds for a response. 4. Paths of sequence for question/response/response loops are similar for both skilled and less skilled reading groups. The function of extending typically followed focusing and clarifying, demonstrating the teacher's apparent effort to include as many students as possible during instruction.
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Sugirin, (Sugirin), and sugirin@uny ac id. "The comprehension strategies of above average English as a foreign language (EFL) readers." Deakin University. School of Social and Cultural Studies in Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080828.092848.

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The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used. An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text, The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.
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Hayes, Edmund B. "An investigation of the amount of phonological encoding vs. visual processing strategies employed by advanced American readers of Chinese Mandarin and native Chinese readers." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1261056855.

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Books on the topic "Readers' comprehension"

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Robberson, Pamela. Developing readers: Strategies for reading comprehension. Allen, Texas: Educational Bridge, LLC, 2009.

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1835-1910, Twain Mark, Alcott Louisa May 1832-1888, London Jack 1876-1916, Wiggin, Kate Douglas Smith, 1856-1923, Kipling Rudyard 1865-1936, and Burnett Frances Hodgson 1849-1924, eds. Reading comprehension. Franklin, Tennessee: Dalmatian Press, 2013.

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Penguin readers teacher's guide to using graded readers. 3rd ed. Harlow: Longman in association with Penguin, 1998.

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Wolff, Ulrika. Characteristics and varieties of poor readers. Göteborg: Acta Universitatis Gothoburgensis, distribution, 2005.

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Rigby literacy: Bridge to comprehension. Barrington, Ill: Rigby, 2003.

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Alexander, Roberta. A community of readers: A thematic approach to reading. New York: Longman, 1997.

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Alexander, Roberta. A community of readers: A thematic approach to reading. 2nd ed. New York: Longman, 2001.

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Alexander, Roberta. A community of readers: A thematic approach to reading. 5th ed. Australia: Wadsworth Cengage Learning, 2010.

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Jan, Jarrell, ed. A community of readers: A thematic approach to reading. 5th ed. Australia: Wadsworth Cengage Learning, 2010.

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Alexander, Roberta. A community of readers: A thematic approach to reading. 5th ed. Australia: Wadsworth Cengage Learning, 2010.

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Book chapters on the topic "Readers' comprehension"

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Flippo, Rona F., Kristin M. Gehsmann, and Juliet L. Halladay. "Assessing Comprehension, Cognitive Strategies, Vocabulary Knowledge, and the Affective Dimensions of Reading." In Assessing Readers, 83–128. 3rd ed. Third edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781315169606-5.

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Bae, Byung-Chull, Yun-Gyung Cheong, and Daniel Vella. "Modeling Foreshadowing in Narrative Comprehension for Sentimental Readers." In Interactive Storytelling, 1–12. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02756-2_1.

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Porto, Melina, and Michael Byram. "Analysing Comprehension of Texts in Readers’ First Language." In New Perspectives on Intercultural Language Research and Teaching, 52–79. New York : Routledge, [2016] | Series: Routledge: Routledge, 2016. http://dx.doi.org/10.4324/9781315562520-4.

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Makowski, Silvia, Lena A. Jäger, Ahmed Abdelwahab, Niels Landwehr, and Tobias Scheffer. "A Discriminative Model for Identifying Readers and Assessing Text Comprehension from Eye Movements." In Machine Learning and Knowledge Discovery in Databases, 209–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10925-7_13.

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Bos, Kees P., and Henk C. L. Spelberg. "Reading Comprehension and Related Skills in Nine-Year-Old Normal and Poor Readers." In Reading Disabilities: Diagnosis and Component Processes, 319–34. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1988-7_18.

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Zhang, Jinlu, Xiaohong Yang, and Yufang Yang. "How Do Emotional Cues Modulate Readers’ Perception of Emotional Arousal during Text Comprehension: An ERP Study." In Advances in Brain Inspired Cognitive Systems, 21–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38786-9_3.

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Pae, Hye K. "The Impact of Digital Text." In Literacy Studies, 209–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_11.

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Abstract This chapter discusses reading on screen and in print, as the emergence of digital age has transformed our reading and attention. Digital reading reshapes the concept of reading with the use of various forms of social media that are full of acronyms and emoticons or emoji. Advantages and disadvantages of reading on screen and in print are reviewed. The effects of digitally-mediated text on information processing and reading comprehension are also discussed. Although reading online has merits, such as convenience, low cost, and easy accessibility, readers are likely to scan through an F-shaped gaze pattern. The use of digital media may have a significant influence on brain networks due to the brain’s adaptability and accommodating abilities. Digital text that includes more images and visual aids than hardcopy text may lead to more balanced brain functions. This may have implications for reduced script relativity in the future.
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Liu, Zhuang, Degen Huang, Kaiyu Huang, and Jing Zhang. "DIM Reader: Dual Interaction Model for Machine Comprehension." In Lecture Notes in Computer Science, 387–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69005-6_32.

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Yuan, Fengcheng, Yanfu Xu, Zheng Lin, Weiping Wang, and Gang Shi. "Multi-perspective Denoising Reader for Multi-paragraph Reading Comprehension." In Neural Information Processing, 222–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-36718-3_19.

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Anderson, Richard C. "Role of the Reader's Schema in Comprehension, Learning, and Memory." In Theoretical Models and Processes of Literacy, 136–45. Seventh Edition. | New York : Routledge, 2019. | "Sixth edition published by the International Reading Association, Inc. 2013"—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315110592-9.

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Conference papers on the topic "Readers' comprehension"

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Dhingra, Bhuwan, Hanxiao Liu, Zhilin Yang, William Cohen, and Ruslan Salakhutdinov. "Gated-Attention Readers for Text Comprehension." In Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/p17-1168.

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Hu, Minghao, Yuxing Peng, Zhen Huang, Xipeng Qiu, Furu Wei, and Ming Zhou. "Reinforced Mnemonic Reader for Machine Reading Comprehension." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/570.

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In this paper, we introduce the Reinforced Mnemonic Reader for machine reading comprehension tasks, which enhances previous attentive readers in two aspects. First, a reattention mechanism is proposed to refine current attentions by directly accessing to past attentions that are temporally memorized in a multi-round alignment architecture, so as to avoid the problems of attention redundancy and attention deficiency. Second, a new optimization approach, called dynamic-critical reinforcement learning, is introduced to extend the standard supervised method. It always encourages to predict a more acceptable answer so as to address the convergence suppression problem occurred in traditional reinforcement learning algorithms. Extensive experiments on the Stanford Question Answering Dataset (SQuAD) show that our model achieves state-of-the-art results. Meanwhile, our model outperforms previous systems by over 6% in terms of both Exact Match and F1 metrics on two adversarial SQuAD datasets.
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Supartinah, Endang Nurhayati, Sekar Purbarini Kawuryan, and Woro Sri Hastuti. "The Effectiveness of Javanese Graded Readers to Teach Reading Comprehension." In International Conference on Educational Research and Innovation (ICERI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200204.024.

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Xiao, Wenqi. "Using thinking aloud to enhance poor readers' vocabulary knowledge and comprehension." In 2016 International Conference on Humanity, Education and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ichess-16.2016.17.

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Davison, Mark L., Ben Seipel, Sarah E. Carlson, Virginia Clinton, and Patrick C. Kennedy. "MOCCA College: An assessment of inferential narrative and expository comprehension." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11081.

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MOCCA-C is an assessment of adult reading ability designed for early diagnosis of reading problems, for formative assessment in reading intervention planning, for assessment of reading improvement over time, and for assessment of reading intervention outcomes. It uses both narrative and expository reading passages and it currently has four forms. Two goals of this research were to compare narrative and expository passages on (a) their difficulty and (b) their ability to discriminate between good and poor readers. An additional goal was to assess whether narrative and expository passages measure the same or different comprehension dimensions. A final goal was to assess the reliability of forms. We randomly assigned students to forms with between 274 – 279 college students per form. Across the several forms, results suggest that narrative passages are easier and better discriminate between good and poor readers. However, both narrative and expository passages measure a single dimension of ability. MOCCA-C scores are reliable. Implications for research and practice are discussed.
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Budiharjo, Bayu, Ida Dewi, Dyah Khrisna, and M. R. Nababan. "Readers' Perception and Comprehension on the English Translation of Radya Pustaka Museum." In Proceedings of the First International Conference on Communication, Language, Literature, and Culture, ICCoLLiC 2020, 8-9 September 2020, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.8-9-2020.2301337.

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Copeland, Leana, Tom Gedeon, and Sabrina Caldwell. "Effects of text difficulty and readers on predicting reading comprehension from eye movements." In 2015 6th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2015. http://dx.doi.org/10.1109/coginfocom.2015.7390628.

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Nikolakopoulos, Apostolos, and Fotini Paraskeva. "Introducing New Digital Challenges for Reading Comprehension: A Case Study with Dedicated E-Readers." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.126.

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van Staden, Annalene. "INNOVATIVE STRATEGIES TO IMPROVE WORD READING, VOCABULARY AND LISTENING COMPREHENSION OF ESL READERS: A PSYCHO-LINGUISTIC PERSPECTIVE UTILISING MULTIPLE LANGUAGES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2049.

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Shridhar, M., G. F. Houle, and F. Kimura. "Comprehensive Check Image Reader." In 2007 International Conference on Computing: Theory and Applications (ICCTA'07). IEEE, 2007. http://dx.doi.org/10.1109/iccta.2007.42.

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Reports on the topic "Readers' comprehension"

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Duty, Sandra. The Impact of Daily 5 and CAFE Literacy Framework on Reading Comprehension in Struggling Fourth Grade Readers: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2706.

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Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, April 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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Khomenko, Tetiana. TIME AND SPACE OF HISTORICAL PARALLELS OF EUGEN SVERSTIUK’S JOURNALISM. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11095.

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The article is dedicated to the investigation of time-space measurements of journalistic works of Eugen Sverstiuk, a well-known Ukrainian journalist. In particular, the time-space continuum of his works is being discussed, which is characterized as comprehensive, continuous, filled with archetypical images which metaphorize the text, but at the same time structure it, and are beaded on the axis of time and documentarily located in the space. The logics of images initiated in the text is exaggerated by constant dwelling of the author in the time-space dimensions of the epoque, of which he was a contemporary, as well as precise knowledge of World and Ukrainian history and culture. Historical parallelism of journalism of E. Sverstiuk possesses double potential. On the one hand, the author provides arguments for confirmation of his own opinion, and on the other, he shows us historical collisions in the new aspect, which helps consider the past, better understand the present, and think of the future. Pages of his works is space for author’s considerations, which logics impresses by free transgression of the author in the time, and his ability to grasp the most essential, although sometimes precedent, sometimes sudden and forgotten, or even unknown historical facts in order to force them to resonate in the new historical realities, first of all to indicate the importance of national and the need for assigning to it more significance. Using retrospectives, E. Sverstiuk encourages us to return to the national sources and to seek in ourselves the reflections of nationality in order to return historical truth to our audience. This is what, according to E. Sverstiuk, was believed to be one of the most necessary conditions of existence to the independent state. Time-space continuum of E. Sverstiuk’s journalism is reproduction of comprehensive history as continuous process of the development of humanity, and of formation of comprehensive, total, and so to say epic reading and understanding of these processes via accentuation of reader’s attention on key events, phenomena, and facts.
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