Journal articles: '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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Chan, Dwi Mutia. "PENERAPAN TEKNIK GROUP CLOSE DALAM MEMBACA PEMAHAMAN SISWA KELAS VIII SMP PEMBANGUNAN UNP PADANG." Ta'dib 19, no. 1 (June 1, 2016): 61. http://dx.doi.org/10.31958/jt.v19i1.451.

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AbstractThis reseach was motivated by low of students’ reading comprehension and their reading interest. To anticipate this problem, the researcher offered group close technique – a technique focussed to enrich students’ vocabulary the research used desciptive quantitative. The population of this research was the eight grade students of Junior High School (SMP) Pembangunan UNP Padang. The reseach sample were taken using random sampling. The instrument used was reading comprehension test. The research revealed students’ abililty as follows: (1) an excellent reader was 2.8 percent; (2) very good readers were 11.1 percent; (3) good readers were 11.1 percent; (4) adequate readers were 19.4 percent; (5) less adequate readers were 41.7 percent; and (6) poor readers were 22.2 percent. Kata Kunci: penerapan, teknik group close, membaca pemahaman

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Wang, Ziwei. "Teaching Listening Comprehension." Learning & Education 9, no. 3 (December 29, 2020): 62. http://dx.doi.org/10.18282/l-e.v9i3.1576.

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Teaching Listening Comprehension is about developing listening comprehension skills in the language classroom. First of all, this paper introduces listening comprehension from the perspective of pedagogical research. Then proposes the interactive mode of listening comprehension, the types of spoken English and the reasons why listening becomes difficult. Let readers understand the micro-skills of listening comprehension and the types of classroom listening performance. Lastly, readers can Learn the principles of designing listening techniques and master the listening techniques from beginning to advanced.

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Young, Chase, Patricia Durham, Melinda Miller, Timothy Victor Rasinski, and Forrest Lane. "Improving reading comprehension with readers theater." Journal of Educational Research 112, no. 5 (August 28, 2019): 615–26. http://dx.doi.org/10.1080/00220671.2019.1649240.

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Livingston, Sue. "Comprehension Strategies of Two Deaf Readers." Sign Language Studies 1071, no. 1 (1991): 115–30. http://dx.doi.org/10.1353/sls.1991.0001.

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Hattan, Courtney, and Patricia Alexander. "Scaffolding Reading Comprehension for Competent Readers." Literacy Research: Theory, Method, and Practice 67, no. 1 (July 18, 2018): 296–309. http://dx.doi.org/10.1177/2381336918786885.

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Scaffolding has been shown to facilitate students’ text comprehension and task performance. Yet less is known about the necessity of scaffolding for competent students reading unfamiliar content. To explore that question, we investigated the effects of two knowledge scaffolding techniques (i.e., mobilization and concept mapping) versus control on undergraduates’ comprehension overall and by question type. The 118 undergraduates were randomly assigned to a condition and read a text about cellular biology. Results indicated a significant effect of scaffolding on students’ comprehension after controlling for prior knowledge. Follow-up analyses for overall comprehension demonstrated that the concept mapping group outperformed the mobilization and control groups, and the mobilization group outperformed the control group. These results suggest that competent readers benefit from scaffolding when reading unfamiliar content.

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Williams, Joanna P. "Improving the comprehension of disabled readers." Annals of Dyslexia 48, no. 1 (December 1998): 213–38. http://dx.doi.org/10.1007/s11881-998-0010-9.

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Lillo-Martin, Diane C., Vicki L. Hanson, and Suzanne T. Smith. "Deaf readers' comprehension of relative clause structures." Applied Psycholinguistics 13, no. 1 (January 1992): 13–30. http://dx.doi.org/10.1017/s0142716400005403.

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ABSTRACTIt is commonly found that most deaf readers display an overall depressed level of reading performance in conjunction with specific difficulties in complex syntax. In this study, deaf good and poor readers' comprehension of relative clause structures was tested in written English, signed English, and American Sign Language. It was found that the behavior of deaf good and poor readers was parallel across relative clause sentence types, and that the deaf readers generally performed similarly to hearing readers tested in a different study. These results support the hypothesis that a specific syntactic disability does not differentiate deaf good and poor readers. Instead, it is suggested that a processing deficit may underlie the poor readers' comprehension difficulties.

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Margolin, Sara J., and Timothy Brackins. "Comprehension and metacomprehension of negated text." Written Language and Literacy 23, no. 1 (October 19, 2020): 92–108. http://dx.doi.org/10.1075/wll.00034.mar.

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Abstract Previous research has demonstrated that negated text is a particularly difficult text construction, and often leads to readers having difficulty understanding and remembering what they have read. To date, attempts at identifying a strategy that would aid in readers’ comprehension of negation have not been successful. However, in studies focused on affirmative text, readers practicing retrieving information from a text showed improvements in comprehension and more accurate metacomprehension judgments. The present study aimed to determine whether this strategy also benefits readers of passages in which a critical concept has been negated. Interestingly, results demonstrated that while readers judged their comprehension to be better when practicing retrieval, their comprehension was not actually better. These results suggest that simply practicing retrieval information is not necessarily enough to enhance comprehension or metacomprehension of this text construction.

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Rice, Sean J., and Douglas J. Gillan. "Effects of Graphs on Text Comprehension." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 21 (July 2000): 3–443. http://dx.doi.org/10.1177/154193120004402117.

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Sources of information, from textbooks to multimedia encyclopedias combine text and graphics. This paper applies the construction-integration model of text comprehension to the processing of text and quantitative graphs. The model suggests that, when reading a graph that has information that is redundant with the text, a reader may directly connect the propositional information from the graph and the text due to overlap. When reading a graph that has information that elaborates on the text, a reader makes inferences to connect the propositional information from the graph and the text. Hypotheses from this model are that (1) use of an elaborative graph should produce better comprehension if the graph and text are concurrent, whereas (2) use of a redundant graph should produce better comprehension if the graph and text are separated. Three experiments tested these hypotheses by giving readers text with three types of graphs – text only, redundant graphs, and elaborative graphs — with the graphs either concurrent with (Experiment 1), before (Experiment 2A), or after (Experiment 2B) the text, then giving readers text-based or inference-based questions. In all three orders of the graph and text, performance on the inference-based questions was better in the elaborative graph condition than in the redundant graph condition. The discussion extends the application of the construction-integration model to reading text with graphs.

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Acosta-Tello, Enid. "Fluency Strategies For Beginning Readers." Contemporary Issues in Education Research (CIER) 12, no. 4 (October 1, 2019): 87–90. http://dx.doi.org/10.19030/cier.v12i4.10315.

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Fluency in reading is crucial for comprehension of the written word. Traditionally we concentrate on fluency once a child is a proficient reader. However, fluency is a skill that can be successfully addressed with beginning readers. This article presents practical strategies to help beginning readers become fluent readers. Of course, these strategies are effective with proficient readers, however, the earlier we begin to use them, the sooner children will internalize the concept of fluency and practice it. These strategies are also effective with second language learners.

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Barnes, Adrienne E., Young-Suk Kim, Elizabeth L. Tighe, and Christian Vorstius. "Readers in Adult Basic Education." Journal of Learning Disabilities 50, no. 2 (August 4, 2016): 180–94. http://dx.doi.org/10.1177/0022219415609187.

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The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the Test of Adult Basic Education ( Reading subtest) and the Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the Woodcock Johnson III Passage Comprehension and the Test of Adult Basic Education Reading Comprehension.

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Snow, Catherine E. "Simple and Not-So-Simple Views of Reading." Remedial and Special Education 39, no. 5 (September 2018): 313–16. http://dx.doi.org/10.1177/0741932518770288.

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Few hypotheses in the field of literacy have proven as robust as the Simple View of Reading (SVR). Two studies included in this special issue use large participant samples and sophisticated quantitative analyses to confirm the basic claim of the SVR, that decoding and listening comprehension together predict reading comprehension. One also demonstrates a developmental shift from decoding to language as the primary predictor after about Grade 3. A third paper challenges the adequacy of the SVR for older readers, offering evidence that the nature of the text being read also must be taken into account in predicting comprehension outcomes. All three studies, though, use rather simple comprehension outcomes. I argue that reader skills in academic language, in perspective taking, and in argumentation are additional important predictors of comprehension when readers are confronted with 21st century literacy tasks, which require analysis, synthesis, and critique, not just literal inferences and summaries.

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Block, Ellen. "The Comprehension Strategies of Second Language Readers." TESOL Quarterly 20, no. 3 (September 1986): 463. http://dx.doi.org/10.2307/3586295.

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Raslie, Humaira, Damien Mikeng, and Su-Hie Ting. "Reciprocal Teaching and Comprehension of Struggling Readers." International Journal of Education 7, no. 1 (January 30, 2015): 131. http://dx.doi.org/10.5296/ije.v7i1.7027.

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Phillips, Linda M. "Young Readers' Inference Strategies in Reading Comprehension." Cognition and Instruction 5, no. 3 (September 1988): 193–222. http://dx.doi.org/10.1207/s1532690xci0503_1.

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Young, Chase, Kathleen A. J. Mohr, and Shelly Landreth. "Improving boys' reading comprehension with readers theatre." Journal of Research in Reading 43, no. 3 (May 31, 2020): 347–63. http://dx.doi.org/10.1111/1467-9817.12307.

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Steinberg, Ina, Gerry Bohning, and Fritzi Chowning. "Comprehension monitoring strategies of nonproficient college readers." Reading Research and Instruction 30, no. 3 (March 1991): 63–75. http://dx.doi.org/10.1080/19388079109558051.

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Young, Chase, Faida Stokes, and Timothy Rasinski. "Readers Theatre Plus Comprehension and Word Study." Reading Teacher 71, no. 3 (August 31, 2017): 351–55. http://dx.doi.org/10.1002/trtr.1629.

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Schommer, Marlene, and John R. Surber. "Comprehension-monitoring failure in skilled adult readers." Journal of Educational Psychology 78, no. 5 (1986): 353–57. http://dx.doi.org/10.1037/0022-0663.78.5.353.

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Kucer, Stephen B. "Readers' tellings: Narrators, settings, flashbacks and comprehension." Journal of Research in Reading 33, no. 3 (October 21, 2009): 320–31. http://dx.doi.org/10.1111/j.1467-9817.2009.01416.x.

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Yeomans-Maldonado, Gloria. "Development of comprehension monitoring in beginner readers." Reading and Writing 30, no. 9 (July 19, 2017): 2039–67. http://dx.doi.org/10.1007/s11145-017-9765-x.

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Wallach, Geraldine P., and Alaine Ocampo. "Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model." Language, Speech, and Hearing Services in Schools 48, no. 2 (April 20, 2017): 98–103. http://dx.doi.org/10.1044/2017_lshss-16-0035.

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Purpose In this discussion as part of a response to Catts and Kamhi's “Prologue: Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension. Method We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms. An intervention session from 6th grade serves to demonstrate how background knowledge, a text's demands, and tasks may come together in the real world as clinicians and educators aim to help students comprehend complex material. Conclusions The authors agree with the conceptual framework proposed by Catts and Kamhi that clinicians and educators should consider the multidimensional nature of reading comprehension (an interaction of reader, text, and task) when creating assessment and intervention programs. The authors might depart slightly by considering, more closely, those reading comprehension strategies that might facilitate comprehension across texts and tasks with an understanding of students' individual needs at different points in time.

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He, Ping. "On Reading Comprehension Teaching for English Majors under Relevance Theory." English Language Teaching 11, no. 1 (December 3, 2017): 46. http://dx.doi.org/10.5539/elt.v11n1p46.

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Relevance Theory from the perspective of cognitive psychology argues that human communication is an ostensive-inferential process, and emphasizes the function of the optimal relevance for communication. In this sense, reading comprehension could be considered as a kind of communication in which the writer manifests his/her communication intention and the reader infers from the discourse codes; thereinto, the optimal relevance between the textual information and the reader’s cognition is essential to the optimal contextual effects. This paper sets out to discuss the explanatory power of relevance theory to reading comprehension, with focus on differences among readers with different reading abilities in grasping the optimal relevance with the discourse and the cognitive context. Through the reading teaching experiment undertaken for a semester, the result shows that the application of relevance theory to reading by pinpointing reading purpose, setting reading tasks and constructing cognitive contexts benefits greatly to students’ inference capability, hence their reading ability, which is also instructive for the teaching mode of reading courses.

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Ramonda, Kris, and Paul Sevigny. "Graded reader comprehension questions and item discrimination analysis." ELT Journal 73, no. 3 (February 28, 2019): 265–74. http://dx.doi.org/10.1093/elt/ccy062.

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Abstract Although the benefits of extensive reading are well known, very little research has investigated the validity of assessment tools to measure general comprehension of graded readers. To address this, quizzes were authored for 42 level 2 Penguin graded readers and administered to 166 students over a semester. Item facility for high-scorers and low-scorers was calculated for the 168 question items from the 42 graded readers, and the resulting item discrimination (ID) score was used to categorize and group quiz items with shared structural and content-based features. The results showed that certain question types tend to be more effective for measuring comprehension of graded readers than others.

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Carlson, Sarah E., Ben Seipel, and Kristen McMaster. "Development of a new reading comprehension assessment: Identifying comprehension differences among readers." Learning and Individual Differences 32 (May 2014): 40–53. http://dx.doi.org/10.1016/j.lindif.2014.03.003.

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Jose, Kshema. "Using Online Texts to Build Independent Readers in ESL Classrooms." International Journal of English Language Teaching 8, no. 2 (September 27, 2021): 10. http://dx.doi.org/10.5430/ijelt.v8n2p10.

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Studies with proficient users of English suggest that readers demonstrate deeper comprehension of texts when reading non-linear hypertexts than when reading linear texts. This is attributed to the networked nature of texts that helps readers exercise cognitive flexibility. An aspect that remains largely unresearched is the potential of linear online texts to facilitate comprehension in readers who are non-proficient users of English. Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated the interactive effects of two salient features of online texts, viz., non-linearity in the presentation of text and the availability of additional sources of information, on the reading comprehension of ESL readers. Two groups of readers with high and low levels of English proficiency read twelve texts on familiar and unfamiliar topics in print, linear online, and non-linear online modes. A comparison of readers’ responses to comprehension questions and free recalls showed that those with low linguistic competence and/or topic familiarity were able to achieve better comprehension of linear online texts than print texts or non-linear online texts. The findings indicate that text linearity when combined with the presence of multiple information resources (both provided by the author within the text and freely available on the internet) might have the potential to scaffold linguistic and content knowledge deficits in ESL readers and promote deep levels of comprehension.

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Ehrlich, Marie-France, Beth Kurtz-Costes, and Catherine Loridant. "Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers." Journal of Reading Behavior 25, no. 4 (December 1993): 365–81. http://dx.doi.org/10.1080/10862969309547826.

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Cognitive, metacognitive, and motivational factors were examined as predictors of individual differences in the reading comprehension abilities of good and poor readers. Two hundred twenty seventh graders were measured on reading comprehension, and the top 30% and bottom 30% were identified as good and poor readers, respectively. Subjects were then measured on word recognition, metacognitive knowledge about text processing, perceived competence, and attributional beliefs about the reasons underlying academic outcomes. The results indicated that good readers in comparison to poor readers scored higher on the word recognition measure, possessed richer metacognitive knowledge, and had more positive beliefs about their academic abilities. Regression analyses indicated that word recognition and metacognition predicted reading comprehension in the whole sample; however, regression analyses within subgroups indicated that word recognition was the most important predictor variable for poor readers, whereas perceived competence predicted the reading comprehension abilities of good readers.

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McClung, Nicola A., and P. David Pearson. "Reading comprehension across languages." Written Language and Literacy 22, no. 1 (November 20, 2019): 33–66. http://dx.doi.org/10.1075/wll.00019.mcc.

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Abstract Orthographic depth, the degree of spelling-to-sound consistency in a language, has been hypothesized to affect the ease with which children learn to read words. However, the relationship between orthographic depth and reading comprehension is less well understood. In this study, focusing on countries in which two international assessments (PISA and PIRLS) were given in two or more languages, we examine data from elementary and high-school readers of Finnish, Swedish, Italian, German, Dutch, French and English). Findings suggest that that there may be some trade-offs between shallow and deep orthographies in terms of the specific ways that they map onto the phonological and deep meaning representations required for cognitive processing during an activity such as comprehension. These trade-offs serve to differentially support or inhibit readers depending on where they are situated on the achievement continuum.

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Fahriany, Fahriany. "SCHEMA THEORY IN READING CLASS." IJEE (Indonesian Journal of English Education) 1, no. 1 (March 4, 2015): 17–28. http://dx.doi.org/10.15408/ijee.v1i1.1192.

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Comprehension is making a sense out of text. It is a process of using reader’s existing knowledge (schemata) to interpret texts in order to construct meaning. Many reading experts agree that the schema theory is one of the reasonable theories of human information processing. Schemata, the plural of schema, are believed to be the building blocks of cognition. This paper discusses the role of readers’ preexisting knowledge on linguistics code as well as readers’ knowledge of the world (schema), which for the case of reading has similar importance of the printed words in the text. It is argued that the more non visual information the reader posses, the less visual information is needed. For teaching and learning, teachers are expected to use different strategies in order to deal with different students’ preexisting knowledge and schema to maximize students’ learning.

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Bejos, Karla. "Expository Text: Reading Comprehension, Bilingualism, and Instructional Strategies." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 16, no. 2 (July 2009): 45–53. http://dx.doi.org/10.1044/cds16.2.45.

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Abstract This literature review examines reading comprehension issues related to expository text. It describes what factors contribute to the complexity of expository text, what abilities and skills a reader must possess, and expository text structure. The review addresses influences of bilingualism on expository text comprehension. It discusses the relation of second language oral proficiency on reading, the complexity of the reading task for bilinguals, how they approach reading, and the transfer of literacy skills across languages. The final section reviews instructional strategies aimed at improving reading comprehension of expository text. This includes strategies to teach comprehension of the cause and effect concept, paraphrasing, and types of tasks to assess reading comprehension that are appropriate for bilingual readers.

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Rabia, Salim Abu, and Abedalhakeem Salfeety. "Reading in Arabic Orthography: The influence of Short Vowels on Reading Accuracy and Comprehension of Poor and Normal Arabic Readers." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 2 (February 23, 2015): 723–35. http://dx.doi.org/10.24297/jal.v5i2.2848.

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Research conducted on strategies aimed at improving reading skills and comprehension among Arabic readers (Abu Rabia, 1997, 1998) reported on the contribution, of the addition of short vowels to Arabic texts, to both the acquisition of proper reading skills during early childhood, and to better reading comprehension among all ages. The findings were considered controversial. Such a determination can have important implications for both local and national educational policies seeking the improvement of reading skills and comprehension among Arabic readers of all ages. In this study, 60 native Arabic speakers, 12 years old were sampled from school in northern Israel. They were divided into two equal groups of 30 normal and 30 poor readers, based on their average grade point average in the Arabic Language subject. The results indicated that the vocalization of Arabic texts significantly improved both reading accuracy and comprehension among all participants, whether normal or weaker readers. Further, despite the very noticeable difference between reading abilities among the two groups (regular and weak readers) at the outset, on the average we found that the addition of short vowels helped both groups acquire basic reading skills. The findings indicated that the use of vocalized texts helps readers achieve higher reading comprehension levels among all types of readers.

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Weisberg, Renee. "1980s: A Change in Focus of Reading Comprehension Research: A Review of Reading/Learning Disabilities Research Based on an Interactive Model of Reading." Learning Disability Quarterly 11, no. 2 (May 1988): 149–59. http://dx.doi.org/10.2307/1510993.

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This article contains a review of reading comprehension research since 1980, based on an interactive model of reading, with a focus on reading disabilities / learning disabilities. The interactive model conceptualizes influences on reading comprehension as multifaceted, that is, reader-based, text-based, and situationally based, for example, variables in a given task. The review includes studies which have investigated the influence of readers' prior knowledge of a topic, the influences of text structure and task demands, and metacognitive strategies. Conclusions explain reasons for reading disabled students' need for explicit instruction in understanding what the task is, how to use appropriate procedures, and why the use of metacognitive strategies can help them become more able readers.

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Freese, Anne Reilley. "Subvocal Speech, Reading Rate, and Comprehension." Perceptual and Motor Skills 82, no. 3_suppl (June 1996): 1343–68. http://dx.doi.org/10.2466/pms.1996.82.3c.1343.

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The relationship of subvocal speech and reading rate to comprehension of 25 children, ranging from 8 to 15 years of age, was investigated by means of electromyographic (EMG) recordings taken while the subjects silently read two meaningful passages. The first was orthographically regular, and the second was composed of approximately sixty percent homophones, Labial muscle action recordings, latencies, and comprehension measures were obtained. Variables derived from these measures were used to predict reading age Profiles derived from the EMGs provided information about how each reader processed the information from the reading passages. The empirical results of the study provide strong support for the valuable role of subvocal speech in the extraction of information and the importance of readers demonstrating the ability to use flexibility of the reading process when reading for meaning.

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Horowitz, Rosalind, and S. Jay Samuels. "Reading and Listening to Expository Text." Journal of Reading Behavior 17, no. 3 (September 1985): 185–98. http://dx.doi.org/10.1080/10862968509547539.

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Poor reading comprehension may result from a general comprehension problem, a decoding problem, or a combination of these problems. Using a counterbalanced design, 38 good and poor sixth-grade readers read aloud and listened to easy and hard texts. Immediately after reading and listening, students orally retold what they had read or heard. Their recalls were scored for number of idea units produced. Results indicated no difference in listening comprehension between good and poor readers for either easy or hard texts, but a significant difference in oral reading comprehension in favor of good readers on both easy and hard texts. The finding of no difference in listening suggests that the poor readers in this sample did not have a general comprehension problem, while their poor oral reading performance indicates that they did have a decoding problem. These findings support a more complex comprehension process model of listening and reading than has typically been described in the literature.

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D. Leavitt, Jonathan, Arseny A. Ryazanov, and Nicholas J. S. Christenfeld. "Amazing but true." Scientific Study of Literature 4, no. 2 (December 31, 2014): 196–210. http://dx.doi.org/10.1075/ssol.4.2.04lea.

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People find it important to know if a story is factual, but still the most popular stories, in such forms as books and movies, are fictional. Research suggests that a story being true may add value to the reader’s experience, but other findings suggest that fiction may increase enjoyment by providing fewer disruptions to narrative comprehension. In three studies we explored the appeal of stories when they are presented as fiction or as non-fiction. Subjects read (1) story synopses, (2) vignettes from two popular websites, or (3) narratives on relationships and war. Results indicate that readers preferred stories when they were presented, externally, as non-fiction. Readers also preferred stories that seemed internally — that is, because of how they were written — like fiction. Additionally the results suggested that readers rely more heavily on factual stories to update their notions of reality. This study contributes to a body of literature on reader enjoyment in relation to truth labels made explicit or implicit in narratives as well as on the efficacy of arts-based research.

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Jenkins, Joseph R., James Heliotis, Mariana Haynes, and Karen Beck. "Does Passive Learning Account for Disabled Readers' Comprehension Deficits in Ordinary Reading Situations?" Learning Disability Quarterly 9, no. 1 (February 1986): 69–76. http://dx.doi.org/10.2307/1510403.

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Thirty-two LD and 32 average elementary students, matched by grade, read under three conditions: a classroom group condition, an individual (child and examiner) condition, and an individual restatement condition, requiring subjects to summarize, or restate, the contents of each paragraph during passage reading. Overall results of comprehension tests failed to confirm predicted differential effects of conditions on attentional control. The performance pattern across conditions was the same for both reader groups, although LD students' comprehension was considerably lower than that of their average peers. The condition requiring restatements resulted in superior performance for both reader groups suggesting that average as well as LD readers did not always process the texts actively under the group and individual reading conditions.

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Braasch, Jason L. G., Jean-François Rouet, Nicolas Vibert, and M. Anne Britt. "Readers’ use of source information in text comprehension." Memory & Cognition 40, no. 3 (November 16, 2011): 450–65. http://dx.doi.org/10.3758/s13421-011-0160-6.

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Gillingham, Mark G., and Ruth Garner. "Readers' Comprehension of Mazes Embedded in Expository Texts." Journal of Educational Research 85, no. 4 (March 1, 1992): 234–41. http://dx.doi.org/10.1080/00220671.1992.9941121.

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Jandreau, Steven, and Thomas G. Bever. "Phrase-spaced formats improve comprehension in average readers." Journal of Applied Psychology 77, no. 2 (1992): 143–46. http://dx.doi.org/10.1037/0021-9010.77.2.143.

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Rothlisberg, Barbara A., and Raymond S. Dean. "Reading comprehension and lateral preference in normal readers." Psychology in the Schools 22, no. 3 (July 1985): 337–42. http://dx.doi.org/10.1002/1520-6807(198507)22:3<337::aid-pits2310220316>3.0.co;2-t.

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Journal articles on the topic 'Readers' comprehension'

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