Artículos de revistas: "Comprehension"

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Mullins, Phil. "Comprehension and the ‘Comprehensive Entity’". Tradition and Discovery: The Polanyi Society Periodical 33, n.º 3 (2006): 26–43. http://dx.doi.org/10.5840/traddisc2006/200733339.

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2

Fekete, Anett y Zoltán Porkoláb. "A comprehensive review on software comprehension models". Annales Mathematicae et Informaticae 51 (2020): 103–11. http://dx.doi.org/10.33039/ami.2020.07.007.

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3

Shim, HyungSub y Thomas J. Grabowski. "COMPREHENSION". CONTINUUM: Lifelong Learning in Neurology 16 (agosto de 2010): 45–58. http://dx.doi.org/10.1212/01.con.0000368259.07921.b8.

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4

BOLLENBACH, CAROLYN. "Comprehension". Journal of Creative Behavior 20, n.º 2 (junio de 1986): 89–92. http://dx.doi.org/10.1002/j.2162-6057.1986.tb00422.x.

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5

Maalej, Walid, Rebecca Tiarks, Tobias Roehm y Rainer Koschke. "On the Comprehension of Program Comprehension". ACM Transactions on Software Engineering and Methodology 23, n.º 4 (5 de septiembre de 2014): 1–37. http://dx.doi.org/10.1145/2622669.

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6

Skinner, Christopher H., Jacqueline L. Williams, Jennifer Ann Morrow, Andre D. Hale, Christine E. Neddenriep y Renee O. Hawkins. "The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates". Psychology in the Schools 46, n.º 10 (diciembre de 2009): 1036–47. http://dx.doi.org/10.1002/pits.20442.

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7

Sariroh, Chilyatus. "A COMPREHENSIVE ABOUT THE PART OF SPEECH USING MIND MAPPING ATSTUDENTS OF2017A STKIP PGRI JOMBANG". JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN 5, n.º 1 (4 de julio de 2020): 87–94. http://dx.doi.org/10.51836/je.v5i1.117.

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We present an implementation about mind mapping learning of part of speech on direct explanation using mind mapping to the students. This research aims to share the knowledge about learning part of speech using mind mapping and also to know the students’ comprehension ability about it. So that student can understand its function of each part of speech by using simple learning of mind mapping. This study was carried out among 20 students ofSTKIP PGRI Jombang especially in English Department. This study was descriptive and applied qualitative research method. The results show that 25% student have a very good comprehension and 50% have good comprehension20%have an enough comprehension and the last 5% are having low comprehension about part of speech (n=20). Part of speech is one of grammar factor that very important basic to understand the whole next grammar. Therefore, we need to share the explanation clearly and simple to the students who still don’t understand. In conclusion, the students’ comprehension in grammar about part of speech using mind mapping were categorized into “good comprehensive” category. However, based on these results, we have managed to put forward a number of recommendation and suggestion.

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8

Everett, Ruth. "Comprehension strategies". SecEd 2020, n.º 3 (2 de marzo de 2020): 25. http://dx.doi.org/10.12968/sece.2020.3.25.

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9

Sadoski, Mark. "Comprehending Comprehension". Reading Research Quarterly 34, n.º 4 (12 de octubre de 1999): 493–500. http://dx.doi.org/10.1598/rrq.34.4.6.

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10

Hall, William S. "Reading comprehension." American Psychologist 44, n.º 2 (1989): 157–61. http://dx.doi.org/10.1037/0003-066x.44.2.157.

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11

Kendeou, Panayiota, Kristen L. McMaster y Theodore J. Christ. "Reading Comprehension". Policy Insights from the Behavioral and Brain Sciences 3, n.º 1 (13 de enero de 2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

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Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.

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12

Graesser, Arthur C., Keith K. Millis y Rolf A. Zwaan. "DISCOURSE COMPREHENSION". Annual Review of Psychology 48, n.º 1 (febrero de 1997): 163–89. http://dx.doi.org/10.1146/annurev.psych.48.1.163.

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13

Warrington, Elizabeth K. y Lisa Cipolotti. "Word comprehension". Brain 119, n.º 2 (1996): 611–25. http://dx.doi.org/10.1093/brain/119.2.611.

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14

Paul, Rhea. "Comprehension strategies". Topics in Language Disorders 10, n.º 3 (junio de 1990): 63–75. http://dx.doi.org/10.1097/00011363-199006000-00007.

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15

Duffelmeyer, Frederick A. y Dale D. Baum. "Reading Comprehension". Academic Therapy 23, n.º 1 (septiembre de 1987): 53–59. http://dx.doi.org/10.1177/105345128702300108.

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16

Trabasso, Torn. "Narrative comprehension". Journal of Pragmatics 30, n.º 1 (julio de 1998): 125–30. http://dx.doi.org/10.1016/s0378-2166(98)00016-2.

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17

Leong, Elaine K. F., Michael T. Ewing y Leyland F. Pitt. "E-comprehension". Industrial Marketing Management 31, n.º 2 (febrero de 2002): 125–31. http://dx.doi.org/10.1016/s0019-8501(01)00184-5.

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18

Kaiser, Meghann. "Catching comprehension." Families, Systems, & Health 25, n.º 1 (marzo de 2007): 132. http://dx.doi.org/10.1037/1091-7527.25.1.132.

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19

Buneman, Peter, Leonid Libkin, Dan Suciu, Val Tannen y Limsoon Wong. "Comprehension syntax". ACM SIGMOD Record 23, n.º 1 (marzo de 1994): 87–96. http://dx.doi.org/10.1145/181550.181564.

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20

Ferreira, Aline, Alexandra Gottardo, Christine Javier, John W. Schwieter y Fanli Jia. "Reading comprehension". Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, n.º 2 (31 de diciembre de 2016): 613–39. http://dx.doi.org/10.1075/resla.29.2.09fer.

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.

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21

Peters, Ellen. "Beyond Comprehension". Current Directions in Psychological Science 21, n.º 1 (31 de enero de 2012): 31–35. http://dx.doi.org/10.1177/0963721411429960.

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22

McConnell, John. "Joke comprehension". Lancet 342, n.º 8875 (octubre de 1993): 858. http://dx.doi.org/10.1016/0140-6736(93)92712-3.

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23

Simon, Jonathan A. "Indeterminate Comprehension". Thought: A Journal of Philosophy 3, n.º 1 (marzo de 2014): 39–48. http://dx.doi.org/10.1002/tht3.111.

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24

Liang, Lauren Aimonette y Janice A. Dole. "Help With Teaching Reading Comprehension: Comprehension Instructional Frameworks". Reading Teacher 59, n.º 8 (mayo de 2006): 742–53. http://dx.doi.org/10.1598/rt.59.8.2.

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25

Kolić-Vehovec, Svjetlana y Igor Bajšanski. "Comprehension monitoring and reading comprehension in bilingual students". Journal of Research in Reading 30, n.º 2 (mayo de 2007): 198–211. http://dx.doi.org/10.1111/j.1467-9817.2006.00319.x.

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26

Dorothy Ebere, Adimora, Nwokenna Edith Nwakaego y Ogbuanya Esther Obioma. "Effect of Comprehension Monitoring Strategy on Achievement of Low- Achieving Students in Reading Comprehension". International Journal of Scientific Research 3, n.º 6 (1 de junio de 2012): 118–22. http://dx.doi.org/10.15373/22778179/june2014/41.

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27

Reynolds, Matthew R. y Joshua J. Turek. "A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: Verbal comprehension-knowledge drives positive change in reading comprehension". Journal of School Psychology 50, n.º 6 (diciembre de 2012): 841–63. http://dx.doi.org/10.1016/j.jsp.2012.07.002.

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28

C, Emejidio y Gepila Jr. "Context Clues and Reading Comprehension". International Journal of Psychosocial Rehabilitation 24, n.º 04 (28 de febrero de 2020): 2735–46. http://dx.doi.org/10.37200/ijpr/v24i4/pr201381.

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29

Felsenheimer, Anne y Alexander M. Rapp. "Proverb comprehension in schizophrenia: A comprehensive review and meta-analysis". Comprehensive Psychiatry 129 (febrero de 2024): 152444. http://dx.doi.org/10.1016/j.comppsych.2023.152444.

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30

Haerunnisa, Haerunnisa. "Meningkatkan Reading Comprehension Skills Melalui Pendekatan Whole Language Pada Siswa Menengah Pertama". Bima Journal of Elementary Education 2, n.º 1 (16 de abril de 2024): 29–34. http://dx.doi.org/10.37630/bijee.v2i1.1527.

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This study explores the implementation of the Whole Language approach to enhance Reading Comprehension Skills among middle school students at SMPN I Bolo. Facing significant challenges in mastering comprehensive language skills, this research utilized a Classroom Action Research method conducted in two cycles, integrating interactive and holistic language learning activities. Initial observations showed that only 61.2% of students achieved the expected level of comprehension, which triggered the need for an integrated approach in teaching. Subsequent adjustments resulted in a substantial increase in comprehension levels, with 91.7% of students achieving the target comprehension scores in the second cycle. The findings indicate that the Whole Language approach not only improves reading comprehension but also actively involves students in the learning process through guided reading and writing activities. This study confirms the effectiveness of the Whole Language approach in creating an engaging and comprehensive learning environment, significantly enhancing students’ reading comprehension abilities.

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31

Adimora, Dorothy Ebere, Edith Nwakaego Nwokenna y Monica Obiageli Omeje. "Application of Comprehension Monitoring Strategy for Achievement and Interest of Low- Achievers in Reading Comprehension". New Trends and Issues Proceedings on Humanities and Social Sciences 3, n.º 3 (22 de marzo de 2017): 347–62. http://dx.doi.org/10.18844/gjhss.v3i3.1582.

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32

Hồng Mai, Lê. "Reading comprehension strategy – ways to teach reading comprehension skills". Journal of Science, Educational Science 60, n.º 2 (2015): 114–22. http://dx.doi.org/10.18173/2354-1075.2015-0037.

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33

Gill, Sharon Ruth. "The Comprehension Matrix: A Tool for Designing Comprehension Instruction". Reading Teacher 62, n.º 2 (octubre de 2008): 106–13. http://dx.doi.org/10.1598/rt.62.2.2.

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34

Dewitz, Peter, Eileen M. Carr y Judythe P. Patberg. "Effects of Inference Training on Comprehension and Comprehension Monitoring". Reading Research Quarterly 22, n.º 1 (1987): 99. http://dx.doi.org/10.2307/747723.

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35

Woolley, Gary. "A comprehension intervention for children with reading comprehension difficulties". Australian Journal of Learning Disabilities 12, n.º 1 (enero de 2007): 43–50. http://dx.doi.org/10.1080/19404150709546829.

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36

McMunn Dooley, Caitlin y Mona W. Matthews. "Emergent comprehension: Understanding comprehension development among young literacy learners". Journal of Early Childhood Literacy 9, n.º 3 (diciembre de 2009): 269–94. http://dx.doi.org/10.1177/1468798409345110.

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37

Bakhtiyorovna, Bektosheva Durdonakhon. "EFFECTIVE STRATEGIES OF IMPROVING READING COMPREHENSION". American Journal of Philological Sciences 4, n.º 6 (1 de junio de 2024): 100–104. http://dx.doi.org/10.37547/ajps/volume04issue06-21.

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This article explores effective strategies for improving reading comprehension. Reading comprehension is crucial for academic success, professional advancement, and personal growth. The article begins by emphasizing the importance of reading comprehension and then provides an overview of various strategies for enhancing it. Additionally, the article provides exercises to enhance critical thinking skills, such as Socratic questioning, argument analysis, and evidence evaluation. By incorporating these strategies into their reading routine and practicing regularly, readers can improve their comprehension abilities, retain information more effectively,and become more proficient in extracting meaning from written material.

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38

D, D. "The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension". English Teachers Association in Korea 29, n.º 4 (31 de diciembre de 2023): 1–24. http://dx.doi.org/10.35828/etak.2023.29.4.1.

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This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.

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39

Pamir, Ehsanullah. "Language and comprehension". International Journal of Multidisciplinary Research Configuration 1, n.º 1 (28 de enero de 2021): 15–19. http://dx.doi.org/10.52984/ijomrc1103.

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د ژبې د پېژندنې او تعريف په اړه داسې ویل شوي دي، ژبه د غږېزو سېمبولونو سيستم دی، چې دهغه په واسطه انسانان د يوې ډلې او ديوه کلتور د برخه والو په توګه متقابله پوهونه او راپوهونه سرته رسوي. د ژبې په اړه داسې هم ویل شوي دی: ژبه په واقعیت کې يوه ټولنيزه، اکتسابي او ثقافي پديده ده، نه عضوي، فطري او طبعي. دلته ټولنیز په دې مانا چې ژبه په ټولنه کې زده کيږي. هر څوک چې په هره ټولنه کې اوسېږي، دهمغه ټولنې ژبه زده کوي او د همغه ټولنې د وګړو په ژبه خبرې کوي. اکتسابي په دې مانا ده چې په ټولنه کې کسب کيږي. داسې هم ویلای شو کله چې موږ په ټولنه کې کوم کسب او کار زده کوو همداسې ژبه هم زده کولای شو، په طبعي توګه موږ ته ژبه نه ده رازده شوې، دلته باید یوې باریکۍ ته پاملرنه وکړو، خدای (ج) انسانانو ته د نطق یا خبرو کولو توان او قوت په فطري توګه ورکړی دی، یعني هر انسان چې هغه ګونګ نه وي، معیوب نه وي، ضرور به خبرې کوي، دا خبرې کول فطري دي الله تعالی انسان ته دا توانايي ورکړې، چې وغږيږي او نورو مخلوقاتو ته یې دا توانايي نه ده ورکړې چې خبرې وکړي، د یوې ژبې زده کړه بله موضوع ده. د ټولنې څخه زده کړه ده، دلته دوې خبرې ضرور دي یو دا چې ژبه کسبي ده او په ټولنه کې زده کيږي او بل دا چې خبرې کول او د خبرو کولو توان فطري دی، الله تعالی دا قوت یوازې انسان ته ورکړی دی، پوهونه راپوهونه یا ژبه بیا په دریو لارو تر سره کیږي، چې یو ډول یې په غږيزه توګه ده، چې خلک یو له بله سره خبرې کوي او پوهونه راپوهونه کوي، دویم ډول یې په لیکني ډول ده، چې یو چاته لیکنه کيږي او په دې ډول پوهونه راپوهونه تر سره کيږي، دریم ډول یې اشاروي ده، چې د اشارو او حرکتونو په واسطه انسانان یو له بله سره پوهوي.

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40

Bandoh, Mituaki. "Nuerology of Comprehension." Japan Journal of Logopedics and Phoniatrics 35, n.º 3 (1994): 285–88. http://dx.doi.org/10.5112/jjlp.35.285.

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41

Szabóné Habók, Marianna. "Children’s irony comprehension". ARGUMENTUM 18 (1 de enero de 2022): 205–18. http://dx.doi.org/10.34103/argumentum/2022/11.

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42

Byrnes, Heidi y Penny Ur. "Teaching Listening Comprehension". Modern Language Journal 69, n.º 2 (1985): 162. http://dx.doi.org/10.2307/326508.

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43

Moore, Jean M. y William Flint Smith. "Listening with Comprehension". IALLT Journal of Language Learning Technologies 12, n.º 1 (25 de enero de 2019): 18–28. http://dx.doi.org/10.17161/iallt.v12i1.9000.

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44

Naumov, Pavel y Kevin Ros. "Comprehension and Knowledge". Proceedings of the AAAI Conference on Artificial Intelligence 35, n.º 13 (18 de mayo de 2021): 11622–29. http://dx.doi.org/10.1609/aaai.v35i13.17382.

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The ability of an agent to comprehend a sentence is tightly connected to the agent's prior experiences and background knowledge. The paper suggests to interpret comprehension as a modality and proposes a complete bimodal logical system that describes an interplay between comprehension and knowledge modalities.

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45

Applegate, Mary DeKonty, Kathleen Benson Quinn y Anthony J. Applegate. "Profiles in Comprehension". Reading Teacher 60, n.º 1 (septiembre de 2006): 48–57. http://dx.doi.org/10.1598/rt.60.1.5.

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46

Wang, Ziwei. "Teaching Listening Comprehension". Learning & Education 9, n.º 3 (29 de diciembre de 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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47

Cho, Kenta, Bart Jacobs, Bas Westerbaan y Bram Westerbaan. "Quotient-Comprehension Chains". Electronic Proceedings in Theoretical Computer Science 195 (4 de noviembre de 2015): 136–47. http://dx.doi.org/10.4204/eptcs.195.10.

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48

Arab, Mouloud. "Enhancing program comprehension". ACM SIGPLAN Notices 27, n.º 2 (febrero de 1992): 37–46. http://dx.doi.org/10.1145/130973.130975.

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49

Keefe, Leann y Devin Asay. "Russian Listening Comprehension". Slavic and East European Journal 41, n.º 3 (1997): 532. http://dx.doi.org/10.2307/310218.

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50

Stanovich, Keith E. "Comprehension in Context". Contemporary Psychology: A Journal of Reviews 36, n.º 2 (febrero de 1991): 145–46. http://dx.doi.org/10.1037/029428.

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Artículos de revistas sobre el tema "Comprehension"

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