Bibliographies thématiques / Traditional reading comprehension

Littérature scientifique sur le sujet « Traditional reading comprehension »

Auteur : Grafiati
Publié le 10 mars 2023

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Articles de revues sur le sujet "Traditional reading comprehension"

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Gözüküçük, Meral, et Nilgün Günbaş. « Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension ». GIST – Education and Learning Research Journal 21 (21 décembre 2020) : 47–68. http://dx.doi.org/10.26817/16925777.820.

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In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.
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Savaşçı, Merve, et Ayşe Semra Akyel. « INVESTIGATING THE COMPARATIVE EFFECTS OF SUSTAINED SILENT READING, ASSISTED REPEATED READING, AND TRADITIONAL READING ». TEFLIN Journal : A publication on the teaching and learning of English 33, no 1 (12 mai 2022) : 173. http://dx.doi.org/10.15639/teflinjournal.v33i1/173-200.

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This quasi-experimental study aims to investigate the effects of Sustained Silent Reading (SSR), Assisted Repeated Reading (ARR), and Traditional Reading (TR) instructions integrated into an EFL reading program on EFL reading comprehension, silent reading rate, reading motivation, and attitudes toward EFL reading, by also addressing the potential effect of proficiency level. Adopting a mixed-method pretest-posttest research design, this 10-week study was conducted with mixed-proficiency university-level Turkish EFL learners divided into three experimental groups. A method incorporating 150-minute SSR or ARR instructions into the 150-minute intensive reading instruction in two groups was implemented, as compared against a TR group that received 300-minute traditional intensive reading instruction weekly. Data came from a reading comprehension and rate test, reading motivation questionnaire, participant reflections, and interviews. Findings indicated that SSR yielded significant benefits for reading comprehension of both low and high-proficiency participants. Moreover, SSR and ARR showed positive effects on intrinsic reading motivation, whereas TR contributed slightly to extrinsic reading motivation. Regarding the possible effect of proficiency, while SSR yielded more advantages for higher-proficiency learners, ARR and TR were comparatively more beneficial for lower-proficiency learners. Implications for pedagogy and future research for university-level EFL reading classes are discussed.
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Boa Sorte, Paulo. « Mark the correct answer ? To whom ? Deconstructing reading comprehension ». JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no 1 (11 décembre 2020) : 11550. http://dx.doi.org/10.20952/jrks1111550.

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In this essay, I argue that teaching reading comprehension can be based on the read oneself reading’s view, which consists of reading a text at the same time that we read ourselves. In other words, we need to be aware, at all times, of the way we read texts and make meaning by taking responsibility for our own interpretations because both the writer and the reader are text producers. First, I begin by giving an example of how traditional ideals of reading do not include the plurality of ideas. I then explain how teaching through critical literacy can be used to reflect upon the identities of students, teachers and school community members in a classroom of English for speakers of other languages. I conclude by reaffirming the consequences of homogenizing readings and interpretations in addition to reflecting upon possible formative paths to the post-truth times we live in.
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Ren, Xingkai, Ronghua Shi et Fangfang Li. « Distill BERT to Traditional Models in Chinese Machine Reading Comprehension (Student Abstract) ». Proceedings of the AAAI Conference on Artificial Intelligence 34, no 10 (3 avril 2020) : 13901–2. http://dx.doi.org/10.1609/aaai.v34i10.7223.

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Recently, unsupervised representation learning has been extremely successful in the field of natural language processing. More and more pre-trained language models are proposed and achieved the most advanced results especially in machine reading comprehension. However, these proposed pre-trained language models are huge with hundreds of millions of parameters that have to be trained. It is quite time consuming to use them in actual industry. Thus we propose a method that employ a distillation traditional reading comprehension model to simplify the pre-trained language model so that the distillation model has faster reasoning speed and higher inference accuracy in the field of machine reading comprehension. We evaluate our proposed method on the Chinese machine reading comprehension dataset CMRC2018 and greatly improve the accuracy of the original model. To the best of our knowledge, we are the first to propose a method that employ the distillation pre-trained language model in Chinese machine reading comprehension.
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Gannon, Erin, Jibo He, Xuefei Gao et Barbara Chaparro. « RSVP Reading on a Smart Watch ». Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no 1 (septembre 2016) : 1130–34. http://dx.doi.org/10.1177/1541931213601265.

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Reading with Rapid Serial Visual Presentation (RSVP) has shown promise for optimizing screen space and increasing reading speed without compromising comprehension. Given the wide use of small-screen devices, the present study compared RSVP and traditional reading on three types of reading comprehension, reading speed, and subjective measures on a smart watch. Results confirm previous studies that show faster reading speed with RSVP without detracting from comprehension. Subjective data indicate that Traditional is strongly preferred to RSVP as a primary reading method. Given the optimal use of screen space, increased speed and comparable comprehension, future studies should focus on making RSVP a more comfortable format.
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Kayed, Murad Al, Muntaha Samardali, Lama Bani Essa et Rebekah Johnson. « The Effects of Shadow-Reading on EFL Learners’ Reading Comprehension ». Journal of Language Teaching and Research 13, no 5 (1 septembre 2022) : 1133–38. http://dx.doi.org/10.17507/jltr.1305.28.

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The current study investigates the effects of shadow-reading on the development of the reading comprehension of undergraduate students who studied English at Ajloun University College/ Al-Balqa Applied University. The researchers randomly selected 100 EFL learners from the Department of English Language at Ajloun University College who enrolled in the reading course in the first semester2021/2022. The students were first and second-year students aged 18-22. The sample of the study was divided equally into experimental and control groups. The control group was exposed only to regular classroom reading instruction, while the experimental group received shadow-reading instruction. The researchers conducted a posttest to find out if there were significant differences between both groups. The results indicated that shadow-reading affected reading comprehension positively. It is found that shadow-reading is more effective than other traditional methods in teaching reading comprehension. The current study presents several recommendations for language learners, researchers, teachers, and syllabus designers.
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Hester, Michelle, Steffen Werner, Cassie Greenwald et Jessica Gunning. « Exploring the Effects of Text Length and Difficulty on RSVP Reading ». Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no 1 (septembre 2016) : 1294–98. http://dx.doi.org/10.1177/1541931213601300.

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Recent marketing efforts claim that by removing saccades, well designed Rapid Serial Visual Presentation (RSVP) text displays can increase reading speed without an overall loss of comprehension. Due to the cognitive load when displaying long text it has been suggested that RSVP is better utilized in shorter text or longer text presented in small sections. With the introduction of smart watches as display mediums, opportunities for these types of text display have become more prominent due to their small form-factor. These small screen displays have limited space and often are used to convey short messages, which have motivated a closer look at RSVP. In the current study, we investigate the effects of text length and text reading level on comprehension. We compare RSVP to traditional (left-to-right) text presentations. In line with previous studies our results show that there were no differences between comprehension for RSVP and traditional text displays at normal reading speeds. Future, research may focus on the effects of training and familiarity with RSVP and its performance at the marketed higher readings speeds.
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Bridges, Mindy Sittner. « Identifying and Addressing Reading Comprehension Within a Response to Intervention Framework ». Perspectives on Language Learning and Education 18, no 1 (mars 2011) : 20–26. http://dx.doi.org/10.1044/lle18.1.20.

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Many school districts are using a Response-to-Intervention (RTI) framework to address reading comprehension disabilities. Research has shown that this tiered system is effective at identifying and preventing word reading disabilities. However, reading comprehension is a much more complex skill. In this article, I will discuss challenges with addressing reading comprehension using a response-to-intervention framework and provide suggestions for altering the traditional framework. Clinical implications for speech-language pathologists will be highlighted throughout the discussion.
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Nourdad, Nava, et Rasoul Asghari. « The Effect of Reflective Reading on Reading Comprehension of Iranian EFL Learners ». International Journal of Applied Linguistics and English Literature 6, no 6 (1 septembre 2017) : 267. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.267.

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Reading comprehension as a survival skill in EFL context is included in almost all language proficiency and achievement tests. However, it seems that traditional approaches to reading comprehension instruction have not been successful at satisfying the learners’ need. Considering the advantages of reflective reading, it appeared as a probable solution to reading problem of EFL learners. Therefore, this experimental study aimed at investigating the effect of reflective reading on reading comprehension of Iranian EFL learners. To this end 49 male and female participants were selected through convenient sampling and were randomly assigned to two control and experimental groups. An English proficiency test was given to the sample to make sure about the homogeneity of the participants and equality of proficiency levels of the two groups. Later reading comprehension ability of the study groups was measured. As the ten-session treatment began the experimental group experienced reflective reading, while the control group followed conventional method of reading and answering comprehension check questions. After the treatment period, the groups’ reading comprehension ability was assessed once more. Independent samples t-tests were run to analyze the gathered data. It was found that reflective reading has positive effect on reading comprehension of Iranian EFL learners. Pedagogical implications of this finding for language teachers, learners, material developers, policy makers and researchers are discussed.
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Al-Hasnawi, Dr Mersal Abdulhameed Oudah, Dr Hamid Shihab Hamid Hussein et Dr Haider Mohamed Hana. « The Effectiveness of Quranic Argument Method on the Fifth Grade Students Reading Comprehension ». International Journal of Early Childhood Special Education 14, no 1 (17 mars 2022) : 161–71. http://dx.doi.org/10.9756/int-jecse/v14i1.221021.

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The aim of the study is to identify the effectiveness of Quranic argument method on the fifth grade students reading comprehension. The researchers used the experimental design with partial control for the experimental group and the control group. The number of the research sample members was (74) male and female students distributed between two sections (A, B), with (37) male and female students for each of the experimental group and the same for the control group. Levels of reading comprehension (literal, explanatory, critical, tasteful, and creative). It consisted of (28) items distributed between two sets of questions, as the first group included (12) objective items of the type of multiple choice with four alternatives, and the second group of test questions represented (16) items. After applying the research tool and analyzing the results The results obtained by the researchers statistically using the appropriate statistical means, the results showed that the students of the experimental group who studied the topics of reading in the style of the Quranic argument outperformed the students of the control group who studied the topics of reading by the traditional way in reading comprehension, and in light of the results of the research the researchers put a number of conclusions.
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Thèses sur le sujet "Traditional reading comprehension"

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Crescenzo, Erika Lynn. « Reading comprehension evaluated through electronic storybooks and traditional print storybooks / ». Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Sjölander, Max. « Digital EFL reading versus traditional EFL reading in upper secondary school. : A study of reading comprehension in digital and print text ». Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35943.

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This study tested differences in reading comprehension between printed text and digital platforms. Two groups of upper secondary EFL students took eight tests, aiming to test their reading comprehension. The students took four tests in which they read traditionally and four in which they read digitally. The results of those tests were then compared using the percentage of correct answers, mean scores, and a t-test. The results showed slightly, but statistically insignificant higher scores in favor of the traditional test-takers. One test showed a statistically significant difference in favor of traditional test takers. The results were later discussed through relevant previous and related research. The reason for the difference in performance is, arguably, due to test mechanics.
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Marrone, Alicia. « The effects of enhanced e-books vs. traditional print books on reader motivation, comprehension, and fluency in an elementary classroom ». Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1583026.

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Students today are spending a significant amount of time engaged in media activity, yet even with an increase of e-reader compatible smart devices, reading has not increased in popularity among elementary school age children. It is critical that students spend time engaged in meaningful reading activities to become proficient readers. Thus, as educators of these 21 st century learners, we must find a way to increase reader motivation and bridge the gap between home leisure activities and school activities. The objective of this study was to determine the impact of reading enhanced e-books on the iPad vs. traditional storybooks with regard to motivation to read, reading comprehension and fluency. Qualitative and quantitative methods of data collection were used, over a period of four weeks with 22 first grade student participants. The results of this study suggested that e-books are more appealing than traditional print books and as equally appealing, if not more appealing to students than educational apps. By the end of the study, all students were fluently reading books at least one guided reading level higher. The results from this study showed that students benefited from the combination of e-books and traditional storybooks, with this method resulting in increased fluency and comprehension among readers.

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Torok, Sanguansri. « Year 7 students' English reading comprehension and attitudes and behaviours : Collaborative genre-based versus traditional teaching methods in Thailand ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/773.

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A new system-wide educational change has been introduced in Thailand that requires English as a foreign language (EFL) to be taught from primary to university level. This study investigates a genre-based method of teaching English to grade 7 secondary students in Thailand. The study was conducted in three phases. In phase 1, Rasch measures of reading comprehension (based on three kinds of genre texts) and of attitudes and behaviour towards genre-based learning of English were created for use in phase 2. An interval scale of 36 items (18 real and 18 ideal perspectives) was created from an original attitude and behaviour questionnaire of 96 items administered to a sample of 300 grade 7 students. With the some sample, an interval scale of reading comprehension for 18 items was created from an original sample of 60 items. In phase 2 of the study, a controlled experiment in teaching reading involving 90 students from three secondary schools in Ratchburi Thailand was implemented. The students from each school were assigned randomly to an experimental group (45) and a control group (45). The experimental group was taught by using genre-based rhetorical structures (narrative, journalistic, expository) while the control group was taught by a traditional teaching method. A great deal of care was taken to treat the experimental group and the control group the same in every respect except for the teaching method. During phase 3 a discussion group comprising the three heads of English departments and the three trainee teachers in the schools evaluated the results through focused discussions. Results indicated that the experimental group improved in English reading comprehension, and in attitudes and behaviour, significantly more than the control group. The discussion group recommended implementation of a genre-based teaching and learning programme for EFL in teacher training, based on the results. The findings have implications for the training of English teachers, administrators, and teacher educators in Thailand, and for future research in the measurement of educational variables.
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Ertem, Ihsan Seyit. « Investigating the effects of electronic CD-ROM storybooks and traditional print storybooks on reading comprehension of fourth grade struggling readers ». [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024076.

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Appert, Johanna. « Digital läsning och läsförståelse : En systematisk litteraturstudie om elevers digitala läsning och behov av undervisning ». Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91369.

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Syftet med denna systematiska litteraturstudie är att studera vad aktuell forskning har kommit fram till om eventuella skillnader i läsförståelsen mellan traditionell och digital läsning och hur läsförståelsen hos grundskoleelever kan stödjas och utvecklas vid läsning på skärm. Materialet i studien bygger på 11 publikationer som tagits fram genom databassökning och manuell sökning via referenslistor. För att bearbeta och analysera resultatet gjordes en innehållsanalys. Studiens resultat är motstridiga avseende vilka skillnader som finns mellan läsförståelsen i traditionell och digital läsning. Det finns forskning som visar att läsförståelsen påverkas såväl positivt som negativt vid digital läsning, och det finns forskning som visar att det inte påverkar läsförståelsen om en text läses digitalt eller traditionellt. I studien framkommer också att de förmågor som krävs vid digital läsning är andra förutom de som krävs vid traditionell läsning. Studien visar även att när lärare inkluderar elevsamarbete i undervisningen påverkas elevers digitala läsförståelse positivt. Genomgången visar att forskning om hur lärare kan undervisa i att läsa och förstå digitala texter i klassrumssammanhang är otillräcklig, vilket pekar på ett fortsatt behov av forskning inom det området.
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Lage, Thomas Michael. « An exploratory study of computer assisted language learning (CALL) glosses and traditional glosses on incidental vocabulary learning and Spanish literature reading comprehension ». [Ames, Iowa : Iowa State University], 2008.

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Wallgren, Rebecka. « Örat är vägen till hjärtat : En interventionsstudie om hur olika högläsningsmetoder kan påverka elevers hörförståelse ». Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53574.

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Högläsning är ett pedagogiskt verktyg med fördelar gällande såväl möten med olika texter som utvecklande av språkförståelsen. Traditionellt sker högläsning genom att någon läser högt för en grupp eller individ. Ljudböcker anses ha liknande fördelar som traditionell högläsning men det saknas forskning med elevresultat som stödjer antagandet. Avsaknaden av jämförelser mellan olika högläsningsmetoder blev grunden till studiens problemformulering.  Syftet med den här studien är av den anledningen att bidra med kunskap om hur olika fall av högläsning kan påverka elevers hörförståelse. Studien har genomförts med kombination av både kvantitativ och kvalitativ metod genom en undersökning som beskrivs som en interventionsstudie. Studien utgår från framtagna hypoteser och fokuserar på den individuella uppfattningen, därför har den kognitiva teorin använts i analyserna. Materialet har samlats in genom enkäter som elever i åldrarna 8–10 har fått svara på efter att de lyssnat på en berättelse.  I resultatöversikten framgår att de elever som lyssnat på digital högläsning med inlevelse har svarat bättre än de andra grupperna. I de enskilda frågorna är resultaten varierande och bidrar inte med någon definitiv slutsats. Studien bidrar dock med indikationer som både styrker den tidigare forskningen och ger bidrag till professionen genom att öppna upp för diskussioner om högläsningsmetoder och vilka fördelar som finns med de olika metoderna.
Reading aloud is a pedagogical tool with advantages regarding interaction with different text types as well as language development. Traditionally, reading aloud refers to someone reading aloud to a group or individual. Audiobooks are considered to have similar benefits as traditional reading aloud, but there is a lack of research on student results to support that assumption. The lack of comparisons between different reading aloud methods became the basis for this study’s focus.  Therefore, this study aims to contribute with knowledge about how different reading aloud methods can affect students listening comprehension. The study is a combination of quantitative and qualitative methods and is described as an intervention study. The study is based on hypotheses and its focus rests on the individual perception, therefore, the cognitive theory is used in the analysis. The material has been collected through surveys that students aged 8-10 answered after listening to a story.  The overall results indicate that audiobooks have the most positive impact on student’s comprehension. The results do not contribute to a definitive conclusion but it contributes with implications that both strengthen previous research and provide a contribution to the profession by opening up for discussions about reading aloud methods and their benefits.
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DeVore, Trenton Michael Tremains. « Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension ». The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625.

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Arredondo-Montoya, Celina Lynn. « Oral tradition in the classroom : The relationship between the use of culturally appropriate reading material and reading comprehension ». CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/999.

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This research project explores the relationship between the use of culturally sensitive reading material and reading comprehension among Spanish-speaking language minority students of elementary school age. Text includes Spanish and English transcriptions of stories.
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Livres sur le sujet "Traditional reading comprehension"

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Sally, Gray, dir. Fiction orange : traditional stories. Leamington Spa : Scholastic, 2000.

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McDonald Werronen, Sheryl. Popular Romance in Iceland. NL Amsterdam : Amsterdam University Press, 2016. http://dx.doi.org/10.5117/9789089647955.

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A late medieval Icelandic romance about the ‘maiden-king’ of France, Nítída saga generated interest in its day and grew in popularity in post-Reformation Iceland, yet until now it has not received the comprehensive scholarly analysis that it much deserves. Analysing this saga from a variety of perspectives, this book sheds light on the manner in which Nítída saga explores and negotiates the romance genre from an Icelandic perspective, showcasing this exciting saga’s strong female characters, worldviews, and long manuscript tradition. Beginning with Nítída saga’s manuscript context, including its reception and transformation in early modern Iceland, this study also discusses how Nítída saga was influenced by, and also later influenced, other Icelandic romances. Considering the text as literature, discussion of its unusual depiction of world geography, as well as the various characters and their relationships, provides insights into medieval Icelanders’ ideas about themselves and the world they lived in, including questions about Icelandic identity, gender, female solidarity, and the literary genre of romance itself. The book also includes a newly revised reading edition and translation of Nítída saga.
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Best Short Stories : Advanced Level. 4e éd. Providence, R.I. : Jamestown Publishers, 1985.

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Raymond, Harris, dir. Best short stories. Lincolnwood, Ill : Jamestown Publishers, 1998.

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Shelley, Mary Wollstonecraft. Frankenstein (Webster's Chinese-Traditional Thesaurus Edition). ICON Group International, Inc., 2006.

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Hawthorne, Nathaniel. The Scarlet Letter (Webster's Chinese-Traditional Thesaurus Edition). ICON Group International, Inc., 2006.

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Ying, Li, et William McNaughton. Reading & Writing Chinese Traditional Character Edition : A Comprehensive Guide to the Chinese Writing System. Tuttle Publishing, 2016.

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Ryding, Karin Christina. Second-Language Acquisition. Sous la direction de Jonathan Owens. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199764136.013.0017.

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This article begins with an overview of Arabic second-language acquisition (SLA) research. It discusses some SLA theories; the distancing of SLA research and theory from the traditional applied linguistics fields of methodology and teacher training; and major issues in current Arabic SLA research, which center on the development of skills in both primary and secondary discourses and efforts to balance these in formal and informal learning environments. The article then reviews published studies in Arabic SLA. This is followed by a discussion of five strands of research that distinguish themselves in the analysis of Arabic SLA: (1) studies on reading comprehension and word recognition; (2) listening comprehension; (3) learning strategies; (4) attitude and motivation; and (5) acquisition order of morphosyntactic features.
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Ying, Li, et William McNaughton. Reading and Writing Chinese Traditional Character Edition : A Comprehensive Guide to the Chinese Writing System. Tuttle Publishing, 2016.

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Conan, Doyle Arthur. Sherlock Holmes Short Stories. Oxford University Press, 2002.

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Chapitres de livres sur le sujet "Traditional reading comprehension"

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Fabbricatore, Rosa, et Francesco Palumbo. « Clustering students according to their proficiency : a comparison between different approaches based on item response theory models ». Dans Proceedings e report, 43–48. Florence : Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.09.

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Evaluating learners' competencies is a crucial concern in education, and home and classroom structured tests represent an effective assessment tool. Structured tests consist of sets of items that can refer to several abilities or more than one topic. Several statistical approaches allow evaluating students considering the items in a multidimensional way, accounting for their structure. According to the evaluation's ending aim, the assessment process assigns a final grade to each student or clusters students in homogeneous groups according to their level of mastery and ability. The latter represents a helpful tool for developing tailored recommendations and remediations for each group. At this aim, latent class models represent a reference. In the item response theory (IRT) paradigm, the multidimensional latent class IRT models, releasing both the traditional constraints of unidimensionality and continuous nature of the latent trait, allow to detect sub-populations of homogeneous students according to their proficiency level also accounting for the multidimensional nature of their ability. Moreover, the semi-parametric formulation leads to several advantages in practice: It avoids normality assumptions that may not hold and reduces the computation demanding. This study compares the results of the multidimensional latent class IRT models with those obtained by a two-step procedure, which consists of firstly modeling a multidimensional IRT model to estimate students' ability and then applying a clustering algorithm to classify students accordingly. Regarding the latter, parametric and non-parametric approaches were considered. Data refer to the admission test for the degree course in psychology exploited in 2014 at the University of Naples Federico II. Students involved were N=944, and their ability dimensions were defined according to the domains assessed by the entrance exam, namely Humanities, Reading and Comprehension, Mathematics, Science, and English. In particular, a multidimensional two-parameter logistic IRT model for dichotomously-scored items was considered for students' ability estimation.
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Crăciun, Daniela, Kata Orosz et Viorel Proteasa. « Does Erasmus Mobility Increase Employability ? Using Register Data to Investigate the Labour Market Outcomes of University Graduates ». Dans European Higher Education Area : Challenges for a New Decade, 105–19. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_8.

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Abstract The chapter sets out to answer a question that has long been on the mind of policy-makers, university leaders, scholars and students: does international student credit mobility have a positive impact on graduate employability? Traditionally, this question has been answered using survey data where internationally mobile students self-report their employment situation at a certain point after graduation. According to these studies, international student mobility positively affects the labour market outcomes of students. For instance, the European Commission reports that: (1) students who completed an Erasmus mobility program are half as likely to face long-term unemployment; (2) the unemployment rate of Erasmus students is 23% lower five years after graduation (European Commission 2014). While these studies provide important insights about the benefits associated with the cross-border credit mobility of students, the results can be plagued by self-selection bias in reporting post-mobility employment outcomes. In order to avoid the problems associated with survey data, in this chapter we offer an analysis based on register data from university records and employment records, using as a case study the West University of Timisoara, a leading comprehensive university in Romania. Using register data offers the possibility to study population-level data and compare the employment outcomes of mobile and non-mobile students. The chapter analyses the impact of credit mobility on insertion in the labour market, income levels and occupational prestige. While the research question that the chapter is trying to answer is important, the main message of the chapter is broader: ministries and higher education institutions should release data for research purposes. Register data is readily available and helps researchers make efficient use of resources. In turn, this can encourage evidence-based policymaking.
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Dubbles, Brock. « Video Games, Reading, and Transmedial Comprehension ». Dans Handbook of Research on Effective Electronic Gaming in Education, 251–76. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch015.

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In this qualitative study, literacy practices of “struggling” seventh and eighth graders were recorded on videotape as they engaged in both traditional and new literacies practices in an after-school video games club. These recordings were analyzed in the context of building comprehension skills with video games. The students struggled with reading and are characterized as unmotivated and disengaged by the school, which may be at the root of their inability to use comprehension strategies. Playing video games is viewed here as a literate practice, and was seen to be more engaging than traditional activities (such as reading school text, writing journals, etc.). The conclusion of this observation makes connections to current research in comprehension and provides a basis for teachers to use games to develop comprehension and learning.
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« Identifying and Describing Constructively Responsive Comprehension Strategies in New and Traditional Forms of Reading ». Dans Handbook of Research on Reading Comprehension, 93–114. Routledge, 2014. http://dx.doi.org/10.4324/9781315759609-15.

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Rankin, Yolanda A., et Marcus W. Shute. « Re-Purposing a Recreational Video Game as a Serious Game for Second Language Acquisition ». Dans Advances in Multimedia and Interactive Technologies, 178–95. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-739-8.ch010.

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Serious games designed for educational purposes promote acquisition of knowledge and skills that are valued in the both the virtual realm and the real world. However, the million dollar question is how do we design serious games that produce positive learning outcomes without sacrificing the element of fun? The authors’ answer is simple but no less profound. Don’t recreate the wheel; instead use it to create new technology! Using this premise, they re-purpose the recreational Massively Multiplayer Online Role Playing Game (MMORPG) EverQuest® II as a serious game, leveraging the entertainment value and readily accessible developer tools to promote learning in the context of Second Language Acquisition (SLA). They outline the process of transformation, first identifying the affordances attributed to MMORPGs and then evaluating the impact of gameplay experiences on SLA. Promising results from experimental studies reveal that in-game social interactions in the target language between native speakers and non native speakers provide a higher degree of engagement and significantly increase second language vocabulary acquisition and reading comprehension skills compared to traditional classroom instruction. They conclude with the design of two game modules that promote vocabulary acquisition, reading comprehension and conversational fluency.
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Gotesman, Edith, et Miri Krisi. « Innovations in Blended-Learning ». Dans Practical Applications and Experiences in K-20 Blended Learning Environments, 295–306. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4912-5.ch020.

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This research was born out of a necessity to accommodate students with learning disabilities who study English for Academic Purposes (EAP) at the Ashkelon Academic College in Israel. It was aimed at examining whether a convergence of traditional teaching and computer technology complemented by e-learning could assist students with Learning Disabilities (LD) to bypass their initial disadvantages when it came to studying English. Groups of LD students selected for study were given five regular and two guided reading tests to explore whether the use of blended learning improved the reading comprehension abilities of students in the sample group.
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Jia, Jiyou. « The Web-Based Intelligent English Instruction System CSIEC ». Dans Computer-Assisted Language Learning, 1428–72. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch068.

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This chapter presents the architecture of Web-based intelligent English instruction system CSIEC (Computer Simulation in Educational Communication) and illustrates its important components with examples: dialogue simulation functions including multiple roles talk show and user participating roles play, vocabulary exercises including crossword, single choice questions and cloze questions, listening, reading comprehension, grammar exercises, reading aloud, individual learner portfolios, collaborative learning, the teacher's management function, feedback, and so on. The system's function of instant feedback to every student and statistical analysis upon all students' responses to question answers characterizes this system as a learner response system. The Web-based system can be browsed not only by the user through traditional personal computers but also through fashionable tablet computers. Besides the Web-based system, a standalone vocabulary learning and assessment system for Windows OS is developed. Its functions are also introduced.
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Zheng, Robert Z. « Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing ». Dans Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities, 162–83. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0249-5.ch009.

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The traditional view of linguistic-verbal intelligences focuses on individual linguistic abilities at the levels of phonology, syntax, and semantics. This chapter discusses the individual linguistic abilities from a text-comprehension perspective. The chapter examines the roles of multimedia and cognitive prompts in deep and surface verbal processing. Drawn from research in working memory, multimedia learning, and deep processing, a theoretical framework is proposed to promote learners' deep and surface learning in reading. Evidence from empirical studies are reviewed to support the underlying theoretical assumptions of the framework. The theoretical and practical significance of the theoretical framework is discussed with suggestions for future research.
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Zheng, Robert Z. « Influence of Multimedia and Cognitive Strategies in Deep and Surface Verbal Processing ». Dans Research Anthology on Applied Linguistics and Language Practices, 341–61. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5682-8.ch012.

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The traditional view of linguistic-verbal intelligences focuses on individual linguistic abilities at the levels of phonology, syntax, and semantics. This chapter discusses the individual linguistic abilities from a text-comprehension perspective. The chapter examines the roles of multimedia and cognitive prompts in deep and surface verbal processing. Drawn from research in working memory, multimedia learning, and deep processing, a theoretical framework is proposed to promote learners' deep and surface learning in reading. Evidence from empirical studies are reviewed to support the underlying theoretical assumptions of the framework. The theoretical and practical significance of the theoretical framework is discussed with suggestions for future research.
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McAdams, Laurie, et James Gentry. « The Use of Digital Story Expressions with Adolescents to Promote Content Area Literacy ». Dans Academic Knowledge Construction and Multimodal Curriculum Development, 243–55. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4797-8.ch015.

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The meaning of literacy has evolved to include digital, electronic, and visual expressions. Students enter classrooms possessing a level of proficiency with these new literacy skills, yet they encounter predominantly traditional print formats. Research suggested incorporating digital technologies into instruction has the potential to enhance reading comprehension, as well as foster the development of critical thinking. This chapter describes how two middle school teachers, a language arts teacher and a social studies teacher, incorporate digital story expressions into their curriculum as a way to address both students’ and teachers’ digital knowledge, skills, and behaviors. This process, detailed in this chapter, includes taking an initial assessment of students’ skills levels, developing cross-curricular connections, drafting an assessment plan, and maintaining collaborative efforts during the instructional sequence.
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Actes de conférences sur le sujet "Traditional reading comprehension"

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Ali, Noorhayati Md, et Jawakhir Mior Jaafar. « A Comparative Study of Model and Traditional Reading Comprehension Tests ». Dans 2010 Second International Conference on Computer Research and Development. IEEE, 2010. http://dx.doi.org/10.1109/iccrd.2010.60.

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Hu, Minghao, Yuxing Peng, Zhen Huang, Xipeng Qiu, Furu Wei et Ming Zhou. « Reinforced Mnemonic Reader for Machine Reading Comprehension ». Dans 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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Taboada Barber, Ana. « Beyond Traditional Predictors of Reading Comprehension in Spanish English Learners and English Monolingual Students ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1442814.

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Sadek Elsayed, Mustafa Mohammed. « THE EFFECTIVENESS OF USING JIGSAW STRATEGY IN COMPARISON TO TRADITIONAL LECTURING IN ENHANCING READING COMPREHENSION SKILLS OF SAUDI EFL LEARNERS ». Dans ADVED 2022- 8th International Conference on Advances in Education. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.47696/adved.202216.

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Radics, Krisztina. « Hazai és nemzetközi trendek az olvasásnépszerűsítés terén ». Dans Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.11.

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Reading, either in the traditional or digital form is a concern, whose importance today’s youth must be aware of. The representative national reading surveys of 2017 and 2019 of reading and library use habits carried out within the framework of the My library project demonstrated the declining popularity of reading. Furthermore, results of international reading comprehension surveys, especially the PISA tests pertaining to the specific ability of Hungarian students confirm this tendency. What can be done? What methods can we use to promote reading for the youth of the digital world? Programs popularizing reading can give potential answers. Since libraries play a significant role and they are perhaps the most influential in popularizing reading the opinion of the library profession related to these programs should be explored. In my presentation I compare domestic and international trends related to the popularization of reading. I will also introduce the results of an on-line questionnaire-based survey concerning the library profession’s views on the efficiency of such programs along with discussing the potential role of libraries and the expectations for the future.
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Langston, Sara. « Space education : challenges and strategies in teaching space policy to technical university students ». Dans Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.058.

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Law and policy provide the foundation for space actors engaging in space activities. Likewise, various levels of policy and regulation apply internationally, domestically, and even institutionally to both governmental and nongovernmental entities. Consequently, teaching the policy frameworks for space regulations and best practices is essential for a comprehensive university curriculum in space education. Challenges arise, however, when instructing technical and non-policy university students in humanities-centered topics. Reading comprehension, writing ability, critical thinking, and communication skills are critical elements of policy education, yet many technically oriented students struggle with these requirements. Given these are fundamental skillsets necessary for success in both academia and a dynamic space work force, adapting traditional teaching methodologies may be required to optimize desired learning outcomes for technical student audiences. Customizable strategies exist that can combine and scale these fundamental skillsets with substantive content and materials, providing a range of teaching and learning modalities for study, assessment, and experience. This presentation will highlight potential learning approaches tried at one aeronautical university to address these challenges. For instance, overarching strategies may include commencing with a visual of the student journey (much like a user journey in an investment pitch) delineating the value-added experience for students engaging in course content, and building substantive skill-based learning components which are introduced sequentially and with increasing level of difficulty. Examples of learning methodologies include applying Bloom’s Taxonomy in assignment creation. Most importantly: 1) Knowledge: involves identifying, understanding and remembering core content (e.g. pop quizzes, reading quizzes, cumulative review quizzes, question bank assessments); 2) Analysis: involves reading comprehension, interpretation, evaluation, analysis (e.g. essays, summaries, case studies); 3) Application: involves investigation, research and designing research projects (e.g. research articles, posters, digital presentations, short videos). Scaffolding assignments and artifacts into manageable pieces throughout the semester is key to guiding students towards success and reducing potential for ‘expert blind spots.’ Lastly, an end-of-course review and self-reflection of the student journey is helpful in underlining the critical thinking process and provide a visual review of the student journey in acquiring substantive knowledge, skills, and experience throughout the term
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Răducu, Camelia Mădălina. « LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING ». Dans International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.

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"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."
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Galletti, Martina, Michael Anslow, Francesca Bianchi, Manuela Calanca, Donatella Tomaiuoli, Remi Van Trijp, Diletta Vedovelli et Eleonora Pasqua. « Interactive concept-map based summaries for SEND children ». Dans Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California : International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/727.

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Equitable and inclusive quality education is a human right. It is crucial to provide for the learning needs of every child, especially those with learning disabilities. Traditional approaches to learning propose education paths performed with speech therapists. One of the most efficient strategies to help children with reading comprehension difficulties is the creation of a ``concept map'', a structured summary of the written text in a graph structure. Online tools that offer students the possibility to manually create or automatically extract concept maps from text have been created over the years. However, there is still a shortage of software that are specifically designed for children at risk and which produce a concept map that is tailored to the clinical profiles of individuals. In this Project Collaboration, we want to tackle this gap by implementing a multi-modal, online and open-access Artificial-Intelligence powered tool that could help these children to make sense of written text by enabling them to interactively create concept maps. The expected output is threefold. We will implement a new model for concept-map-based document summarization and a clinically appropriate web interface. We will evaluate them in real-world settings through user studies performed by speech therapists.
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Cole, Rachel, Alexis Hernandez, Bryan Spencer, Rick Cully et Alyssa Franklin. « Digital Pressure Testing Software Improves Safety and Efficiency When Applied to Well Intervention Campaign ». Dans SPE/ICoTA Well Intervention Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/209012-ms.

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Abstract Well intervention requires reliable pressure data and real-time monitoring of multiple annuli simultaneously to confirm appropriate pressure response of actuated valves and components. The current industry standard uses traditional monitoring methods which involve reading digital crystal gauges and manually recording the values at increments for interpretation. This paper presents a case study where the operator reduced the probability of human error, and improved assurance and safety by utilizing a digital solution during an intervention campaign. During operations, personnel used digital pressure testing software to monitor annulus pressures while performing acid stimulation pressure pumping operations and verified test outcomes during additional intervention operations. To conduct these tests, pressure transducers were tied into the locations where a digital gauge would normally be located, and cables connected to a data acquisition unit for interpretation by operations personnel. The software monitored and analyzed the data in real time to validate the operator's criteria, and all real-time data was able to be viewed both on-site and remotely. When tests completed, reports were auto generated and stored for ease of access. The process described above resulted in a safer testing environment by utilizing transducer cables and a data acquisition unit, allowing personnel to remain a safe distance away, as opposed to the traditional method of taking manual readings near pressurized areas. High resolution digital data was constantly monitored, instead of taking readings in increments, allowing for the improved visualization of annulus or tubing pressures in real time and improving the efficiency of operations. This on-site and remote real-time visualization allowed for better communication and interpretation of appropriate pressure response when shifting sleeves, equalizing pressures, or performing coiled tubing cleanouts. When all intervention work was completed, a comprehensive end of well report was generated to provide a record of all operations and reduce communication errors during handover or subsequent operations throughout the well lifecycle. This digital software solution and equipment tie in used for intervention operations provides a safer environment, more accountability, improved decision making, and more efficient communication in handover. The ability for real time monitoring of pressure response improves participation and collaboration between personnel both on-site and in remote locations. Comprehensive documentation provides an auditable history of events which can be used to improve future operations and promote best practices.
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Binder, J., H. Gerlach et C. Boehm. « Scope and Benefits of a New Comprehensive Diagnostic Approach for Pneumatic Systems and Components ». Dans ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82341.

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The use of diagnostics as a maintenance technology for motion systems can play a key role for the life cycle costs of a production facility. A new comprehensive diagnostic approach provides methods for pneumatic systems that continuously monitor and analyze sensor readings in the main supply line and within subsystems. Using different evaluation methods of pattern recognition, the source of deviations can be isolated to individual components. Unlike traditional component-based diagnostic solutions, this new approach is applicable to complete pneumatic systems and/or single pneumatic components for sensing and monitoring performance levels, information acquisition for optimized maintenance preventing unscheduled downtime and extending machine or process serviceability. In a comprehensive cost calculation, the cost savings over the life cycle of a production facility of an end user are revealed.
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