Reading comprehension disabilities: Knowledge structures and non-accommodating text processing strategies

1982 ◽  
Vol 32 (1) ◽  
pp. 31-59 ◽  
Author(s):  
Katherine Maria ◽  
Walter H. MacGinitie
Keyword(s):  
Reading Comprehension ◽  
Text Processing ◽  
Knowledge Structures ◽  
Processing Strategies

Differential Mnemonic Effects of Text Processing Strategies for Good

2001 ◽  
Author(s):  
Robert J. Hines ◽  
Mark A. McDaniel ◽  
Melissa Guynn
Keyword(s):  
Text Processing ◽  
Processing Strategies

Effects of Headings on Text Processing Strategies

2001 ◽  
Vol 26 (3) ◽  
pp. 418-428 ◽  
Author(s):  
Rebecca Polley Sanchez ◽  
Elizabeth Pugzles Lorch ◽  
Robert F. Lorch
Keyword(s):  
Text Processing ◽  
Processing Strategies

Fast Text Processing for Interlaced Sports or News Videos

2015 ◽  
Vol 740 ◽  
pp. 652-655
Author(s):  
Qian Huang ◽  
Feng Xu
Keyword(s):  
Unsolved Problem ◽  
Text Processing ◽  
Picture Quality ◽  
Trade Off ◽  
Coding Efficiency ◽  
The Past ◽  
Processing Strategies ◽  
Visual Artifacts ◽  
Text Content ◽  
Almost All

Interlaced scanning has been widely used as a trade-off solution between picture quality and transmission bandwidth since the invention of television. During the past decades, various interlaced-to-progressive conversion algorithms have been proposed to improve subjective quality or coding efficiency. However, almost all the researchers concentrate on general cases, without making full use of specific application scenarios. Based on extensive investigations, eliminating visual artifacts in areas of subtitles and station captions for interlaced sports and news videos is still an unsolved problem, which will be addressed in this paper. Firstly, motion estimation is performed between field pictures. Secondly, text edge detection is proposed for sports and news videos. Finally, different processing strategies are applied to text regions and non-text regions. Experimental results show that the proposed method can generate much better text content than existing algorithms. In addition, it is quite stable for non-text parts.

scholarly journals INVESTIGATING READING COMPREHENSION PROCESSES IN ESP EDUCATION

2021 ◽  
Vol 18 (49) ◽  
pp. 91-105
Author(s):  
Maja Stanojević Gocić ◽  
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Strategic Behavior ◽  
Progress Monitoring ◽  
Text Processing ◽  
Main Idea ◽  
Schema Theory ◽  
Specific Information ◽  
World Knowledge ◽  
Specific Reading

Reading is regarded as a cognitive process of meaning construction, or an interactive process that comprises low-level processes of word recognition and high-level processing of ideas. Schema theory implies the meaning of а text is not embedded in the text itself; it is actually created in an active manner through interaction between the reader and the text, in which readers use their world knowledge to decode text meaning. Accordingly, readers bring their ideas, experience and previously gained knowledge into reading comprehension processes. The attainment of specific reading goals, including main idea comprehension and extracting specific information from the text, requires the employment of various reading strategies. In that sense, strategic behavior is deployed by proficient readers; it enables them to facilitate and improve text comprehension, which is the ultimate aim of the reading skill. 10 ESP students of the College of Applied Professional Studies in Vranje took part in this research as respondents. After completing their reading comprehension assignments, students reported on those tasks by virtue of think-aloud protocols. This type of research may provide an insight into specific problems students encounter during text processing activities, as well as strategies they employ to resolve them, which would facilitate the evaluation of reading performance and progress monitoring. The results imply that strategic training would enable ESP students to efficiently attain both general and specific reading goals.

How do people read the passages during a reading comprehension test? The effect of reading purpose on text processing behavior

2018 ◽  
Vol 23 (4) ◽  
pp. 277-295 ◽  
Author(s):  
Tenaha O’Reilly ◽  
Dr Gary Feng ◽  
Dr John Sabatini ◽  
Dr Zuowei Wang ◽  
Dr Joanna Gorin
Keyword(s):  
Reading Comprehension ◽  
Text Processing ◽  
Comprehension Test

Effects of organizational signals on text-processing strategies.

1995 ◽  
Vol 87 (4) ◽  
pp. 537-544 ◽  
Author(s):  
Robert F. Lorch ◽  
Elizabeth Pugzles Lorch
Keyword(s):  
Text Processing ◽  
Processing Strategies

Short-term training on working memory updating and metacognition in primary school: The effect on reading comprehension

2019 ◽  
Vol 40 (6) ◽  
pp. 641-657
Author(s):  
Caterina Artuso ◽  
Barbara Carretti ◽  
Paola Palladino
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Text Processing ◽  
Transfer Effects ◽  
Memory Updating ◽  
Written Text ◽  
Effective Strategies ◽  
Text Structures ◽  
Working Memory Updating

This study analyzed the potential transfer effects on reading comprehension skills of two different training programs administered to 9- to 10-year-old children attending fourth grade classes. One training program was based on a working memory updating paradigm (i.e., words, digits, sentence and text updating working memory tasks). The other program was based on metacomprehension activities focused on text structures, genres, text sensitivity, and text comprehension strategies. Performance was compared pre and post training on running memory, text updating, and reading comprehension tasks. The results showed that significant gains were obtained in both text updating and reading comprehension tasks, with a far transfer effect for both types of training. Limited nearest transfer effects suggest that gains could be due to acquisition of effective strategies in both programs, with training suitable for improving written text processing; however, performance did not differ between programs.

scholarly journals Effects of an Intervention in Active Strategies for Text Comprehension and Recall

2002 ◽  
Vol 5 (2) ◽  
pp. 90-101 ◽  
Author(s):  
Mª Rosa Elosúa ◽  
Juan A. García-Madruga ◽  
Francisco Gutiérrez ◽  
Juan Luis Luque ◽  
Milagros Gárate
Keyword(s):  
Text Comprehension ◽  
Intervention Program ◽  
Text Processing ◽  
Main Idea ◽  
Developmental Differences ◽  
School Level ◽  
Reading Span ◽  
Processing Strategies ◽  
Dependent Variables ◽  
And Control

The aim of this study was to investigate the effects of an intervention program to promote active text-processing strategies (main-idea identification and summarization) at two developmental levels (12- and 16-year-olds). The independent variables were training condition (experimental and control) and school level (7th and 10th grades). Several measures were taken as dependent variables: reading span, reading time, construction of macrostructure, and structural recall. The hypothesis claimed that training would increase comprehension and recall significantly. Furthermore, as a result of the training program, a reduction in developmental differences in the experimental groups at posttest was also expected. Results supported the predictions, showing a significant improvement in the experimental groups' reading comprehension and recall. These results are discussed in terms of the importance of active and self-controlled strategies for text comprehension and recall.

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