Examining the Relationship Between Text Processing and Text Comprehension in Fourth Grade Readers

2009 ◽  
Vol 30 (4) ◽  
pp. 340-358 ◽  
Author(s):  
Stephen B. Kucer
Keyword(s):  
Text Comprehension ◽  
Text Processing ◽  
Fourth Grade ◽  
The Relationship

Feedback, Concordance, and Text Comprehension

1993 ◽  
Vol 72 (2) ◽  
pp. 517-518 ◽  
Author(s):  
Philip Langer ◽  
Verne Keenan
Keyword(s):  
Text Comprehension ◽  
Text Processing ◽  
Original Text ◽  
Association Models ◽  
Uncertain Variables ◽  
Sentence Order

Research on the effects of sentence-order feedback on text processing has shown that agreement between the order of original text and either (1) the order of reconstructed text or (2) recall of text does not influence amount of recall. Students' processing of text is a function of too many uncertain variables to permit endorsements of simple association models of instructional assistance.

scholarly journals Some Techniques for Translator’s Text Processing Skills Development

2020 ◽  
Vol 7 (3) ◽  
pp. 51-63
Author(s):  
L.V. Enbaeva
Keyword(s):  
Foreign Language ◽  
Text Analysis ◽  
Text Comprehension ◽  
Reading Skills ◽  
Text Processing ◽  
Human Perception ◽  
Skills Development ◽  
Structural Elements ◽  
Foreign Language Reading ◽  
And Performance

Translator’s professional skills development occurs in many respects due to cognitive processes development. The study of their formation within professional tasks performance caters to the needs of its effectiveness enhancement. The existing research of human perception and text processing skills can provide a framework for translation guidelines and translation-oriented text analysis guidelines, but is rarely employed for the sake of text analysis techniques development. The aim of this study is to work out a set of techniques which simultaneously addresses text processing skills and development of translator’s competencies, connected with source text comprehension. The resulting set of techniques was motivated by postmodernist approach to translation and its idea of text semantics instability. A few techniques employed the design of Münsterberg experiment on attention and Schulte tables which are used to identify the attention selectiveness, concentration and performance capacity. The succession of techniques in a set is built according to the three-step strategy of foreign language reading skills development that comprises before-reading, while-reading and after-reading phases. The paper presents an example set of tasks for one text; they include author’s communicative aims identification, anticipation, predicative structures and multilevel semantic links eliciting, textual semantic field identifying, analysis of alternative and invariant structural elements as imposed by the conventions of the genre.

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.

scholarly journals Tracking your emotions: An eye-tracking study on reader’s engagement with perspective during text comprehension

2020 ◽  
Vol 73 (6) ◽  
pp. 929-940 ◽  
Author(s):  
Scarlett Child ◽  
Jane Oakhill ◽  
Alan Garnham
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Text Comprehension ◽  
Text Processing ◽  
Emotional Valence ◽  
Personal Perspective ◽  
Eye Movements During Reading

An eye-tracking study explored perspective effects on eye-movements during reading. We presented texts that included either a personal perspective ( you) or an onlooker perspective (he or she). We measured whether fixations on the pronouns themselves differed as a function of perspective, and whether fixations on pronouns were affected by the emotional valence of the text which was either positive or negative. It was found that early in the text, processing of you is easier than he or she. However, as the character referred to by he or she becomes more familiar, fixations on he or she decrease, specifically in negative contexts.

TECHNOLOGY OF MULTILEVEL TEXT COMPREHENSION AS A FORM OF PHILOLOGICAL TEACHER’S TRAINING

2018 ◽  
pp. 7-13
Author(s):  
Galina Mikhaylovna PERVOVA
Keyword(s):  
Text Comprehension ◽  
Complex Analysis ◽  
Russian Language ◽  
Integrative Approach ◽  
Primary School Teachers ◽  
Language And Literature ◽  
Level Of Training ◽  
The University ◽  
The Relationship

Philological training of primary school teachers and teachers of the Russian language and literature involves the integration of knowledge from several disciplines: Studies of Literature, Linguistics, Teaching Methods, courses on speech culture, workshop on expressive reading and others. The task of training future teachers at the university is to combine these subjects in the process of forming the competence of a comprehensive analysis of the text. This problem is the subject of our research. School and university types of literary text analysis are considered, the role of the integrative approach to the text in the preparation of the teacher for the lessons of literary reading at school is shown. The complex analysis of the work of art, perceived as a teaching material, requires the teacher of literary characteristics of the components of content and form in the relationship, linguistic examination of the text on the availability of the language of the work to modern students, performance analysis to establish the norms of expressive reading of the work, methodical analysis, selection of types, methods and techniques of working with the text, taking into account its literary specificity, finally, the complex analysis of the proposed reader’s interpretation of the text, which can offer students a certain class and level of training in the classroom. In connection with this set of analytical, intellectual skills of the teacher complex analysis is an important form of professional development of the future and the novice teacher.

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