3. Presenting language

2018 ◽  
pp. 41-63
Author(s):  
Paul Luna
Keyword(s):  
Reading Strategies ◽  
Visual Presentation ◽  
Text Structure ◽  
Markup Languages ◽  
Graphic Language

‘Presenting language’ considers the visual presentation of language. Using the schema developed by Michael Twyman, it shows how graphic language can be presented by considering the method of configuration and the mode of symbolization. The categories in the schema allow us to understand how information can be presented in different ways to enable different reading strategies and outcomes. Directed and open reading is discussed along with hierarchy in text, and how text and documents can be described systematically. Markup languages are used to identify text structure so that texts can be manipulated digitally in different ways depending on the medium used. Prescription and house style are also explained.

scholarly journals Reading Strategies Used in Reading Academic Texts by Students of High and Intermediate Reading Proficiency Levels

K ta Kita ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 82-87
Author(s):  
Johan Setiawan ◽  
Nani Indrajani Tjitrakusuma
Keyword(s):  
Learning Process ◽  
Reading Strategies ◽  
Reading Skills ◽  
Reading Proficiency ◽  
Text Structure ◽  
English Department ◽  
Elaborative Interrogation ◽  
Proficiency Levels ◽  
Academic Texts ◽  
Proficiency Level

In this study, the reading strategies used by students of high and intermediate reading proficiency levels were qualitatively examined. Reading strategies are important factors that affect someone's reading proficiency. In the development of education, reading strategies are continuously carried out to facilitate the learning process and sharpen students' reading skills. The purpose of this study is to discover the reading strategies used by the English Department students with high and intermediate reading proficiency levels in reading academic texts. This study uses reading strategies theory by Grabe (2009) combined with the interview questions by Mokhtari and Reichard (2002) to examine the reading strategies of ten participants consisting of five people with high reading proficiency level and five other people with intermediate reading proficiency level. This study showed that students of high reading proficiency levels tend to use more reading strategies than students with intermediate reading proficiency level. The biggest difference is in the use of text-structure awareness and inferencing strategies. It indicates that the mastery of text structure is directly related to reading effectiveness. Without text structure awareness, other reading strategies such as summarizing, inferencing, and elaborative interrogation will be seriously disrupted. Keywords:  Reading Strategies, Academic Text, High Reading Proficiency Level, Intermediate Reading Proficiency Level

scholarly journals DISCOURSE STRUCTURE AND ITS IMPLICATION IN THE READING CLASSES

2018 ◽  
Vol 127 (6B) ◽  
pp. 39
Author(s):  
Đỗ Thị Xuân Dung ◽  
Trương Thái Chân
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Text Structure ◽  
Discourse Structure ◽  
Reading Teachers ◽  
College Reading ◽  
Language Classrooms ◽  
Awareness Raising ◽  
Textual Features ◽  
Structure Knowledge

<p>For years, EFL reading teachers and researchers have searched for effective methods to equip learners with efficient reading strategies, one of which concerns awareness-raising and exploration of discourse structures. That means making students meta-cognitively aware of strategies and techniques that promote reading comprehension in terms of the macro-level characteristics of the text. Research has pointed out indispensable roles of text structure knowledge in promoting an efficient strategy that enhances reading comprehension. This paper reports the results of a project on the proposed topic. Following the theoretical framework offered by researchers in the world, a pilot college reading course is carried out with deliberate instruction of discourse structures and discourse awareness-raising activities towards different text patterns, transitional words, frame markers, signaling languages… during one semester. The results demonstrated that metacognitive awareness of discourse structure and explicit teaching of textual features facilitate students’ reading comprehension. The implication has also been worked out to reinforce the possible application of discourse knowledge instruction in the tertiary language classrooms at a more metacognitive level. </p>

Reading, looking and learning

1979 ◽  
Vol 1 (6) ◽  
pp. 333-344 ◽  
Author(s):  
Christine Urquhart
Keyword(s):  
Visual Processing ◽  
Reading Strategies ◽  
Information Science ◽  
Text Structure ◽  
Reading Process ◽  
Reading Research ◽  
Learning Patterns ◽  
Reading Styles ◽  
The Mind

The survey of aspects of reading research discusses reading styles, 'readability', and the influence of presentation on reading and comprehension. Consideration of these leads to the fundamental problems of how the mind and eye interact in visual processing of text. Some research on the psychology or reading is reviewed, and certain psycholinguistic models of the reading process are discussed. Text structure and content appears to influence comprehension and learning, and rele vant research on this, and the interaction of the reader with the text, is outlined. Reading strategies are discussed, and the possibilities of altering reading behaviour by increasing read ing speed or improving learning patterns are reviewed. Possible implications for information science of reading research are mentioned.

scholarly journals Helping Struggling Readers Comprehend Information Texts

2021 ◽  
pp. 50-59
Author(s):  
Elizabeth A. Lee
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Informational Text ◽  
Text Structure ◽  
Primary School Children ◽  
Instructional Intervention ◽  
Grade 5 ◽  
Post Test

This experimental study examined the effect of an instructional intervention that combined the use of information texts and instruction in reading strategies to improve the reading comprehension of struggling grade 5 students. Elementary (primary) school children are infrequently instructed in strategies for reading informational text, with its genre specific text structure although this is an essential component of information literacy. Two grade 5 classes were pre- and post- tested for reading comprehension. One class received instruction in collaborative strategy instruction for reading informational text. The post-test revealed that students in the experimental class achieved significantly better comprehension scores than the control class. This study examined the effect of an instructional intervention that combined the use of information texts and instruction in reading strategies to improve the comprehension of struggling fifth grade readers.

The effects of web-based text structure strategy instruction on adult Chinese ELLs’ reading comprehension and reading strategy use

2021 ◽  
pp. 136216882110223
Author(s):  
Zhihong Xu ◽  
Kausalai (Kay) Wijekumar ◽  
Qing Wang ◽  
Robin Irey ◽  
Hua Liang
Keyword(s):  
Reading Comprehension ◽  
Academic Success ◽  
Reading Strategies ◽  
Intervention Group ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Text Structure ◽  
Control Group ◽  
Control Group Design ◽  
Web Based

Underdeveloped reading comprehension skills can limit academic success; a particular challenge for English language learners (ELLs). The current study investigated whether a web-based text structure strategy, delivered via the Intelligent Tutoring of Structure Strategy (ITSS) program to adult Chinese ELLs, improved students’ use of reading strategies and/or overall reading comprehension. Using a quasi-experimental nonequivalent control group design, 207 adult Chinese ELLs from four classes were assigned to intervention or control groups. The intervention group utilized the ITSS to support their English reading instruction, whereas the control group was exposed to only traditional instruction. Our results indicate that the ITSS intervention had a statistically significant positive effect on adult Chinese ELLs’ reading comprehension ( β = 3.07, p < 0.001) with Cohen’s d = 0.43, as measured by the College English Test-4 (CET-4). Furthermore, we found that Chinese ELLs reported using more higher-order reading strategies ( p < 0.01) after the intervention and there was no significant change of reported reading strategy usage for the control group from pretest and post-test. However, the current study did not provide evidence that the change in use of reading strategies mediated the relationship between the intervention/control condition and Chinese ELLs’ reading comprehension.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Rapid Serial Auditory Presentation

2015 ◽  
Vol 62 (5) ◽  
pp. 346-351 ◽  
Author(s):  
Ana Franco ◽  
Julia Eberlen ◽  
Arnaud Destrebecqz ◽  
Axel Cleeremans ◽  
Julie Bertels
Keyword(s):  
Statistical Learning ◽  
Reaction Times ◽  
Visual Presentation ◽  
Detection Task ◽  
Speech Segmentation ◽  
Auditory Presentation ◽  
Indirect Measure ◽  
Speech Stream ◽  
Adult Participants ◽  
Presentation Procedure

Abstract. The Rapid Serial Visual Presentation procedure is a method widely used in visual perception research. In this paper we propose an adaptation of this method which can be used with auditory material and enables assessment of statistical learning in speech segmentation. Adult participants were exposed to an artificial speech stream composed of statistically defined trisyllabic nonsense words. They were subsequently instructed to perform a detection task in a Rapid Serial Auditory Presentation (RSAP) stream in which they had to detect a syllable in a short speech stream. Results showed that reaction times varied as a function of the statistical predictability of the syllable: second and third syllables of each word were responded to faster than first syllables. This result suggests that the RSAP procedure provides a reliable and sensitive indirect measure of auditory statistical learning.

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