The Role of Calibration of Comprehension in Adolescence: From Theory to Online Training

2019 ◽  
Vol 18 (2) ◽  
pp. 190-211
Author(s):  
Einat Kleider-Tesler ◽  
Anat Prior ◽  
Tami Katzir
Keyword(s):  
Reading Comprehension ◽  
Online Training ◽  
Multiple Choice Questions ◽  
Immediate Feedback ◽  
Self Evaluation ◽  
Poor Comprehenders ◽  
Good Reading ◽  
Feedback Interventions ◽  
Calibration Of Comprehension ◽  
Online Feedback

The current study examined the effects of a computerized training program on reading comprehension, confidence ratings, and calibration of comprehension in adolescents with poor and good reading comprehension. Ninety 10th graders participated in the study and completed three training sessions. In each session, participants read two expository texts and answered multiple-choice questions. For each answer they gave, participants also rated their confidence. Participants were assigned to one of three online training conditions that differed in the type of immediate feedback provided after each question: (a) Feedback on performance; (b) Feedback on performance and on calibration; (c) Feedback on performance with scaffolding (a cue for correcting wrong answers). Results demonstrated that scaffolding feedback was the most effective training condition, leading to improved comprehension performance and calibration, especially for poor comprehenders. These findings highlight the necessity of developing theoretical and practice models of online feedback interventions for reading comprehension and self-evaluation abilities.

Sentential Priming of Semantic Information in Good and Poor Young Readers and in Adults

1989 ◽  
Vol 68 (2) ◽  
pp. 343-353
Author(s):  
Anny M. T. Bosman ◽  
Annette M. B. De Groot
Keyword(s):  
Reading Comprehension ◽  
Semantic Information ◽  
Inhibitory Effect ◽  
Facilitative Effect ◽  
Poor Reading ◽  
Young Readers ◽  
The Poor ◽  
Poor Comprehenders ◽  
Good Reading ◽  
Context Dependent

Using Tabossi and Johnson-Laird's technique to test whether 8- to 10-yr.-old children with good and poor reading comprehension differ in use of context while they read, those with good reading comprehension in one study and adults in another showed an inhibitory effect for incongruent context, unaccompanied by a facilitative effect of congruent context. The poor comprehenders in Grade 2 showed a facilitative effect of congruent, context-dependent context.

scholarly journals Strategies identification in an experimental reading comprehension task

2010 ◽  
Vol 42 (2) ◽  
pp. 232-246 ◽  
Author(s):  
Sanda Stankovic ◽  
Dejan Lalovic
Keyword(s):  
Reading Comprehension ◽  
Multiple Choice Questions ◽  
Psychological Practice ◽  
Test Taking ◽  
Comprehension Task ◽  
Comprehension Ability ◽  
Test Taking Strategies ◽  
Text Reading ◽  
Final Score ◽  
Ultimate Objective

Standardized reading comprehension tests (RCTs) usually consist of a small number of texts each accompanied by several multiple-choice questions, with texts and questions simultaneously presented. The score the common measure of reading comprehension ability in RCTs is the score. Literature review suggests that strategies subjects employ may influence their performance on RCT, however the score itself provides no information on the specific strategy employed. Knowledge of test-taking strategies could have impact on understanding of the actual purpose and benefits of using RCTs in pedagogical and psychological practice. With the ultimate objective of constructing a first standard RCT in Serbian language, the preliminary step we took was to conduct an experimental reading comprehension task (ERCT) consisting of 27 short texts displayed in succession, each followed by a single multiplechoice question. Using qualitative analysis of subjects? responses in semi-structured postexperimental interview, we identified four overall strategies used on ERCT. Our results show that groups of students who used specific strategies differed significantly from one another in text reading time, with no differences found regarding the question reading and answering time. More importantly, there were no significant between-group differences found in terms of ERCT score. These findings suggest that choice of strategy is a way to optimize the relation between one?s own potential and ERCT task requirements. RCT based on ERCT principles would allow for a flexible choice of strategy which would not influence the final score.

scholarly journals Improving Reading Comprehension Using Contextual Teaching and Learning (CTL)

2016 ◽  
Vol 3 (2) ◽  
pp. 174
Author(s):  
Yudha Aprizani
Keyword(s):  
Reading Comprehension ◽  
Direct Instruction ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Experimental Group ◽  
Instruction Approach

This study aimed to find out whether teaching-learning reading comprehension using Contextual Teaching and Learning (CTL) would get better results than using Direct Instruction approach. The research used a quantitative method. The population of the research was students from the Islamic University of Kalimantan Muhammad Arsyad Al-Banjari. The researcher used cluster random sampling to select two sample groups, the control group and the experimental group. The control group with 25 students was the class that continued to use the Direct Instruction approach. The experimental group, with 20 students, was the class tested using the CTL approach. The test was a written test with five multiple choice questions plus an essay test. The test was used to obtain the data. The students’ scores were the data for the study of reading comprehension comparing CTL and Direct Instruction. Based on the results of the study, the researcher found that CTL was more effective than Direct Instruction because the null hypothesis was rejected and the alternative hypothesis was accepted so that CTL was found to be better for teaching reading skills. CTL encourages materials that are related to the students’ surrounding so that it helps them use English related to their daily activities.

scholarly journals Developing critical thinking skills to improve reading comprehension

2020 ◽  
Vol 9 (4) ◽  
pp. 170-178
Author(s):  
María Piedad Rivadeneira-Barreiro
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Teaching Practices ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Evaluation ◽  
The Relationship

The aim of this study is to determine the relationship between critical thinking skills and reading comprehension.  Data was collected from treatment sessions, a self-evaluation and a test on critical thinking skills with two groups of learners from a language department at an Ecuadorian university.  The results showed insignificant relation between critical thinking skills and learners' reading comprehension.  The findings also revealed both groups had small differences during the pretest and posttest.  The pretest and posttest showed minimal changes between groups, as well.  Participants’ lack of concentration in texts, the unawareness and scarce use of their critical thinking skills were evidenced in their grammar, syntactic and semantics’ mistakes.  The implications of these findings suggest further research in this area, exploring teaching practices that foster students’ critical thinking skills and reading comprehension.

scholarly journals Children’s text comprehension

2021 ◽  
Author(s):  
Jane Oakhill
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Comprehension Strategies ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Good Reading ◽  
Research Findings

Abstract This paper first considers what is meant by good reading comprehension and makes a distinction between the product of reading comprehension and the processes that are required to attain that product. It goes on to consider how less-skilled comprehenders can be identified and provides a summary of the research into how less-skilled and skilled comprehenders differ in terms of the skills and processes that they apply during text comprehension. Finally, the implications of these research findings for instruction are considered, and generalizable research-based recommendations for teaching reading comprehension strategies are considered.

Development of an Innovative Dual-Coded Multimedia Application to Improve Reading Comprehension of Students With Imagery Deficit

2017 ◽  
Vol 57 (1) ◽  
pp. 170-200
Author(s):  
Ling Wang ◽  
Jiang Li
Keyword(s):  
Reading Comprehension ◽  
Teacher Perceptions ◽  
Reading Instruction ◽  
Coding Theory ◽  
Sensory System ◽  
Sensory Information ◽  
Written Language ◽  
Multimedia Application ◽  
Dual Coding ◽  
Good Reading

This study describes the development of an innovative multimedia application and examines teacher perceptions of its usefulness in assisting students with imagery deficit to visualize the reading comprehension. Students with good reading skills can easily create mental representations from oral or written language, and their sensory system quickly brings parts to whole through imagery. Students with deficiency may have trouble creating images due to their sensory information from imagery is slow and dull, and they often get stuck on parts and pieces. Those unable to image what they read usually cannot understand and remember what they read, which is consistent with the referential connection between the verbal and visual symbolic systems according to the Dual-Coding Theory. This application helps students to develop the capacity to build mental images sentence by sentence. The students engage a touch screen to draw a picture associated with the meaning of each sentence. With the sentences hidden or pictures shuffled, they select and describe each picture in sequence to retell the story. Pictures can be saved to analyze students’ learning outcomes and needs. Teacher perceptions indicate their willingness to integrate this application into reading instruction to help improve reading comprehension of students with imagery deficit.

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