Multimedia and Hypermedia Solutions for Promoting Metacognitive Engagement, Coherence, and Learning

2005 ◽  
Vol 33 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Danielle S. McNamara ◽  
Amy M. Shapiro
Keyword(s):  
Training Program ◽  
Mental Representation ◽  
Text Comprehension ◽  
Reading Strategy ◽  
Strategy Training ◽  
Domain Experts ◽  
Electronic Texts ◽  
Sufficient Knowledge ◽  
Creating Meaning ◽  
Active Processing

Users of educational hypertext are faced with the challenge of creating meaning both within and between texts. Cohesion is an important factor contributing to whether a reader is able to capture meaning and comprehend text. When readers are required to fill in conceptual gaps in text, comprehension can fail if they do not have sufficient knowledge. Cohesion helps low-knowledge readers to create a more coherent mental representation of the text. However, text that is too cohesive can inhibit active processing, and thus reduce coherence for more knowledgeable readers. Similar patterns have been found for hypertext, which requires readers to create coherence between multiple electronic texts. Domain novices are in greater need of explicit pointers to important links between documents and gain from having less control over system navigation. Domain experts are in less need of scaffolding within the system. We discuss the use of a multimedia reading strategy training program to help low-knowledge readers better understand less cohesive text. Finally, we discuss four principles to guide hypertext development geared toward improving coherence and metacognitive engagement.

Online reading strategies at work: What teachers think and what students do

ReCALL ◽  
2013 ◽  
Vol 25 (3) ◽  
pp. 340-358 ◽  
Author(s):  
Hsin-Chou Huang
Keyword(s):  
Classroom Management ◽  
Training Program ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Strategy Training ◽  
Online Reading ◽  
Web Based ◽  
Support Strategies ◽  
Teachers And Students ◽  
Global Strategies

AbstractThis study designed and developed a web-based reading strategy training program and investigated students’ use of its features and EFL teachers’ and students’ perceptions of the program. The recent proliferation of online reading materials has made information easily available to L2 readers; however, L2 readers’ ability to deal with them requires the development of specific reading strategies. The researcher therefore constructed a web-based strategy training program on the basis of L2 reading strategy research and pedagogy. The program offers four types of reading strategy functions (Global, Problem-solving, Support, and Socio-affective) through 15 strategy buttons: Keyword, Preview, Prediction, Outline, Summary, Semantic Mapping, Pronunciation, Speed Reading, Dictionary, Translation, Grammar, Highlight, Notebook, Music Box, and My Questions. Forty college teachers and thirty-two EFL students in Taiwan were invited to use and evaluate this program. The researcher tracked students’ use of the functions, and teachers and students completed a survey and written reflections that documented their perceptions of the program. Both groups gave positive feedback on the program's user-friendly interface design and the effectiveness of its strategy function keys for enhancing reading comprehension and motivating learning. They also thought highly of the site's extensive offerings of reading opportunities supported by effective reading aids and a computerized classroom management system, features not available in large traditional classes. There was, however, a gap between what teachers thought and what students did. The teachers thought highly of Global strategies, whereas students regarded Support strategies as more useful. The low-proficiency group's heavy use of Support strategies explained this gap. The high-proficiency group's more frequent use of Global strategies echoed teachers’ preference for teaching Global strategies. This connection suggests that teachers should provide more explicit training to encourage all students to use Global strategies for overall textual understanding.

Reading strategy training in second language contexts

1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
First Language ◽  
Learning Difficulties ◽  
Reading Strategy ◽  
Strategy Training ◽  
Learning Context

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.

Mental Representation

2020 ◽  
pp. 245-256
Author(s):  
Andrew Elfenbein
Keyword(s):  
Digital Media ◽  
Media Studies ◽  
Mental Representation ◽  
Text Comprehension ◽  
Book History ◽  
Comprehension Skills ◽  
Physical Medium ◽  
Comprehension Process ◽  
The Mind ◽  
Critical Aspects

Book history, media studies, and digital humanities have foregrounded the physical medium of texts and have shown special interest in the rise of digital media. This essay acknowledges the value of these disciplines but also points to their limitations as sites for analyzing reading. Scholars should not draw conclusions about reception based on a work’s medium of presentation. The comprehension process, as described in cognitive psychology, provides a powerful alternative for understanding reading; psychologists have argued for the existence of general comprehension skills that operate across media. Whatever the origin of a text, comprehension occurs in the same medium, the mind of the reader. The study of reading in the humanities needs to separate itself from the disciplines with which it is usually associated (book history and media studies) because these mask critical aspects of the reading process.

scholarly journals The Relationship Between Reading Strategy and Reading Comprehension: A Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Yuanke Sun ◽  
Jindao Wang ◽  
Yang Dong ◽  
Haoyuan Zheng ◽  
Jie Yang ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Text Comprehension ◽  
Meta Analysis ◽  
Empirical Studies ◽  
First Language ◽  
Reading Strategy ◽  
Correlation Effect ◽  
Independent Effect ◽  
Strategy Model

This study synthesized the correlation between reading strategy and reading comprehension of four categories based on Weinstein and Mayer's reading strategy model. The current meta-analysis obtained 57 effect sizes that represented 21,548 readers, and all selected materials came from empirical studies published from 1998 to 2019. Results showed that reading strategies in all the four categories had a similar correlation effect size with reading comprehension. The correlation between monitoring strategy and reading comprehension was significantly larger in first language scripts than second language scripts. Affective strategy and elaboration strategy had an independent effect on reading comprehension, which was not significantly moderated by selected moderators. Results suggested that the reading strategies of all the four categories may have a similar contribution to text comprehension activities.

Can reading strategies be successfully taught?

1998 ◽  
Vol 21 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Patricia L. Carrell
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Critical Issue ◽  
Reading Strategy ◽  
Strategy Training ◽  
Reading Strategy Instruction ◽  
Context Sensitive ◽  
Comprehensive Survey

The purpose of this article is to examine whether and how reading strategies can be successfully taught in second or foreign language reading instruction. A number of researchers agree that it is important for second or foreign language readers to become ‘strategic’ readers. Yet, there is disagreement among these same researchers as to how to accomplish this goal. Part of the problem is that there are no inherently ‘good’ or ‘bad’ reading strategies. What is a good strategy in one situation for one reader, may be a bad strategy in a different situation or for a different reader. Successful and unsuccessful strategy use is apparently context and text dependent. In this article I present a comprehensive survey of the research which has been done on reading strategy training, and confront the critical issue of how to make reading strategy instruction appropriately text and context sensitive rather than the mindless teaching of lists of strategies.

Exploring strong and weak EFL readers’ strategy use after a reading strategy and extensive reading instructional intervention

2018 ◽  
Vol 31 (1) ◽  
pp. 345-377 ◽  
Author(s):  
Ying-Chun Shih ◽  
Barry Lee Reynolds
Keyword(s):  
Reading Instruction ◽  
English Language ◽  
Strategy Instruction ◽  
Junior College ◽  
Reading Strategy ◽  
Strategy Use ◽  
Strategy Training ◽  
Extensive Reading ◽  
Verbal Reports ◽  
Language Class

Abstract After 16 weeks of extensive reading and reading strategy instruction in an English as a Foreign Language class (n = 52) at a junior college in Taiwan, three weak and three strong second language readers were recruited to investigate reading strategy use. Strategies were inferred from verbal reports gained through a think aloud methodology as participants read a text equivalent to those encountered during regular classroom instruction. Results indicated strong readers used more global strategies than weak readers. Strong readers had a more diverse reading strategy repertoire while weak readers tended to lean towards the use of a single strategy. In addition, strong readers tended to combine strategies. These and other results are discussed in terms of the translation-based reading instruction currently dominating Taiwanese secondary school classrooms. Suggestions are also provided on how classroom English teachers should implement reading strategy training in the English language classroom.

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