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 Getting to Know L2 Poor Comprehenders

2011 ◽  
Vol 4 (1) ◽  
pp. 98
Author(s):  
Masoud Zoghi ◽  
Ramlee Mustapha ◽  
Tengku Maasum
Keyword(s):  
Reading Comprehension ◽  
Strategy Training ◽  
Small Scale ◽  
Poor Reading ◽  
Factors Affecting ◽  
Efl Learners ◽  
Reading Comprehension Strategies ◽  
Poor Comprehenders ◽  
Scant Attention ◽  
Iranian Context

Among the plethora of studies conducted thus far to explore the factors affecting EFL reading effectiveness, scant attention seems to be paid to the why of poor reading comprehension of most EFL learners. In this regard, the present article capitalized on qualitative research on a small scale, for the purpose of addressing the not-so-often-debated issue of unsuccessful EFL reading competency in the Iranian context. In fact, the purpose of the article was to explore the degree of Iranian EFL learners' awareness of reading comprehension strategies and their potential comprehension failure. To this end, 12 EFL university-level students were interviewed, using a researcher-developed interview questionnaire. An analysis of student data interview revealed that there is an instructional void as regards to reading strategy training in the Iranian educational settings. Ultimately, based on the findings of the study, recommendations for future investigations are discussed.

Social constructivist learning theory and reciprocal teaching to teach reading comprehension

2018 ◽  
Vol 10 (1) ◽  
pp. 70
Author(s):  
Welly Ardiansyah ◽  
Murwani Ujihanti
Keyword(s):  
Reading Comprehension ◽  
Social Constructivism ◽  
English Teachers ◽  
Reciprocal Teaching ◽  
Poor Reading ◽  
Reading Comprehension Strategies ◽  
Comprehension Skills ◽  
Good Reading ◽  
Teaching Learning ◽  
Reading Comprehension Skills

English teachers who teach reading comprehension course surely often give their students reading assignments, for example reading articles, popular press books and/or internet publications. Unfortunately, the results were not satisfying and made English teachers disappointed. This lack of good reading comprehension skills is exacerbated by the central role of reading comprehension required for the success in higher education. One solution to overcome this problem of poor reading comprehension skills is the explicit teaching of reading comprehension strategies to students, specifically, reciprocal teaching (RT). The philosophical root of RT itself is social constructivism which explains how students might acquire knowledge and learn; then, this concept is accumulated with the use of RT strategy to teach reading comprehension course at school. All are clearly discussed, so that the RT could be an alternative reading comprehension strategic choice for all English teachers to teach reading comprehension course at Polytechnic.   Keywords: Social constructivism, reciprocal teaching, learning evaluation.

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.

scholarly journals METODE DEDISCERTA MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA

2017 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Santie Destiari
Keyword(s):  
Reading Comprehension ◽  
Classical Method ◽  
Learning Activities ◽  
Learning Activity ◽  
Reading Problems ◽  
Poor Reading ◽  
The Core ◽  
Lecture Method ◽  
Good Reading ◽  
The Right

Pada umumnya penyebab rendahnya kemampuan membaca pemahaman siswa, karena pembelajaran membaca pemahaman yang kurang menarik dengan menggunakan cara klasikal, yaitu guru menyuruh siswa membaca wacana lalu menjawab pertanyaan. Cara klasikal tersebut membuat siswa papan atas semakin pandai, sedangkan siswa papan bawah tidak menunjukkan perubahan kemampuan membacanya apalagi memahaminya. Penelitian ini bertujuan agar situasi pembelajaran lebih menarik dan menyenangkan, sehingga siswa lebih mudah mengenal, memahami, dan mengingat kosakata juga kalimat yang menggunakan huruf kana.Ada pun metode penelitian ini yaitu Metode Dediscerta yang  merupakan kolaborasi Metode Demonstrasi, Metode Diskusi, Metode Ceramah, dan Metode Tanya Jawab. Metode Dediscerta digunakan pada kegiatan inti dalam pembelajaran bahasa Jepang dengan kegiatan membaca wacana sebagai kegiatannya. Metode Demonstrasi digunakan ketika melatih pelafalan, pemahaman, dan mengingat kosakata/kalimat dengan menggunakan kartu gambar, kartu huruf, slide. Metode Diskusi digunakan ketika siswa dalam kelompok membahas wacana. Metode Ceramah digunakan ketika guru menjelaskan hal-hal penting yang berhubungan dengan pola kalimat dan aturan kegiatan. Selanjutnya, Metode Tanya Jawab digunakan ketika latihan tanya jawab, dan membuat kesimpulan pembelajaran.Hasil penelitian ini menyatakan bahwa metode Dediscerta yang digunakan pada pembelajaran dengan kegiatan membaca wacana menjadikan siswa papan bawah khususnya, memiliki keterampilan dan kemampuan membaca pemahaman dengan mendapat nilai yang cukup memuaskan terlihat dari hasil evaluasi, nilai di atas KKM.Sebagai solusi untuk memecahkan masalah pembelajaran membaca pemahaman di sekolah, metode Dediscerta adalah metode yang tepat untuk meningkatkan kemampuan membaca pemahaman siswa. Artinya, metode ini memberi keyakinan bahwa membaca pemahaman bisa diatasi oleh semua pihak dengan sikap dan tindakan yang tepat solusi persoalannya.  In  general, students with poor reading comprehension appear because the method used by the teacher in reading lesson is considered as less attractive. Moreover, some teacher tends to use a classical method, such as asking the students to read a passage, then, they have to answer the question related to the passage.  In this case, the students who have a good reading skill tend to get  smarter due to the use of this classic method, whereas the students with poor reading comprehension are still left  behind. Therefore, this study is conducted in order to make learning activities to be more  fun and attractive for the students. Thus, the students are more able to recognize, comprehend,  and remember the vocabulary or the sentence by using kana.The method used in this study is called Dediscerta. This method is a collaboration of the Demonstration Method, Discussion Method, Lecture Method, and FAQ Method. Dediscerta Method is used during Japanese lesson where reading the passage becomes the core in  learning activitiy. Demonstration Method however, is used when the students are practicing their  pronunciation,  comprehension, as well as their recognition related to  vocabulary or sentence by using a picture card, a letter card, or a slide. Discussion Method is used when the students are divided into several groups, and they have to discuss the given passage. The next method which is Lecture Method, is used when the teacher explains a number of important points related to the grammar rules, and the regulation of that learning activity. The last method called FAQ is used at the end of learning activity where the students are allowed to ask and give a comment, and to summarize their learning activities in that day.The results of this study show that the use of Dediscerta Method in reading activities has been improving the students' reading comprehension, especially for those who have reading problems. The improvement of students' comprehension and recognition are proved when their results are above the expected grade. Therefore, Dediscerta Method is considered as a good guidance for improving the students' reading comprehension. In this sense, this method has indicated that reading problems among the students could be solved by anyone once they recognize the core of the problem, and once they know the right action to solve it. 

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

2020 ◽  
pp. 002221942098324
Author(s):  
Ana Taboada Barber ◽  
Susan Lutz Klauda ◽  
Weimeng Wang ◽  
Kelly B. Cartwright ◽  
Laurie E. Cutting
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Identification ◽  
Reading Engagement ◽  
Typically Developing ◽  
Inference Making ◽  
Poor Reading ◽  
Emergent Bilingual ◽  
Specific Reading ◽  
Insight Into

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

Production of the English past tense by children with language comprehension impairments

2005 ◽  
Vol 32 (1) ◽  
pp. 117-137 ◽  
Author(s):  
KATE NATION ◽  
MARGARET J. SNOWLING ◽  
PAULA CLARKE
Keyword(s):  
Language Comprehension ◽  
High Frequency ◽  
Matched Control ◽  
Low Frequency ◽  
Past Tense ◽  
Phonological Skills ◽  
The Poor ◽  
Poor Comprehenders ◽  
Irregular Form ◽  
Irregular Verbs

Three experiments investigated the ability of eight-year old children with poor language comprehension to produce past tense forms of verbs. Twenty children selected as poor comprehenders were compared to 20 age-matched control children. Although the poor comprehenders performed less well than controls on a range of tasks considered to tap verbal-semantic abilities, the two groups showed equivalent phonological skills. Poor comprehenders performed as well as control children when asked to inflect novel verbs and regular verbs. In contrast, poor comprehenders were less skilled than controls at inflecting both high frequency and low frequency irregular verbs. Although the predominant error pattern for all children was to over-regularize, this was most marked in the poor comprehenders; control children were more likely to produce errors that contained knowledge of the irregular form than poor comprehenders. In addition, the ability to inflect irregular verbs was related to individual differences in verbal-semantic skills. These findings are discussed within a framework in which verb inflection is related to underlying language skills in both the phonological and semantic domains.

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.

Auditory Evoked Responses to Similar Words with Phonemic Difference: Comparison between Children with Good and Poor Reading Scores

2001 ◽  
Vol 32 (3) ◽  
pp. 160-167 ◽  
Author(s):  
Ignacio Valencia ◽  
Gloria B. McAnulty ◽  
Deborah P. Waber ◽  
Frank H. Duffy
Keyword(s):  
Poor Reader ◽  
Auditory Evoked Potentials ◽  
Poor Readers ◽  
Poor Reading ◽  
The Poor ◽  
Parietal Area ◽  
Long Latency ◽  
Lower Amplitude ◽  
Reader Group ◽  
Good And Poor Readers

Our previous study demonstrated a physiologic deficit in two-tone discrimination in poor readers. 1 This was specific to the left parietal area suggesting that poor readers handled rapid tones differently. The current paper extends this finding in the same population, demonstrating that poor readers also have difficulty with phonemic discrimination. Long latency auditory evoked potentials (AEP) were formed using a phonemic discrimination task in a group of children with reading disabilities and controls. Measuring peak-to-peak amplitude of the waveforms, we found reduced N1-P2 amplitude in the Poor Reader group. Using the t-statistic significance probability map (SPM) technique, we also found a group difference, maximal over the mid-parietal area, from 584 msec to 626 msec after the stimulus onset. This difference was due to a lower amplitude on the Poor Reader group. We hypothesized that this late difference constitutes a P3 response and that the Poor Reader group generated smaller P3 waves. These auditory evoked response (AER) data support a discrimination deficit for close phonemes in the Poor Reader group as they had smaller N1-P2 absolute amplitude and developed smaller P3 waves. Based on these data we should be able to differentiate between Good and Poor readers based on long latency potentials created from phonemic stimuli.

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