scholarly journals More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents

2020 ◽  
Vol 11 ◽  
Author(s):  
Nina Mahlow ◽  
Carolin Hahnel ◽  
Ulf Kroehne ◽  
Cordula Artelt ◽  
Frank Goldhammer ◽  
...  
Keyword(s):  
University Students ◽  
Text Comprehension ◽  
Single Text ◽  
Multiple Documents

scholarly journals ‘When most I wink, then’ – what? Assessing the comprehension of literary texts in university students of English as a second language

2022 ◽  
pp. 096394702110627
Author(s):  
Matthias Bauer ◽  
Judith Glaesser ◽  
Augustin Kelava ◽  
Leonie Kirchhoff ◽  
Angelika Zirker
Keyword(s):  
Second Language ◽  
University Students ◽  
Text Comprehension ◽  
Literary Text ◽  
Literary Texts ◽  
Educational Context ◽  
Direct Link ◽  
Language Poetry ◽  
Reading Experience ◽  
Comprehension Skills

This article introduces a test for literary text comprehension in university students of English as a second language. Poetry is especially suited for our purpose since it frequently shows features that offer challenges to comprehension in a limited space. An example is Shakespeare’s Sonnet 43, on which our test is based: it is suited for assessing not only if a text has been understood but also the ability of respondents to reflect on their own comprehension skills. We show that the test’s psychometric properties are satisfactory, and we demonstrate its validity by analysing relevant external indicators. Thus, we can show a direct link between general reading experience and text comprehension as tested: the more students read, the better do they perform. The collaboration of literary studies with psychometrics moreover allows for a statistically valid identification of specific challenges to comprehension and thus advance our knowledge of what readers find difficult. This will be of interest not only in a hermeneutic and linguistic perspective but also with a view to addressing those difficulties in an educational context. For example, asking someone whether they have understood an utterance (in this case: a line of poetry) does not elicit reliable answers. Being able to say how one has established the meaning of a line seems to be a more reliable indicator of actually having understood it.

scholarly journals Self-Monitoring and Self-Regulation of University Students in Text Comprehension

2018 ◽  
Vol 24 (1) ◽  
pp. 47-62
Author(s):  
Eduard Balashov ◽  
Ihor Pasichnyk ◽  
Ruslana Kalamazh
Keyword(s):  
University Students ◽  
Text Comprehension ◽  
Self Regulation ◽  
Educational Process ◽  
Teaching Process ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Metacognitive Processes ◽  
Comprehension Skills ◽  
Regulated Learning

Many empirical researches and theoretical studies of the topics regarding the interconnection of the processes of student higher education, self-regulated learning, studying motivation and outcomes, text comprehension have been executed in psychology. However, comparatively small part of them has been connected with text comprehension of the students during educational process, especially the cognitive and metacognitive aspects of it. In this article, a phenomenon of metamemory and its role in self-regulated learning and development of text comprehension skills of students have been characterized. We have determined the direction for future research of self-regulated learning and metacognitive processes in the students’ text comprehension activities and their effective use in the educational process. Study of the metagognitive aspects of self-regulation and metamemory will help to improve self-monitoring and self-regulation of students’ training activity in text comprehension. The article characterizes the term of the metamemory phenomenon and its role in the process of self-regulated training and development of text comprehension skills. We have also distinguished possible directions of future researches in self-regulated training and metacognitive processes of students’ activity that is connected with text comprehension as well as with their efficient usage in the teaching process. The necessity of metamemory learning and the process of knowledge transmission in the monitoring-regulation-learning cycle have been distinguished. Theoretical model of metacognitive combination of metacognitive and cognitive processes such as sense of knowledge, metamemory judgments and their categories have been investigated. The conclusions about necessity of the future advanced study of the metamemory phenomenon and students’ training process self-regulation in text comprehension have been made. Possible directions of future researches in metacognition and self-regulation of university students’ studying activity in text comprehension as well as their efficient implementation into the teaching process have been determined.

scholarly journals Validated tests for language research with university students: Tests of vocabulary, general knowledge, author recognition, reading comprehension, reading frequency, attention check

2022 ◽  
Author(s):  
Hanke Vermeiren ◽  
Aaron Vandendaele ◽  
Marc Brysbaert
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Text Comprehension ◽  
High Reliability ◽  
Intelligence Analysis ◽  
General Knowledge ◽  
Vocabulary Size ◽  
Crystallized Intelligence ◽  
Reading Frequency ◽  
Initial Assumption

We present five studies aimed at developing a new vocabulary test for university students. Such a test isuseful as an indication of crystallized intelligence and because vocabulary size correlates well withreading comprehension. In the first study, a list of 100 words based on Nation’s Vocabulary Size Test waspresented to 195 participants and compared to other tests of crystallized intelligence. Analysis suggestedthe presence of two distinct factors, which we interpreted as evidence for the possible existence of twotypes of difficult words: Unfamiliar words for general knowledge and unfamiliar words for specializedknowledge. In the subsequent studies we tried to develop vocabulary tests for each type of words, at thesame time trying out various reading comprehension tests to use as validation criterion. However, in thefinal study a high correlation (r =.82) was found between our two vocabulary tests, indicating that theymeasure the same latent factor, contrary to our initial assumption. Both tests have high reliability (r >.85) and correlate well (r > .4) with general knowledge, author recognition, and reading comprehension.As part of our research efforts, a collection of new and existing tests was used and (often) improved toverify the validity of the vocabulary tests. An exploratory factor analysis on all tests established 3 factors(text comprehension, crystallized intelligence, and reading rate), with the vocabulary tests loading on thefactor of crystallized intelligence, which in turn correlated with reading comprehension. Structuralequation modeling corroborated the interpretation. We end by providing an overview of the differenttests that were developed or improved throughout the studies. They are freely available for researchpurposes at https://osf.io/ef3s4/.

Effects of L1 single-text and multiple-text comprehension on L2 integrated writing

2021 ◽  
Vol 49 ◽  
pp. 100546
Author(s):  
Xinhua Zhu ◽  
Guan Ying Li ◽  
Choo Mui Cheong ◽  
Hongbo Wen
Keyword(s):  
Text Comprehension ◽  
Single Text ◽  
Multiple Text Comprehension

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

Viewing music videos: Emotion and viewer interpretation

2002 ◽  
Vol 14 (2) ◽  
pp. 69-79 ◽  
Author(s):  
Joan M. Preston ◽  
Michael Eden
Keyword(s):  
University Students ◽  
Emotional Content ◽  
Music Videos ◽  
Music Video ◽  
Mediating Factors ◽  
Comparative Media

Abstract. Music video (MV) content is frequently measured using researcher descriptions. This study examines subjective or viewers’ notions of sex and violence. 168 university students watched 9 mainstream MVs. Incidence counts of sex and violence involve more mediating factors than ratings. High incidents are associated with older viewers, higher scores for Expressivity, lower scores for Instrumentality, and with video orders beginning with high sex and violence. Ratings of sex and violence are associated with older viewers and lower scores for Instrumentality. For sex MVs, inexperienced viewers reported higher incidents and ratings. Because MVs tend to be sexier but less violent than TV and film, viewers may also use comparative media standards to evaluate emotional content MVs.

Emotion Appraisals Predict Neuroticism and Extraversion

2015 ◽  
Vol 36 (1) ◽  
pp. 1-10
Author(s):  
Andrew Comensoli ◽  
Carolyn MacCann
Keyword(s):  
University Students ◽  
The State ◽  
The Relationship

The current study proposes and refines the Appraisals in Personality (AIP) model in a multilevel investigation of whether appraisal dimensions of emotion predict differences in state neuroticism and extraversion. University students (N = 151) completed a five-factor measure of trait personality, and retrospectively reported seven situations from the previous week, giving state personality and appraisal ratings for each situation. Results indicated that: (a) trait neuroticism and extraversion predicted average levels of state neuroticism and extraversion respectively, and (b) five of the examined appraisal dimensions predicted one, or both of the state neuroticism and extraversion personality domains. However, trait personality did not moderate the relationship between appraisals and state personality. It is concluded that appraisal dimensions of emotion may provide a useful taxonomy for quantifying and comparing situations, and predicting state personality.

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