• be able to apply a range of methods for breaking into secondary texts; • gain confidence in reading secondary texts. 6.2.1A reading strategy For each text located, decisions have to be made. • Is this text relevant? • Is it necessary to skim read and/or scan, and/or close read? • What is/are the argument(s) of the text? Vital decisions have to be taken about the reading. It is absolutely essential from the outset to have a plan for reading. Reading in the context of studying always implies reading for a purpose. The parameters of the problems before the reader have to be carefully thought out before commencing reading. Students may be given a problem question to research, or an essay to write. With both types of assessment activity, it is vital that the limits of the question are correctly identified by looking for clues in the grammar used to construct the question. For example, the facts of problem cases are often set in the areas between decided cases where there is an area of ‘unknown’, an area that the student is expected to talk about confidently. Competent identification of the issues from the outset often determines the quality of the answer before any creative writing has begun. These matters are explored in greater detail in Chapter 8. The care given to the reading of cases and statutory provisions has also to be brought to the reading of secondary explanatory, interpretative or evaluative texts. Reading with an idea of why the text is being read as well as with a view to what it is hoped to do with the extracted information will enable the student to read with a mixture of skimming strategies, detailed reading strategies and note-taking. The ‘why’ can be as simple as ‘I am reading to find out what this article is about’ through to ‘does this article support the argument that I am trying to construct?’. Many students, however, read blindly—‘This is on the reading list so I have to read it’. They do not fit their reading into a strategy: ‘Am I reading this for description, information or analysis?’ ‘Am I seeking to find out basic things about the topic or am I trying to support propositions in my argument?’ It is essential to develop a reading strategy. There are some basic steps which will be set out below. However, the most important issue to grasp is that reading can never be a purely passive act, because a writer always seeks to engage the reader in active dialogue with the text. No one writes in order not to be read, and no one wishes to be read passively without thought entering into the reading process. It is necessary to become aware of an inner dialogue between self and text as reading progresses, or to acquire an inner dialogue if one is not present! The reader should be continually processing, reflecting, considering, agreeing or disagreeing as reading is in progress. Readers should particularly note if other thoughts enter their head (like ‘what’s on TV?’!). If readers become frustrated with the text, the reading should stop and questions asked. Is the reader scared, threatened, annoyed with the text and, if so,

2012 ◽  
pp. 188-188
Keyword(s):  
Creative Writing ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Reading Process ◽  
Note Taking ◽  
Reading List ◽  
Assessment Activity ◽  
Inner Dialogue

scholarly journals Tracking reading strategy utilisation through pupillometry

2016 ◽  
Vol 32 (6) ◽  
Author(s):  
Aaron Y. Wong ◽  
Jarrod Moss ◽  
Christian D. Schunn
Keyword(s):  
Cognitive Control ◽  
Reading Strategies ◽  
Pupil Diameter ◽  
Reading Strategy ◽  
Brain Regions ◽  
Expository Texts ◽  
Learning Gains ◽  
Norepinephrine System ◽  
Comprehension Tests

Explicit reading strategies help low-knowledge readers make the inferences necessary to comprehend expository texts. Self-explanation is a particularly effective strategy, but it is challenging to monitor how well a reader is applying self-explanation without requiring the reader to externalise the self-explanations being generated. Studies have shown that different reading strategies vary in the amount of cognitive control required as well as the engagement of brain regions involved in internally-directed attention. Pupil diameter is related to task engagement and cognitive control via the brain’s locus coeruleus-norepinephrine system. Therefore, pupil diameter could be a method to unobtrusively measure a reader’s use of self-explanation. The current study assessed whether pupil diameter can be used to distinguish between the use of different reading strategies and whether it is linked to the quality and effectiveness of the strategy in terms of learning gains. Participants reread, paraphrased, and self-explained texts while pupil diameter was recorded, and completed comprehension tests. Average pupil diameter differed between all three reading strategies, and pupil diameter was related to learning gains and the quality of strategy use. The results suggest that pupil diameter could be used to track effective reading strategy utilisation.

Noteworthy Observations about Note-Taking by Professionals

2005 ◽  
Vol 35 (3) ◽  
pp. 317-329
Author(s):  
Mark Melenhorst ◽  
Thea van der Geest ◽  
Michaël Steehouder
Keyword(s):  
Technical Communication ◽  
Reading Process ◽  
Online Environment ◽  
Note Taking ◽  
Advice Quality ◽  
Attention Shifts

In this article we focus on professional readers who have to write recommendations in an online environment. We address the question whether taking notes on screen influences the reading process and the quality of the recommendations in terms of applicability, completeness, and persuasiveness. Seven participants each composed two pieces of advice on technical communication issues. They could use an electronic Notepad whenever they wished. Taking notes appeared to influence advice quality negatively, which may be caused by attention shifts from reading to taking notes on screen. Although we could not find a relationship between the contents of the notes and advice quality, we noted differences in note-taking approaches between the participants.

scholarly journals An AI-Based System for Formative and Summative Assessment in Data Science Courses

2020 ◽  
Author(s):  
Pierpaolo Vittorini ◽  
Stefano Menini ◽  
Sara Tonelli
Keyword(s):  
Data Science ◽  
Ad Hoc ◽  
Online Courses ◽  
Assessment Tools ◽  
Science Courses ◽  
Summative Assessments ◽  
Assessment Activity ◽  
Automated Grading ◽  
Automated Feedback

AbstractMassive open online courses (MOOCs) provide hundreds of students with teaching materials, assessment tools, and collaborative instruments. The assessment activity, in particular, is demanding in terms of both time and effort; thus, the use of artificial intelligence can be useful to address and reduce the time and effort required. This paper reports on a system and related experiments finalised to improve both the performance and quality of formative and summative assessments in specific data science courses. The system is developed to automatically grade assignments composed of R commands commented with short sentences written in natural language. In our opinion, the use of the system can (i) shorten the correction times and reduce the possibility of errors and (ii) support the students while solving the exercises assigned during the course through automated feedback. To investigate these aims, an ad-hoc experiment was conducted in three courses containing the specific topic of statistical analysis of health data. Our evaluation demonstrated that automated grading has an acceptable correlation with human grading. Furthermore, the students who used the tool did not report usability issues, and those that used it for more than half of the exercises obtained (on average) higher grades in the exam. Finally, the use of the system reduced the correction time and assisted the professor in identifying correction errors.

scholarly journals Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension

2011 ◽  
Vol 28 (2) ◽  
pp. 51 ◽  
Author(s):  
Kei Mihara
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Reading Strategies ◽  
English Proficiency ◽  
Reading Strategy ◽  
Comprehension Question ◽  
Japanese University ◽  
Japanese Students ◽  
Esl Reading

This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students’ English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. This study indicates that vocabulary pre-teaching is less effective for Japanese students, although students with higher English proficiency outperformed lowerlevel students regardless of which pre-reading strategy they used.

scholarly journals A Research on Reading Strategies among Non-English Major Postgraduates

2016 ◽  
Vol 9 (8) ◽  
pp. 204 ◽  
Author(s):  
Yang Yang
Keyword(s):  
Quantitative Study ◽  
Reading Strategies ◽  
Teaching And Learning ◽  
Mechanical Engineering ◽  
Reading Speed ◽  
Reading Strategy ◽  
English Teaching ◽  
English Majors ◽  
English Major ◽  
Long Time

<p>As a very important skill both in English teaching and learning, reading strategy has been emphasized at home and abroad for a long time. Many scholars and teachers make research on undergraduates of English major or non-English major. However, the postgraduates are often neglected. Actually, it is also imperative to make a study among postgraduates of non-English majors, getting the information of their use of reading strategies and giving some useful suggestions to them. Therefore, this paper makes a quantitative study among 40 postgraduates from College of Mechanical Engineering in Chang’an University.This study shows that postgraduates of non-English major in Chang’an university do not frequently use reading strategies to improve their reading speed and proficiency. And there is a big difference between the successful learners and unsuccessful learners in terms of the use of reading strategies.</p>

scholarly journals PENGARUH KUALITAS STRATEGI MEMBACA TERHADAP PRESTASI AKADEMIK

2019 ◽  
Vol 20 (2) ◽  
pp. 105-115
Author(s):  
Suprihadi Suprihadi ◽  
Muh. Syafei
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Reading Strategy ◽  
Training And Education ◽  
The Relationship

The dual-role of the students of English Education Department Teacher Training and Education Faculty Muria Kudus University as both English language learners and language users gets them to be autonomous, effective, efficient, and strategic readers. The objective of this research is to investigate the relationship between quality of the reading strategy and academic achievement of the students. The subjects of this research were 104 students of EED UMK comprising of all semesters taken randomly. The instrument used was closed-ended questionnaire. The result of this research reveals that there is no relationship between quality of the reading strategy and academic achievement, meaning that the quality of reading strategy does not influence the academic achievement of the students. Implikasions and recommendations for the institution and for further research were proposed.

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

2014 ◽  
Author(s):  
◽  
Yang Wang
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Case Analysis ◽  
Reading Process ◽  
Instructional Tool ◽  
Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

Improving Note-Taking Skills for Students With Disabilities Through a Smartpen Intervention

2019 ◽  
Vol 35 (4) ◽  
pp. 225-235
Author(s):  
Rachael L. Joyce ◽  
Joseph R. Boyle
Keyword(s):  
Learning Disabilities ◽  
Assistive Technology ◽  
Language Arts ◽  
Students With Disabilities ◽  
Processing Speed ◽  
English Language ◽  
Note Taking ◽  
Word Count ◽  
Experimental Group

Students with disabilities (SWD; e.g., learning disabilities) often struggle with slower processing speed and poor working memory skills, which reduce the quality of their notes. This study evaluated the effects of a note-taking intervention using the researcher-created smartpen strategy in conjunction with the assistive technology of the Livescribe™ Smartpen to assess the effects of students’ overall notes and lecture comprehension. Both SWD and without disabilities in ninth-grade English Language Arts classes participated in this study. The note-taking intervention was designed to assist SWD to take notes using the smartpen assistive technology, aid students in identifying key vocabulary content, amend their notes for errors or missed information, and establish a summary of the lecture. Results from the data analysis found that SWD in the experimental group recorded more words in their notes, as well as an increase in word count on the immediate free recall assessment.

Daily living skills

2017 ◽  
Author(s):  
Tom Burns ◽  
Mike Firn
Keyword(s):  
Community Outreach ◽  
Skills Training ◽  
Evidence Base ◽  
Daily Living Skills ◽  
Care Plan ◽  
Assessment Activity ◽  
Living Skills

This chapter covers interventions with people who need encouragement with cooking or shopping due to motivational, cognitive, and information-processing difficulties associated with severe mental illness. Community outreach allows an in vivo approach to supporting these tasks that enable people to survive outside of hospital and which contribute to their quality of life. Functional assessment, activity analysis, and collaborative goal setting are discussed, together with ways of measuring progress. The evidence base for interventions such as social skills training is critiqued. A case study and summary care plan illustrate typical approaches with patients in the community.

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