Resultaten av PIRLS (Progress in International Reading Literacy Study) har i flera år visat en försämring av svenska elevers läsförståelse. I den senaste mätningen har trenden brutits och svenska elevers resultat indikerar på en förbättring. Fastän resultatet visar på förbättring görs statliga satsningar för att öka elevernas kunskaper i svensk skola. Därför är syftet med studien att utifrån didaktisk forskning undersöka användandet av olika lässtrategimodeller och deras gemensamma effekter på elevers läsförståelseutveckling i åldrarna 6–12. Studiens frågeställningar är: Vilka lässtrategimodeller används enligt det undersökta materialet i undervisningen, för att utveckla elevers läsförståelse? Hur används lässtrategimodellerna i undervisningen i de studierna? Vilka gemensamma effekter har lässtrategimodellerna på elevers läsförståelse? För att uppfylla studiens syfte och frågeställningar har en litteraturstudie genomförts. I litteraturstudien har internationella och nationella vetenskapliga artiklar publicerade mellan år 1995 och 2017 inkluderats. Resultatet visar att Reciprok undervisning, Transaktionell undervisning, Questioning the Author och Explicit comprehension strategy instructions används för att utveckla elevers läsförståelse. Lässtrategimodellernas gemensamma effekter identifieras och förklaras: strategimedvetenhet, strategianvändning, motivation och interaktion.

by Yu Fei. / Bibliography: leaves 161-164 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1986

by Guo Dan-qing. / Includes bibliographical references / Thesis (M.Ph.)--Chinese University of Hong Kong, 1986

by Au-Yeung Lai Hung. / Running title: Chinese reading. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 125-130). / Acknowledgements / Abstract / Table of Contents / List of Tables / List of Figures / List of Appendices / Introduction --- p.1 / The Chinese Language and Some of Its Major Features --- p.4 / The Role of Parafoveal Visual Information in Chinese Reading: Implications on Eye Movement Control and the Characteristics of the Perceptual Span --- p.7 / General Views of Language Comprehension Processes --- p.13 / General theoretical backgrounds --- p.13 / Functional roles of Chinese word categories --- p.18 / Research Problems and Method --- p.20 / Experiment I --- p.23 / Method --- p.27 / Results and Discussion --- p.32 / "Comprehension performance, reading time, and reading efficiency" --- p.32 / Component processes in Chinese reading --- p.40 / Overall mean RT analyses --- p.42 / Separate analyses for each session --- p.47 / Experiment II --- p.51 / Method --- p.58 / Results and Discussion --- p.60 / Comprehension performance and reading time --- p.60 / Component processes in various display conditions --- p.66 / Experiment III --- p.73 / Method --- p.76 / Results --- p.80 / Results for SVO sentence structure --- p.81 / Results for SOV sentence structure --- p.88 / Results for OSV sentence structure --- p.96 / Discussion --- p.103 / Lexical access and sentence comprehension --- p.103 / Verb violation --- p.105 / Noun violation --- p.108 / Clause boundary effect --- p.111 / Differential effects of the types of violation on word types --- p.113 / The interactive nature of Chinese processing --- p.113 / Evaluations of the results from various word orders --- p.114 / General Conclusion --- p.116 / References --- p.125 / Appendices --- p.131

Lau Wing Yin, Verena. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 74-78). / Abstract also in Chinese. / Acknowledgments --- p.2 / Abstract in English --- p.3 / Abstract in Chinese --- p.4 / Introduction --- p.5 / Major features of the Chinese language and processes in Chinese reading comprehension / Different paradigms in Chinese reading comprehension / Research questions of the present study / Research design of the present study / Experiment1 --- p.24 / Experiment2 --- p.32 / Experiment3 --- p.39 / General Discussion --- p.57 / Conclusion --- p.73 / References --- p.74 / Appendix A --- p.79 / Appendix B --- p.84

Many models of reading include cognitive components such as memory and attention in addition to the linguistic processing aspects; however, the particular effects of these other resources have yet to be clearly defined. The current study seeks to look at the effects of attentional resource manipulation on the reading process through the use of comic viewing, auditory distraction and dual-task paradigms. The study uses both behavioral measures (comprehension question performance) and eye-tracking measures (fixation time, revisits) to investigate the effects of increased cognitive load on the reading process in healthy, literate adults. The study found that healthy adults used the presence of comics to attenuate the effects of distraction and increased cognitive load on the comprehension process. Without the additional visual information of the comics, the participants showed a significant increase in the number of attempts to reread material (i.e. revisits) due to the distractor/dual-task presentation while still exhibiting notable decreases in comprehension. Furthermore, additional correlations were found between several cognitive testing measures and the participants’ performances in both the comprehension and eye-tracking measures across conditions. The results of this study provide valuable insight into future stages of this study, informing further research with both healthy adults and clinical populations such as people with aphasia or traumatic brain injuries.

Automatic reading comprehension (RC) systems integrate various kinds of natural language processing (NLP) technologies to analyze a given passage and generate or extract answers in response to questions about the passage. Previous work applied a lot of NLP technologies including shallow syntactic analyses (e.g. base noun phrases), semantic analyses (e.g. named entities) and discourse analyses (e.g. pronoun referents) in the bag-of-words (BOW) matching approach. This thesis proposes a novel RC approach that integrates a set of NLP technologies in a maximum entropy (ME) framework to estimate candidate answer sentences' probabilities being answers. In contrast to previous RC approaches, which are in English-only, the presented RC approach is the first one for both English and Chinese, the two languages used by most people in the world. In order to support the evaluation of the bilingual RC systems, a parallel English and Chinese corpus is also designed and developed. Annotations deemed relevant to the RC task are also included in the corpus. In addition, useful NLP technologies are explored from a new perspective---referring the pedagogical guidelines of humans, reading skills are summarized and mapped to various NLP technologies. Practical NLP technologies, categorized as shallow syntactic analyses (i.e. part-of-speech tags, voices and tenses) and deep syntactic analyses (i.e. syntactic parse trees and dependency parse trees) are then selected for integration. The proposed approach is evaluated on an English corpus, namely Remedia and our bilingual corpus. The experimental results show that our approach significantly improves the RC results on both English and Chinese corpora. / Xu, Kui. / Adviser: Helen Mei-Ling Meng. / Source: Dissertation Abstracts International, Volume: 70-06, Section: B, page: 3618. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 132-141). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Chi-kong Tang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 47-50). / Appendixes in Chinese. / Acknowledgments --- p.i / Abstract --- p.ii / Table of Contents --- p.iii / List of Tables --- p.v / List of Figures --- p.vi / List of Appendices --- p.vii / Introduction --- p.1 / Eye Movement Control and Effective Vision in Reading English --- p.1 / Comparison of Chinese and English --- p.4 / Effective Vision in Chinese Reading --- p.5 / Research Questions of Present Study --- p.6 / Research Design of Present Study --- p.9 / EXPERIMENT1 --- p.11 / Method --- p.12 / Results --- p.19 / Discussion --- p.21 / EXPERIMENT2 --- p.24 / Method --- p.24 / Results --- p.26 / Discussion --- p.28 / EXPERIMENT3 --- p.31 / Method --- p.32 / Results --- p.34 / Discussion --- p.37 / General Discussion --- p.41 / Conclusion --- p.46 / References --- p.47 / Appendices --- p.51

I conducted 2 experiments in which I tested the effects of a reader immersion procedure on the technical reading comprehension responses to print stimuli for 4 kindergarten students and 3 first grade students. The participants selected for this study textually responded to words at a rate of 80 words correct per minute with 0 incorrect words per minute. They demonstrated early reader repertoires and speaker-as-own listener verbal capablities including incidental language learning (also referred to as Naming), self-talk, and say-do correspondence, all neccesary prerequisites for a child to acquire reader-as-own listener capabilities. However, they were not yet verbally governed by print to complete simple tasks as demonstrated by their performance on “read and build” and “read and draw” reading comprehension tasks. In the 1st experiment, the dependent variables were technical reading tasks that included 1) a 10-step “read and build” task and 2) a 10-step “read and draw” task. During pre-intervention and post-intervention probe assessments, each participant was given a list of 10 written directions and the corresponding materials required to complete the tasks. The independent variable was a reader immersion procedure in which the “need to read” was established by providing access to a preferred item after the emission of correct reading-governed (i.e., read and do) responses. Following the reader immersion procedure, responses to novel reading comprehension responses increased for the participants. The particpants’ behavior was controlled by print stimuli to complete simple reading tasks in which they had to build a structure or reproduce an image with a writing implement. In the 2nd experiment, 4 participants received the 10-step pre-intevention probe assessments used in Experiment 1 along with 2 additonal pre and post-intervention probes in which they completed a 1) 20-step “read and build” task and 2) a 20-step “read and draw task.” The independent variable was the reader immersion procedure used in Experiment 1. Following the reader immersion procedure, responses to novel reading comprehension tasks increased for all dependent variables. Findings suggest that untaught reading comprehension responses emerged as a function of the reader immersion procedure which included a motivating operation as well as repeated opportunities to mediate behavior in response to print stimuli. I describe technical reading as a verbally governed response to print that is a necessary prerequisite to the advanced reader and writer repertoires that will result in success in STEM (science, technology, engineering, and mathematics) fields of study.

In three experiments, I tested for the presence of the naming capability, the participants’ drawing responses of the stimuli learned in the absence of the visual stimulus, and the participants’ comprehension of texts with and without pictures present. In Experiment 1, I tested for the presence of naming and the drawing responses for the stimuli presented during the naming experience in the absence of the visual stimulus in 44 third and fourth grade participants. Results demonstrated that fewer instances of the naming capability, as well as the drawing response, were seen in students performing below grade-level in reading, than students performing on or above grade-level. I hypothesized that differences in reading performance may be due to the absence of a strong production response repertoire, which include behaviors such as drawing and speaking. Experiment 2 assessed whether or not the presence of visual stimuli during reading has an effect on the target participants’ comprehension of a story, as well as if the presence of the speaker component of naming and the drawing responses had an effect on comprehension. Results demonstrated that there were significant differences in comprehension scores between the three groups during the with pictures condition χ2(2, N=44) = 24.38, p = 0.00 and the without pictures condition χ2(2, N=44) = 33.47, p = 0.00. Furthermore, there was a significant correlation between mean comprehension scores and the number of components drawn correctly ρ (44) = .412, p = .005. These results are consistent with the theory that the visualization of events and characters in a story is necessary to facilitate reading comprehension. Experiment 3 employed a multiple probe design across 3 groups of 2 participants to test the effects of sequencing and producing narrative components of a story on the participants’ responses to comprehension questions for texts without pictures present. The participants were 6 third grade students who demonstrated below-grade-level comprehension skills for texts without pictures present. Prior to the intervention, all participants exhibited lower comprehension scores for texts without pictures present than for texts with pictures present. Following the intervention, all participants’ comprehension scores for texts without pictures present increased, and 5 of the 6 participants showed increases in comprehension for texts with pictures present as well. Furthermore, following the intervention all participants demonstrated increases in the conditioned seeing repertoire, with 4 of the 6 participants meeting criterion level responding.