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An analysis of at-risk rural Wisconsin high school student deficient reading skills and the potential of students to drop out of high schoolMayer, Jill A. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
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Att undervisa i läsförståelse : En studie om lärares uppfattningar om läsförståelseutveckling och läsförståelseundervisning / Teaching reading comprehension : A study of teachers´perceptions on development of reading comprehension and reading comprehension instructionGrant, Penelope January 2015 (has links)
Studien syftar till att undersöka lärares uppfattningar om läsförståelseutveckling och om hur läsförståelseundervisning. Det är en kvalitativ studie inspirerad av fenomenografisk metodansats med halvstrukturerade intervjuer som datainamlingsmetod. Resultatet visar att det finns en variation i lärares uppfattningar om vad som utvecklar läsförståelse och hur läsförståelseundervisning ska genomföras. Det som framkommer i intervjuerna med pedagogerna är att de flesta vill och försöker arbeta medvetet med sin läsförståelseundervisning men att det till stor del förekommer mest implicit undervisning. Resultatet påvisar en tendens till att eleverna blir sittande att genomföra uppgifter på egen hand eller i par och pedagogen blir instruktionsgivare och kontrollant istället för undervisare och övervakare av elevernas läsning. Det finns även en risk att de läsare som inte har några svårigheter inte får möjlighet att utveckla sin läsförståelse utan att fokus endast blir på de elever som är svaga läsare.
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Do readers with autism spectrum disorder make inference in reading comprehension?Lo, King-yan., 盧景恩. January 2010 (has links)
published_or_final_version / Educational Psychology / Master / Master of Social Sciences
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Central executive processing: mother, daughter, or sister of suppression? : a study of reading comprehension abilityHonig, Robyn Michelle 28 August 2008 (has links)
Not available / text
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The relationships between eleventh graders' cloze scores and comprehension of a U.S. history textbookSpray, Gary D. January 1973 (has links)
No description available.
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Online and Offline Gaming as Support for English Education in Swedish Upper Elementary Schools with Focus on Reading Comprehension Online and Offline Gaming as Support for English Education in Swedish Upper Elementary Schools with Focus on Reading Comprehension : A literature review about online and offline gaming as a resource for developing English reading comprehension in Swedish schools in year 4-6Sandin, Ida January 2015 (has links)
The aim of this degree thesis is to see what research says about the use of computer and video games to support upper elementary pupils’ development in English reading comprehension in Swedish schools. Other goals are to see how online and offline gaming can be integrated in the Swedish schools and what attitudes teachers have towards gaming. The method used is a systematic literature review and the purpose is to analyze chosen articles and to find relevant content that answers the research questions. Five articles were chosen from different databases and were systematically analyzed in this thesis. The results show that online gaming as support for education can be rewarding for some upper elementary pupils in English learning. However, in English reading comprehension there is not much research found which means that more research needs to be made within this area. Moreover, involving online gaming in English language learning seems to be a challenge for teachers mostly because of their lack of knowledge about the subject, even though they are positive to gaming. The lack of knowledge about the subject could be altered with more education and courses in the area.
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Motivation of reading interest and comprehension through recreatory readingCutter, Allen Breen, 1906- January 1940 (has links)
No description available.
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Are There Age Differences in Shallow Processing of Text?Burton, Christine Millicent 06 December 2012 (has links)
There is growing evidence that young adult readers frequently fail to create exhaustive textbased representations as they read. Although there has been a significant amount of research devoted to age-related effects on text processing, there has been little research concerning this so-called shallow processing by older readers. This dissertation uses eye tracking to explore age-related effects in shallow processing across different levels of text representations. Experiment 1 investigated shallow processing by older readers at the textbase level by inserting semantic anomalies into passages read by participants. Older readers frequently failed to report the anomalies, but no more frequently than did younger readers. The eye-fixation behaviour revealed that older readers detected some of the anomalies sooner than did younger readers, but had to allocate disproportionately more processing resources to looking back to the anomalies to achieve comparable levels of detection success as their younger counterparts. Experiment 2 examined age-related effects of shallow processing at the surface form by inserting syntactic anomalies into passages read by older and younger adults. Older readers were less likely to detect syntactic anomalies when first encountering them relative to younger readers and engaged in increased regressive fixations to the anomalies. However, older readers with high
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reading comprehension skill were able to use their familiarity with text content to increase their likelihood of syntactic anomaly detection. Experiment 3 investigated the role of aging on shallow processing of the temporal dimension of the situation model. No age-related differences reporting the anomalies were found. The eye-fixation behaviour revealed that older readers with high working memory capacity detected some anomalies sooner than did younger readers; however, they had to allocate increased processing resources looking back to the anomalies to achieve comparable levels of detection as younger readers. Together, the results demonstrate that older readers are susceptible to shallow processing, but no more so than younger readers when they can rely on their linguistic skill or their existing knowledge to help reduce processing demands. However, older readers appear to require additional processing time to achieve comparable levels of anomaly detection as younger readers.
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Prior Knowledge and L1 and L2 grade three readers’ interacting with texts and answering questions on textsFaria-Neves, Marina de 11 1900 (has links)
This case study explored how ten English as a First
Language (Li) and ten English as a Second Language (L2)
average Grade Three readers used Prior Knowledge and Non
Prior Knowledge strategies to understand two Science texts
and to answer three types of questions on the texts.
The questions were classified according to the
Pearson and Johnson taxonomy (1978). Answers to Textually
Explicit questions could be found in the text; answers to
Textually Implicit questions invited inferences from the
text and answers to Scriptally Implicit questions required
readers to use their own resources.
Readers thought out loud or verbalized their thoughts
after reading each sentence of the text, rated reading
strategy statements, orally answered the three types of
questions and then rated question-answering strategy
statements.
Patterns of strategies emerged from the Text and
Questions protocols. Frequency counts of strategies were
tallied and percentages were calculated. Analyses of the bar
graphs showed that there were apparent differences between
Li and L2 students in their use of Prior Knowledge and Non
Prior Knowledge strategies when they read texts and answered
questions on texts. It was felt that these differences indicated that Li readers seemed to be less “text-bound” or
focussed on the text than L2 readers were.
There were also apparent differences between the
three types of questions and Li and L2 readers’ use of Prior
Knowledge and Non Prior Knowledge strategies, providing
evidence that the three types of questions elicited use of
different types of strategies, and lending support to
Wixson’s comment (1983) that the types of questions asked
influenced the kinds of strategies used.
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6 klasės mokinių teksto supratimo ypatumai: testo konstravimas / Reading comprehension peculiarities in the 6th form: test constructionGriniūtė, Singrida 22 May 2006 (has links)
This master paper tries to analyse the structure of reading as a complicated multiple process, to reveal its components, to study the aspects of reading evaluation, text formation, the levels of reading comprehension, etc.
Reading is one of the most important abilities the man has. At first sight it may seem as a simple and matter-of-course ability, but after studying it thoroughly it becomes clear that it is not true. Not only mechanical decoding of signs (reading), but also reading comprehension is significant to the growing, developing and mature enough personality.
The problem of reading comprehension evaluation has been holding the interest of not only foreign, but also Lithuanian educators and researchers who go deep into this problem, try to carry out various investigations for the last decades. There is not much methodological literature about this topic but all the investigations that have been carried out to date are rather important and informative. United standardized test of reading comprehension has not been prepared yet, so teachers of the Lithuanian language try to create them themselves or to adapt tests prepared by others.
The preparation of the valid test itself is a very complicated and responsible process that requires many efforts. Certain requirements are brought, so there were attempts to study the principles of the test formation during this research as in detail as possible, to check the reliability of the test in the different stages of its... [to full text]
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