Cheung Po-yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 278-285). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Page / Chapter Chapter 1 --- Introduction / Chapter 1.1 --- The Problem --- p.1 / Chapter 1.2 --- Rationale for the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.4 / Chapter Chapter 2 --- Inferencing and Its Relationship to Learning Strategy and Reading / Chapter 2.1 --- Overview of Learning Strategies --- p.6 / Chapter 2.1.1 --- Definitions of a Strategy --- p.6 / Chapter 2.1.2 --- Classification of Learning Strategies --- p.7 / Chapter 2.1.3 --- Use of Strategies by 'Good' and 'Poor' Language Learners --- p.10 / Chapter 2.1.4 --- Importance of Learning Strategy Training for L2 Learner --- p.11 / Chapter 2.2 --- General Theories Related to Reading --- p.14 / Chapter 2.2.1 --- Definitions of Reading --- p.14 / Chapter 2.2.2 --- Conventional Models in Reading --- p.14 / Chapter 2.2.2.1 --- Bottom-up Processing --- p.14 / Chapter 2.2.2.2 --- Top-down Processing --- p.16 / Chapter 2.2.2.3 --- Interactive Processing --- p.16 / Chapter 2.2.2.4 --- Schema Theory --- p.19 / Chapter 2.2.2.5 --- Relationship between Connection of Ideas in a Text and The Theories --- p.20 / Chapter 2.3 --- Inferencing --- p.21 / Chapter 2.3.1 --- Definitions of Inferencing --- p.21 / Chapter 2.3.2 --- Inferencing Strategies of 'Skilled' and 'Less Skilled' Language Learners --- p.27 / Chapter 2.3.2.1 --- Challenges for Second Language (L2) Students --- p.27 / Chapter 2.3.3 --- Approaches to Investigate Inferencing --- p.28 / Chapter 2.3.3.1 --- Experimental Approach --- p.28 / Chapter 2.3.3.2 --- Case Study Approach --- p.31 / Chapter 2.3.4 --- Further Investigation of Inferencing Strategy Training Program --- p.32 / Chapter 2.3.4.1 --- Areas Recommended for Future Research --- p.32 / Chapter 2.4 --- Summary --- p.33 / Chapter Chapter 3 --- Methodology / Chapter 3.1 --- Design Characteristics --- p.34 / Chapter 3.2 --- Construction of Instruments --- p.35 / Chapter 3.2.1 --- Training Passages --- p.35 / Chapter 3.2.2 --- Reading Ability Test --- p.39 / Chapter 3.2.3 --- Pre and Posttest --- p.39 / Chapter 3.2.4 --- Background Questionnaire --- p.40 / Chapter 3.2.5 --- Reading Behavior Questionnaire --- p.40 / Chapter 3.2.6 --- Response Questionnaire --- p.41 / Chapter 3.2.7 --- Observation Form --- p.41 / Chapter 3.2.8 --- Guessing Game --- p.42 / Chapter 3.2.9 --- Self-monitoring Checklist --- p.43 / Chapter 3.3 --- Pilot-testing of Materials --- p.43 / Chapter 3.3.1 --- Subjects --- p.44 / Chapter 3.3.2 --- Procedures --- p.44 / Chapter 3.3.3 --- Modifications --- p.46 / Chapter 3.4 --- Study --- p.48 / Chapter 3.4.1 --- Subjects --- p.48 / Chapter 3.4.2 --- Observer --- p.49 / Chapter 3.4.3 --- Experimental Procedures --- p.49 / Chapter 3.4.3.1 --- Overview of Procedure --- p.50 / Chapter 3.4.3.1.1 --- Administering of Pretest --- p.51 / Chapter 3.4.3.1.2 --- Treatment of Two Groups --- p.52 / Chapter 3.4.3.1.3 --- Lecture --- p.52 / Chapter 3.4.3.1.3.1 --- Pre-reading Activity --- p.53 / Chapter 3.4.3.1.3.2 --- Guessing Game --- p.53 / Chapter 3.4.3.1.3.3 --- Summary of Exercise --- p.54 / Chapter 3.4.3.1.3.4 --- Discussion of Answers --- p.54 / Chapter 3.4.3.1.3.5 --- Response Questionnaire --- p.55 / Chapter 3.4.3.1.4 --- Administering of Posttest --- p.55 / Chapter 3.4.3.1.5 --- Interviews --- p.56 / Chapter 3.4.3.1.6 --- Diary --- p.56 / Chapter 3.5 --- Data Analysis --- p.56 / Chapter Chapter 4 --- Research Findings / Chapter 4.1 --- General Picture --- p.58 / Chapter 4.2 --- Hypotheses Tested --- p.59 / Chapter 4.2.1 --- Hypothesis1 --- p.60 / Chapter 4.2.2 --- Hypothesis2 --- p.61 / Chapter 4.3 --- Subjects' Responses --- p.64 / Chapter 4.3.1 --- Background Questionnaire --- p.64 / Chapter 4.3.2 --- Response Questionnaire --- p.71 / Chapter 4.3.3 --- Reading Behavior Questionnaire --- p.77 / Chapter 4.3.4 --- Interviews --- p.78 / Chapter 4.3.4.1 --- Attitudes Towards The Cloze Exercises --- p.80 / Chapter 4.3.4.2 --- Usefulness of The Training --- p.86 / Chapter 4.3.4.3 --- Applicability of The Inferencing Skills --- p.87 / Chapter 4.3.4.4 --- Time --- p.91 / Chapter 4.3.4.5 --- Attention Level --- p.95 / Chapter 4.3.4.6 --- Instructor's Performance --- p.99 / Chapter 4.3.4.7 --- Subjects' Suggestions for Improving The Course --- p.103 / Chapter 4.3.4.7.1 --- Use of Words in the Passages --- p.103 / Chapter 4.3.4.7.2 --- Medium of Instruction --- p.103 / Chapter 4.3.4.7.3 --- Classroom Atmosphere --- p.104 / Chapter 4.3.4.7.4 --- Others --- p.105 / Chapter 4.4 --- Observer's Responses --- p.106 / Chapter 4.4.1 --- Observation Forms --- p.106 / Chapter 4.4.1.1 --- Structure of The Training Lesson --- p.106 / Chapter 4.4.1.2 --- Instructor's Performance --- p.107 / Chapter 4.4.1.3 --- Classroom Atmosphere --- p.108 / Chapter 4.4.1.4 --- Overall Comments --- p.110 / Chapter 4.4.2 --- Interviews --- p.111 / Chapter 4.4.2.1 --- Pre-training --- p.111 / Chapter 4.4.2.1.1 --- Difficult Area for Students in Learning English --- p.111 / Chapter 4.4.2.1.2 --- Strategies for Reading --- p.112 / Chapter 4.4.2.1.3 --- Difficulties --- p.113 / Chapter 4.4.2.2 --- Post-training --- p.113 / Chapter 4.4.2.2.1 --- Observer's Perception on Subject's Interest --- p.113 / Chapter 4.4.2.2.2 --- Introduction of More Strategies --- p.114 / Chapter 4.4.2.2.3 --- Subjects' Improvement --- p.116 / Chapter 4.4.2.2.4 --- Overall Comments on The Training --- p.116 / Chapter 4.5 --- Instructor's Diary --- p.117 / Chapter 4.6 --- Summary --- p.124 / Chapter Chapter 5 --- Discussion on Research Findings / Chapter 5.1 --- Hypothesis1 --- p.125 / Chapter 5.2 --- Hypothesis2 --- p.128 / Chapter 5.3 --- Problems Revealed from The Study --- p.130 / Chapter 5.3.1 --- Levei of Difficulty of Words Used in The Passages --- p.130 / Chapter 5.3.2 --- Subjects' Reaction to The Structure of The Lesson --- p.132 / Chapter 5.3.3 --- Lack of Motivation of the Subjects --- p.134 / Chapter 5.3.4 --- Lack of Teaching Experience of The Instructor (Researcher) --- p.135 / Chapter 5.3.5 --- Misleading Responses to The Response Questionnaires (RQs) --- p.136 / Chapter 5.4 --- Summary --- p.137 / Chapter Chapter 6 --- Conclusion / Chapter 6.1 --- Major Findings --- p.138 / Chapter 6.2 --- Limitations of The Study --- p.140 / Chapter 6.3 --- Pedagogical Implications --- p.142 / Chapter 6.4 --- Recommendations for Future Research --- p.144 / Chapter 6.5 --- Summary --- p.145 / Appendices --- p.146 / References --- p.278

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Curriculum and Educational Studies / Doctoral / Doctor of Philosophy

This study investigated the effects of anaphoric cuing on the reading comprehension of 17 adolescent students with autism spectrum disorder (ASD) and 19 typically developing (TD) students matched on age, intellectual ability and word decoding ability. In a within-subject design, participants read four Chinese passages of two types (narrative fictional vs. narrative nonfictional) under two conditions (control [reading only] vs. anaphoric cuing). The ASD group showed significantly poorer reading comprehension than the TD group in the control condition. Contrary to prediction, anaphoric cuing produced a hindrance effect rather than facilitation effect on the reading comprehension performance of both groups. Correlation analysis showed different patterns between ASD and TD groups in the relationship between the ability to resolve anaphora and comprehension of the two types of passages. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Considerable research has been conducted regarding the impact of aircraft noise on children’s cognitive performance. Little has been carried out in developing countries however, particularly on the African continent. This study, which was conducted over a three year period, aimed to determine whether the reading comprehension of primary school learners in South Africa was affected by exposure to aircraft noise. The sample comprised 737 learners aged between 8-14 years (mean age = 11.3) in 2009; 650 learners aged between 11-15 years (mean age = 12.3) in 2010; and 178 learners aged between 12-16 years (mean age = 13.1) in 2011. The reading comprehensions of participants from two public schools in KwaZulu Natal in a high aircraft noise area (16h outdoor Leq> 63dBA) were compared with those of participants attending three matched public schools exposed to lower levels of aircraft noise (16h outdoor Leq <56). Reading comprehension was assessed through the use of the Suffolk Reading Scale 2 (SRS2), which was group administered. A univariate General Linear Model was used to investigate the effects of aircraft noise exposure, language and socio-economic status on reading comprehension, while observing for the possible impact of gender and noise sensitivity on the results. The first question aimed to establish whether aircraft noise negatively affects learners’ reading comprehension. The results showed no significant differences between the experimental and control group (F713=0.33, P=<0.8651). The second question sought to determine whether the removal of aircraft noise would lead to improved reading comprehension scores. No significant difference (P>0.05) was observed in interactions between time and the experimental and control groups, in relation to reading comprehension. Establishing whether having a different language to English as one’s home language negatively affects reading comprehension, was the third question that was explored. Significant differences were observed between English first language speakers and English additional language speakers in the favour of the former (F713=19.97, P<.001). The final research question looked at whether low socio-economic status negatively affects reading comprehension performance. The results showed no statistical difference regarding the impact of a low socio-economic status on reading comprehension (F713=1.69, P>0.197). The overall results of this study suggest that chronic noise exposure does not affect children’s reading comprehension, but that language plays a large role in reading comprehension performance. Furthermore, it would indicate that the removal of aircraft noise does not result in improved performance on reading comprehension.

Ho Fuk-chuen. / Questionnaires in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 103-110). / Chapter 1 --- INTRODUCTION --- p.1 / Background --- p.1 / Context of Study Problem --- p.2 / Purpose of Study --- p.5 / Significance of Study --- p.5 / Chapter 2 --- REVIEW OF LITERATURE --- p.7 / Component Processes of Reading --- p.7 / Decoding --- p.7 / Literal Comprehension --- p.8 / Inferential Comprehension --- p.11 / Comprehension Monitoring --- p.16 / Differences between Good and Poor Readers in Reading Process --- p.20 / Decoding --- p.20 / Literal Comprehension --- p.23 / Inferential Comprehension --- p.25 / Comprehension Monitoring --- p.28 / Training Methods for Enhancing Reading Comprehension --- p.30 / Review of Various Reading Programmes --- p.32 / Cooperative Learning --- p.43 / Proposed Reading Model --- p.49 / Chapter 3 --- METHODOLOGY --- p.52 / An Exploratory Study --- p.52 / Subjects --- p.55 / Passages --- p.56 / Treatments --- p.58 / Measures --- p.60 / Procedure --- p.64 / Design --- p.65 / Chapter 4 --- RESULTS --- p.67 / Age --- p.67 / Attainment Test --- p.68 / Pretest --- p.68 / Posttest --- p.70 / Passage Effects --- p.74 / Chapter 5 --- DISCUSSION --- p.75 / The Proposed Reading Model --- p.75 / Direct Instruction --- p.80 / Cooperative Learning with Direct Instruction --- p.82 / Traditional Method --- p.89 / Passages Effects --- p.91 / Chapter 6 --- "RECOMMENDATIONS, LIMITAIONS AND CONCLUSIONS" --- p.92 / Recommendations --- p.92 / The Proposed Reading Model --- p.92 / Direct Instruction --- p.95 / Cooperative Learning with Direct Instruction --- p.95 / Traditional Method --- p.98 / Passages Effects --- p.100 / Limitations --- p.100 / Conclusions --- p.102 / REFERENCES --- p.103 / APPENDICES

This dissertation examines how the reading of complex literary texts is enacted by select tenth-grade students, and their teachers, both within and outside of the classroom context, with an aim toward deconstructing "close reading" as a preferred pedagogical choice with insufficient theorization or supporting research. First, utilizing an individual think-aloud protocol, the researcher solicited the responses of nine students, and one of their tenth-grade English teachers, as they read for the first time three short story texts selected based on their identification by the Common Core State Standards as texts of complexity for high school students: Chekhov's Home, Poe's The Cask of Amontillado, and Borges' The Garden of Forking Paths. Those case study students were then studied ethnographically via the researcher's participant observation in their tenth-grade English classes for all days over the period of time that a major literary text was taught: Golding's Lord of the Flies. Based on the principles of microethnographic discourse analysis, the research applied open coding to all artifacts: the think-aloud commentaries, the verbatim transcripts of the audiotaped classroom oral discourse, the documents of classroom written discourse, and the verbatim transcripts of ongoing semi-structured individual interviews with the student and teacher case study participants based on themselves as readers both within and outside of their English classroom contexts. Ultimately, the dissertation identifies themes related to text complexity - those elements inherent to the text itself as perceived by the individual reader during the reading act - and related to text difficulty - those elements situated within a contextualized environment of the reading act, including individual reader, text, classroom, tasks, peers, and teacher - to offer provisional conclusions with the intent of reconceptualizing Rosenblatt's transactional zone toward a stronger theory of how adolescents read literary texts.

I conducted 2 experiments to analyze the effects of a reading curriculum, Corrective Reading, which has a sequence that trains derived relations, on the emission of (a) derived relations defined as combinatorial entailment in Relational Frame Theory and (b) metaphors with first grade students. In Experiment 1, I compared the curriculum, which has the sequence to train derived relations to a well-known reading curriculum, RAZ Kids. RAZ Kids served as the content control. I used an experimental group design with a simultaneous treatment and a crossover feature. I selected 14 participants, who were matched then randomly assigned into 2 groups of 7. Both groups received matched instructional trials either in Corrective Reading or RAZ Kids condition, and each group was post-tested. Upon completion of the Post intervention 1 probes, each group was placed in an alternative condition, where Group 1 received the content control intervention, and Group 2 received instruction from the curriculum that has the sequence to train derived relations. Both groups increased in number of correct responses following the Corrective Reading intervention. Two kinds of analyses were done, small group and individual. In Experiment 2, I replicated Experiment I using a delayed multiple probe design across 2 first-grade dyads without a content control curriculum. I tested the effects of 5 lessons of the curriculum that has the sequence to train derived relations on the same dependent measures with an addition of implicit/explicit reading comprehension probes. The results showed that the curriculum sequence found within Corrective Reading was effective in increasing the number of correct derived relation responses, while also improving reading comprehension responses.