Thesis (Ed.D.)--Liberty University, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Clarke Burnham and Philip Gough. Vita. Includes bibliographical references.

To investigate the interaction of bottom-up and top-town processing on prose comprehension across age, a three-way analysis of variance repeated-measures design investigating age (fourth grade vs. eighth grade), text structure (expository vs. story), and schema (prior knowledge vs. no prior knowledge) on the dependent variable immediate and delayed recall was conducted. The dependent variable recall was measured by propositional count (interrater reliability r =.94). Significant main effects were found for grade, prior knowledge, and recall. Significant first-order interactions were found for Grade x Recall (p =.0266) and Grade x Prior Knowledge (p =.0001) in the analysis of variance. Eighth graders had superior recall in all conditions, and did not rely on prior knowledge like fourth graders to facilitate recall. Immediate recall was superior to delayed recall in all conditions. Structure was not significant. The following conclusions were made. (1) Prior knowledge seems to have benefited fourth graders in facilitating recall, but not eighth graders, within the limits of ability to read and understand the passage. (2) Adjusting for general reading ability (ITBS) score did not affect interaction of Grade x Prior Knowledge as being significant, but eliminated grade effect. More experientially developed schemas assisted eighth graders to the point where the specific prior knowledge made no difference in recall like it did for fourth graders, regardless of general reading ability. (3) The methodology introduced successfully demonstrated establishment of prior knowledge without the mnemonic confound seen in the prior-passage paradigm typically used in prose research, and gave promise to the investigation of the hierarchical organization of cognitive structuring developmentally. (4) Adjusting for general reading ability, eighth graders' recall was not superior to fourth graders' recall in the prior-knowledge/delayed condition, suggesting that the facilitator of prior knowledge on immediate recall for fourth graders may have also benefited them in having less decay of information across time. Learning and reading process may be highly dependent on well-established, easily accessed schemas.

Investigates the effects of a priming activity on the reading comprehension of a science topic for subjects with low prior knowledge about that topic and/or for subjects with misconceptions about the topic. The priming activity taught concepts that science experts identified as being prerequisite to understanding the reading passage. Theoretically, this study emanates from schema theory. That is, readers' comprehension is believed to be affected by inadequate or inappropriate background knowledge. 140 eighth grade science students were administered a 32 item researcher-developed multiple choice test to assess prior knowledge of the topic, photosynthesis. Of these, 99 were identified as having low prior knowledge of the topic and were thus selected as subjects for the study. The quality of their prior knowledge was also assessed by this instrument; the distractors to many of the items were misconceptions about the topic. Procedures included the pretest, a videotaped priming activity, an intervening task, a 920-word silent reading passage, and a posttest. The target priming activity and passage were about photosynthesis. A placebo priming activity and passage were about heredity. Subjects were randomly assigned into one of four treatment conditions: (1) target priming activity + target passage, (2) target priming activity + placebo passage, (3) placebo priming activity + target passage, or (4) placebo priming activity + placebo passage. The dependent variable was a 32 item multiple choice test (identical to the pretest) about photosynthesis. Three question types were included: (1) textually explicit, (2) textually implicit, and (3) scriptally implicit items. The data were analyzed using a hierarchical regression model. Separate analyses were performed with the total and component parts of the posttest as the dependent variable: total posttest score, textually explicit score, textually implicit score, and scriptally implicit score. Another descriptive analysis was performed on the questions containing misconception data. Results indicate that a lesson which teaches prerequisite concepts does not significantly affect the reading comprehension of students with low prior knowledge. Of the three question types, the priming activity had a significant effect on scriptally implicit questions. There was no effect due to priming activity on textually explicit or textually implicit questions. A problem with test items precluded any results about misconceptions.

No description available.

論文(哲學碩士)--香港中文大學硏究院教育學部,1994. / 參考文獻: leaves 126-137 / 羅燕琴. / 鳴謝 --- p.ii / 論文摘要 --- p.iii / 內容目錄 --- p.iv / 附表目次 --- p.vii / 附圖目次 --- p.ix / Chapter 第一章 --- 前言 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.2 --- 研究目的 --- p.4 / Chapter 1.3 --- 研究意義 --- p.4 / Chapter 第二章 --- 理論架構 / Chapter 2. 1 --- 篇章結構與閱讀的關係 --- p.7 / Chapter 2.2 --- 與篇章閱讀有關的理論 --- p.8 / Chapter 2.2.1 --- 智略理論 --- p.8 / Chapter 2.2.1.1 --- 智略的內涵 --- p.8 / Chapter 2.2.1.2 --- 智略理論對篇章閱讀的闡釋 --- p.10 / Chapter 2.2.2 --- Anderson的衍生理論 --- p.13 / Chapter 2.2.2.1 --- Anderson的衍生系統架構 --- p.14 / Chapter 2.2.2.2 --- Anderson 的衍生理論與篇章閱讀的 關係 --- p.18 / Chapter 2.2.3 --- 平行分佈理論 --- p.21 / Chapter 2.2.3.1 --- 平行分佈理論對智略的闡釋 --- p.21 / Chapter 2.2.3.2 --- 平行分佈理論對篇章閱讀的闡釋 --- p.24 / Chapter 2.2.4 --- 宏觀結構閱讀理論 --- p.26 / Chapter 2.2.4.1 --- 微觀架構與宏觀結構 / Chapter 2.2.4.2 --- 超架構 --- p.29 / Chapter 2.2.5 --- 總論 --- p.32 / Chapter 第三章 --- 文獻綜述 / Chapter 3.1 --- 有關篇章結構的研究 --- p.33 / Chapter 3.2 --- 篇章結構對閱讀理解與記憶的效應研究 --- p.35 / Chapter 3.2.1 --- 不同的篇章結構對理解與記憶的效應硏究 --- p.37 / Chapter 3.2.2 --- 篇章結構的認知對理解與記憶的效應研究 --- p.39 / Chapter 3.2.3 --- 篇章結構的閱讀技巧對理解與記憶的效應 研究 --- p.44 / Chapter 3.2.4 --- 篇章結構與背景知識對理解與記憶的效應 研究 --- p.48 / Chapter 3.2.5 --- 總論 --- p.51 / Chapter 3.3 --- 閱讀理解與記憶的關係 --- p.53 / Chapter 3.3.1 --- 閱讀理解過程 --- p.54 / Chapter 3.3.2 --- 推論在閱讀過程中所佔的位置 --- p.56 / Chapter 3.3.3 --- 篇章的記憶表象 --- p.58 / Chapter 3.3.4 --- 激活與記憶 --- p.59 / Chapter 3.3.5 --- 憶述與辨認 --- p.61 / Chapter 3.3.6 --- 主要觀念和細節觀念的記憶 --- p.62 / Chapter 3.3.7 --- 閱讀理解和記憶的比較 --- p.64 / Chapter 第四章 --- 硏究方法 / Chapter 4.1 --- 研究問題 --- p.66 / Chapter 4.2 --- 重要詞語界定 --- p.66 / Chapter 4.3 --- 研究假設 --- p.68 / Chapter 4.4 --- 研究樣本 --- p.69 / Chapter 4.5 --- 測試篇章 --- p.69 / Chapter 4.6 --- 測試篇章觀念單位劃分 --- p.70 / Chapter 4.7 --- 測試課業 --- p.72 / Chapter 4.8 --- 評分方法 --- p.73 / Chapter 4.9 --- 測試步驟 --- p.74 / Chapter 4.10 --- 資料分析 --- p.76 / Chapter 第五章 --- 結果與討論 / Chapter 5.1 --- 研究資料結果描述 --- p.79 / Chapter 5.1.1 --- 篇章內容與憶述的關係 --- p.79 / Chapter 5.1.2 --- 篇章結構與憶述的關係 --- p.81 / Chapter 5.1.3 --- 受試者在憶述所用的組織結構表現 --- p.84 / Chapter 5.1.4 --- 主要觀念和細節觀念的憶述表現 --- p.89 / Chapter 5.1.5 --- 篇章結構與篇章閱讀理解的關係 --- p.92 / Chapter 5.1.6 --- 篇章憶述與閱讀理解的關係 --- p.96 / Chapter 5.2 --- 討論部份 / Chapter 5.2.1 --- 憶述結果討論 --- p.100 / Chapter 5.2.2 --- 三種篇章結構對篇章憶述的效應 --- p.102 / Chapter 5.2.3 --- 篇章內容與憶述的關係 --- p.111 / Chapter 5.2.4 --- 受試者在憶述所用的組織結構 --- p.112 / Chapter 5.2.5 --- 主要觀念和細節觀念的憶述 --- p.113 / Chapter 5.2.6 --- 篇章結構對閱讀理解的效應 --- p.116 / Chapter 第六章 --- 結論、硏究限制及建議 / Chapter 6.1 --- 結論 --- p.119 / Chapter 6.1.1 --- 論說文不同的篇章結構對記憶的效應 --- p.119 / Chapter 6.1.2 --- 論說文不同的篇章結構對閱讀理解的效應 --- p.121 / Chapter 6.1.3 --- 論說文不同的篇章結構對閱讀理解和記憶 的相互關係 --- p.121 / Chapter 6.2 --- 研究限制 --- p.122 / Chapter 6.3 --- 建議 --- p.123 / Chapter 6.3.1 --- 語文敎學的建議 --- p.123 / Chapter 6.3.2 --- 有關篇章結構研究的建議 --- p.124 / 參考文獻 --- p.128 / 附件 / 附件一：各類篇章結構圖表 --- p.138 / 附件二 ：測試篇章內容要點層次分析 --- p.149 / 附件三：預試篇章 --- p.152 / 附件四：測試篇章 --- p.161 / 附件五：測試篇章各觀念單位劃分 --- p.170 / 附件六：預試篇章閱讀理解題目 --- p.179 / 附件七：測該篇章閱讀理解題目 --- p.182

Thesis (M.S.)--Boston University

Thesis (Ed.D.)--Liberty University School of Education, 2010. / Includes bibliographical references.

Thesis (doctoral)--University of London, 1994. / BLDSC reference no.: DX206086.

Thesis (Ph. D.)--University of Chicago, 2002. / Includes bibliographical references. Also available on the Internet.