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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Reading Aloud: Qualitative Differences in the Relation between Stimulus Quality and Word Frequency as a Function of Context

O'Malley, Shannon January 2008 (has links)
Virtually all theories of visual word recognition assume (typically implicitly) that when a pathway is used, processing within that pathway always unfolds in the same way. This view is challenged by the observation that simple variations in list composition are associated with qualitative changes in performance. The present experiments demonstrate that when reading aloud, the joint effects of stimulus quality and word frequency on RT are driven by the presence/absence of nonwords in the list. Interacting effects of these factors are seen when only words appear in the experiment whereas additive effects are seen when words and nonwords are randomly intermixed. One way to explain these and other data appeals to the distinction between cascaded processing (or interactive-activation) on the one hand versus a thresholded mode of processing on the other, with contextual factors determining which mode of processing dominates.
2

Reading Aloud: Qualitative Differences in the Relation between Stimulus Quality and Word Frequency as a Function of Context

O'Malley, Shannon January 2008 (has links)
Virtually all theories of visual word recognition assume (typically implicitly) that when a pathway is used, processing within that pathway always unfolds in the same way. This view is challenged by the observation that simple variations in list composition are associated with qualitative changes in performance. The present experiments demonstrate that when reading aloud, the joint effects of stimulus quality and word frequency on RT are driven by the presence/absence of nonwords in the list. Interacting effects of these factors are seen when only words appear in the experiment whereas additive effects are seen when words and nonwords are randomly intermixed. One way to explain these and other data appeals to the distinction between cascaded processing (or interactive-activation) on the one hand versus a thresholded mode of processing on the other, with contextual factors determining which mode of processing dominates.
3

Reading Aloud in the Context of the Task Set Paradigm: New Perspectives

O'Malley, Shannon January 2011 (has links)
In a series of five experiments I examined whether intention (as operationalized by task set) affects the processes involved in reading. The Task Set paradigm (Besner & Care, 2003) was used in all experiments. On each trial subjects were cued to perform one of two tasks on each trial, on half the trials the cue appeared before the target (750 SOA) and on the other half of trials the cue appeared at the same time as the target (0 SOA). In Experiment 1, nonword letter length and complexity did not interact with SOA when reading aloud. This suggests that target processing awaits the implementation of a task set. In Experiment 2 and 3, when only words were presented, word frequency and SOA interacted such that there was a smaller effect of word frequency at the 0 SOA relative to the 750 SOA. This suggests that lexical processing can go on in parallel with cue decoding. However, in Experiment 4, when words and nonwords were combined there was no interaction between word frequency and SOA. Participants appear to now wait to read the target word until the cue is processed, therefore reading aloud words can be affected by intention. Finally, in Experiment 5, when the task was to generate an antonym (instead of reading aloud), word frequency was additive with SOA. This suggests that at least some aspect of semantic processing (when generating an antonym) is delayed until cue processing is complete. These results, considered alongside results from the Psychological Refractory Period paradigm are taken to imply that sublexical processing uses both attention and intention. Critically, lexical and semantic processing may not require a form of attention, but they can be affected by intention. This runs contrary to the received view that reading aloud is automatic in the sense that it does not require intention, thus a radical change in how we think about the process of reading aloud is needed.
4

Tracking the Transition from Sublexical to Lexical Processing in Reading Aloud: On the Creation of Orthographic and Phonological Lexical Representations

Maloney, Erin Anne 06 November 2014 (has links)
Participants read aloud a set of nonword letter strings, one at a time that varied in the number of letters. The standard result was observed in two experiments; the time to begin reading aloud increased as letter length increases. This result is standardly understood as reflecting the operation of a serial, left to right translation of graphemes into phonemes. The novel result is that the effect of letter length is statistically eliminated for nonwords that have been repeated a small number of times. This elimination suggests that these nonwords are no longer always being read aloud via a serial left to right sublexical process. Instead, the data are taken as evidence that new orthographic and phonological lexical entries have been created for these nonwords, and that they are now read at least sometimes by recourse to the lexical route. Experiment 2 replicates the interaction between nonword letter length and repetition observed in Experiment 1 and also demonstrates that this interaction is not seen when subjects merely classify the string as appearing in upper or lower case. Implications for existing dual route models of reading aloud and Share???s self-teaching hypothesis are discussed.
5

Reading Aloud in the Context of the Task Set Paradigm: New Perspectives

O'Malley, Shannon January 2011 (has links)
In a series of five experiments I examined whether intention (as operationalized by task set) affects the processes involved in reading. The Task Set paradigm (Besner & Care, 2003) was used in all experiments. On each trial subjects were cued to perform one of two tasks on each trial, on half the trials the cue appeared before the target (750 SOA) and on the other half of trials the cue appeared at the same time as the target (0 SOA). In Experiment 1, nonword letter length and complexity did not interact with SOA when reading aloud. This suggests that target processing awaits the implementation of a task set. In Experiment 2 and 3, when only words were presented, word frequency and SOA interacted such that there was a smaller effect of word frequency at the 0 SOA relative to the 750 SOA. This suggests that lexical processing can go on in parallel with cue decoding. However, in Experiment 4, when words and nonwords were combined there was no interaction between word frequency and SOA. Participants appear to now wait to read the target word until the cue is processed, therefore reading aloud words can be affected by intention. Finally, in Experiment 5, when the task was to generate an antonym (instead of reading aloud), word frequency was additive with SOA. This suggests that at least some aspect of semantic processing (when generating an antonym) is delayed until cue processing is complete. These results, considered alongside results from the Psychological Refractory Period paradigm are taken to imply that sublexical processing uses both attention and intention. Critically, lexical and semantic processing may not require a form of attention, but they can be affected by intention. This runs contrary to the received view that reading aloud is automatic in the sense that it does not require intention, thus a radical change in how we think about the process of reading aloud is needed.
6

A comparative analysis of two models of reading : Goodman and Guthrie

Meadows, B. January 1987 (has links)
No description available.
7

The usefulness of 'think-aloud' for evaluating questionnaires in use in the health domain

Phillips, Anna January 2014 (has links)
Self-report questionnaires are frequently used in health fields; however, subjective interpretation is often ignored. One way of assessing this is using techniques derived from cognitive interviewing. Of these, ‘think-aloud’, in which respondents speak their thoughts aloud as they complete a questionnaire, is the original paradigm. The thesis focusses on the use of ‘think-aloud’ methodology in the evaluation of questionnaires already in use in the health domain. The current thesis has been prepared in the format of scientific papers. Paper 1 is a systematic review (23 studies) of the appropriateness and usefulness of think-aloud techniques for evaluating health-related questionnaires. A descriptive account is provided of the aims of the studies reviewed; the justification for using think-aloud; populations studied; and methodology; an evaluative account depicts the usefulness of the think-aloud method in addressing researchers’ aims. Think-aloud was successfully used to address researchers’ aims and was effective at elucidating problems with questionnaires. Theoretical and clinical implications are discussed, and recommendations made for future research. Paper 2 is a cross-sectional observational study using think-aloud methods to examine the way in which people with End Stage Renal Disease (N=25) interpret and respond to the Emotion Regulation Questionnaire (ERQ). All questions were found to be problematic to some extent and reappraisal questions yielded the most problems. A tendency to deny or minimise negative emotions and present a positive self-image was also noted. Implications are discussed for use of the ERQ and replication with further samples suggested. Paper 3 is a critical appraisal of the above papers and provides personal reflections on the research process as a whole. The current thesis was a transition from a different study; amended due to time constraints. The journey is also outlined from this original study to the present thesis. Strengths and limitations are considered as well as areas for improvement and future research.
8

Exploring teachers’ read-aloud practices as predictors of children’s language skills: the case of low-income Chilean preschool classrooms

Gomez Franco, Ligia E. January 2014 (has links)
Thesis advisor: Marina Vasilyeva / Book-reading is a common practice among teachers in developed countries; yet, little research has been done on the nature and the role of this activity in predicting children's language outcomes in developing countries with languages other than English. The present study sought to address this gap by examining preschool teachers' speech characteristics and the read-aloud strategies used in Chilean schools serving Spanish-speaking children from low-income families. The investigation expanded previously used methodology by providing a more in-depth analysis of the teachers' strategies used during book reading in preschool classrooms. It examined whether the variability in read-aloud strategies and speech characteristics predicted preschoolers' vocabulary and comprehension growth over a school year. This study was exploratory in nature and it used available Chilean Prekindergarten data from Un Buen Comienzo intervention project. As part of the project, teachers were randomly assigned to either intervention or control group, with teachers in the intervention group participating in workshops designed to improve their instructional methods. Teachers' speech characteristics and read-aloud strategies were coded based on videotaped records of reading activities in classrooms. A final list of 24 read-aloud strategy codes emerged; High and Low level composites were created to reflect different degrees of cognitive stimulation. Descriptive analysis demonstrated substantial variability in the use of read-aloud strategies and speech characteristics across teachers. Teachers in the intervention group, on average, used a greater number of diverse read-aloud strategies than teachers in the control group. Results from Hierarchical Linear Modeling analysis revealed a significant difference in the relation between the use of Read-aloud strategies and the growth of children's vocabulary as a function of condition (intervention vs. control group). Specifically, for the teachers in the intervention group, High-level read-aloud strategies were found to be a statistically significant predictor of children's vocabulary growth scores. In contrast, for teachers in the control group, this relation was not significant. Low-level read-aloud strategies and speech characteristics were not significantly related to children's language outcomes in either intervention or control group. The implications of the findings for further research on classroom linguistic environment and for teaching practices in preschool classrooms are discussed. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.
9

Bilder som stöd för läsförståelse : En studie av tre moderna utgåvor av Alice i Underlandet / Pictures as support for reading comprehensionPictures as support for reading comprehension : A study of three modern editions of Alice in WonderlandA study of three modern editions of Alice in Wonderland

Jonasson, Louise January 2016 (has links)
The aim of this study is to investigate the illustrations in a classical children’s book in order to see how the pictures can support reading comprehension during reading aloud in the classroom. The study analyses three different Swedish editions of Alice in Wonderland with the aid of analytical questions inspired by Maria Nikolajeva’s analysis in Bilderbokens pusselbitar (2000). The three editions show dissimilarities in the use of illustrations to assist pupils in their understanding of the text. One of the editions in particular stands out in that it provides detailed pictorial information in connection with descriptions of people and places that pupils might otherwise find hard to understand. The aim of this study is to investigate the illustrations in a classical children’s book in order to see how the pictures can support reading comprehension during reading aloud in the classroom. The study analyses three different Swedish editions of Alice in Wonderland with the aid of analytical questions inspired by Maria Nikolajeva’s analysis in Bilderbokens pusselbitar (2000). The three editions show dissimilarities in the use of illustrations to assist pupils in their understanding of the text. One of the editions in particular stands out in that it provides detailed pictorial information in connection with descriptions of people and places that pupils might otherwise find hard to understand.
10

Skönlitteratur på lågstadiet : En studie om tre pedagogers syn och arbete gällande skönlitteratur / Fiction in primary school : A study of three teachers ́ vision and work related to fiction

Hawzhin, Palaniajfi January 2016 (has links)
The purpose of this study is to find out how three teachers in Sweden work with literature and fiction in school. The main focus of this study is to examine for what reasons the teachers use literature and fiction as a pedagogic tool. Research shows that using fiction in school as an education tool can develop pupils writing and linguistic improvement. The teachers who were interviewed in this study seem to have a positive attitude to fiction.  They also believe that fiction is increasing the pupils´ vocabulary and that group discussions about reading are important because the pupils learn to reflect reading. The interwied teachers´-mention that fiction has a positive effect on pupils’ general language development. The method which was used in this essay is qualitative interviews. The participants have between 3 to 16 years of experience in their work field and the interviews were recorded and took place in their class room.

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