by Chung Sin Ling Jenny. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 173-190). / Abstract --- p.i / Acknowledgements --- p.ii / Contents --- p.iii / List of Tables --- p.ix / List of Figures --- p.x / Chapter Chapter1 --- Introduction / Chapter 1.1 --- Background to the Study --- p.1 / Chapter - --- Related reading research / Chapter - --- Signals and coherence / Chapter - --- Signal types studied in different conditions / Chapter - --- Contradictory findings of signal studies / Chapter - --- Reading comprehension perspectives adopted in this study / Chapter 1.2 --- The Problem --- p.7 / Chapter 1.3 --- Purpose of the Study --- p.8 / Chapter 1.4 --- Significance of the Study --- p.9 / Chapter Chapter2 --- Literature Review / Chapter 2.1 --- Introduction --- p.11 / Chapter 2.2 --- Analysis and Discussion of Theories and Models of Reading Comprehension --- p.11 / Chapter 2.2.1 --- Comparison of van Dijk and Kintsch's Discourse Processing Models and Other Models --- p.11 / Chapter 2.2.2 --- Van Dijk and Kintsch's Textbase (Microstructure and Macrostructure) Processing --- p.14 / Chapter 2.2.3 --- The Comprehension Process - from an Information Processing Perspective --- p.20 / Chapter 2.2.3.1 --- Introduction --- p.20 / Chapter 2.2.3.2 --- The Process of Information Processing in van Dijk and Kintsch's Discourse Processing Model --- p.21 / Chapter 2.2.5.3 --- Act theories (An information Processing approach from Cognitive Psychology) --- p.24 / Chapter 2.3 --- Relevance of Theories and Models of Discourse Processing to the Present Study --- p.25 / Chapter 2.3.1 --- "The Relationship Between the Notions of Activation, Strength and Goals During Information Processing" --- p.25 / Chapter 2.3.2 --- Automatic Processing and Control Processing and Readers of Different Abilities --- p.28 / Chapter 2.3.3 --- "Meaning, Functions and Types of Strategies" --- p.30 / Chapter 2.3.3.1 --- Nature of Strategies --- p.30 / Chapter 2.3.3.2 --- Types of Strategies --- p.31 / Chapter 2.3.4 --- Mental Representation and Reading Comprehension --- p.38 / Chapter 2.3.4.1 --- The Function of Mental Representation --- p.38 / Chapter 2.3.4.2 --- Levels of Meaning Representation --- p.40 / Chapter 2.3.5 --- Schema Theory and Reading Comprehension --- p.55 / Chapter 2.3.6 --- Inferencing and Reading Comprehension --- p.61 / Chapter 2.4. --- "The Relationship between Signals, Cohesion, Coherence and Reading Comprehension" --- p.52 / Chapter 2.4.1 --- "The Meaning , Types and Functions of Signals" --- p.53 / Chapter - --- An overview of the important notions of signals / Chapter - --- Other related notions of signals identified in this study / Chapter 2.4.2. --- "The Interplay of Signals, Cohesion and Coherence" --- p.64 / Chapter 2.4.3 --- Interplay between Signals and Comprehension Process --- p.70 / Chapter 2.4.4 --- Signal Studies --- p.74 / Chapter 2.4.4.1 --- Single signal studies --- p.74 / Chapter - --- Conjunctions / Chapter - --- Lexical and Semantic Cues / Chapter - --- "Headings, Previews & Titles" / Chapter 2.4.4.2 --- Multiple Signal Studies --- p.77 / Chapter 2.5 --- Brief Summary of Literature Review --- p.79 / Chapter Chapter3 --- Research Design / Chapter 3.1 --- Hypotheses and variables --- p.83 / Chapter 3.2 --- Sampling --- p.85 / Chapter 3.3 --- Subjects --- p.85 / Chapter 3.4 --- Materials --- p.86 / Chapter 3.4.1 --- Source and Text Content --- p.86 / Chapter 3.4.2 --- Simplifying Authentic Text --- p.87 / Chapter 3.4.3 --- Topic and Difficulty of the Passage --- p.89 / Chapter 3.5 --- Design of the Test --- p.89 / Chapter 3.6 --- Validity --- p.92 / Chapter 3.6.1 --- Construct Validity --- p.92 / Chapter 3.6.2 --- Construct Validity --- p.94 / Chapter 3.6.3 --- Criterion Validity --- p.95 / Chapter 3.7 --- Measuring Reading Comprehension --- p.98 / Chapter 3.8 --- Preliminary Study and Pilot Studies --- p.101 / Chapter 3.8.1 --- Preliminary Study --- p.101 / Chapter 3.8.2 --- Pilot Study1 --- p.105 / Chapter 3.8.3 --- Pilot Study2 --- p.107 / Chapter 3.9 --- Testing Procedure --- p.108 / Chapter 3.10 --- Scoring --- p.109 / Chapter 3.11 --- Research Design --- p.110 / Chapter 3.11.1 --- Statistical Design / Chapter 3.12 --- Limitations --- p.112 / Chapter Chapter4 --- Results and Discussion / Chapter 4.1 --- Statistical Analysis of Tests Scores --- p.113 / Chapter 4.1.1 --- Reliability and Discrimination Index --- p.135 / Chapter - --- The Pilot Studies --- p.113 / Chapter - --- The Main Study --- p.114 / Chapter 4.1.2. --- "The Interaction between ""Versions"" and ""Groups"" Of the Entire Sample" --- p.115 / Chapter 4.1.3 --- The Insignificant Difference of Signalled Versions and the Non-Signalled Version on the Reading Comprehens ion Scores of the High Group and the Medium Group --- p.116 / Chapter 4.1.4 --- The Significant Difference of Signalled Versions and the Non-Signalled Version on the Reading Comprehension Scores of the Low Group --- p.116 / Chapter 4.1.5 --- "The Means and Standard Deviations of the Low Ability Groupin Total Reading Comprehension Scores, Macrostructure Scores and Microstructure Scores of the 4 Versions in the Main Study" --- p.118 / Chapter 4.1.6 --- Results of the Means and Standard Deviations of the Three Kinds of Reading Comprehension Scores on the Entire Sample --- p.122 / Chapter 4.1.7 --- The relationship between Versions and Groups (Ability Group) --- p.122 / Chapter 4.2 --- Discussion --- p.128 / Chapter 4.2.1 --- Summary of Research Findings --- p.128 / Chapter 4.2.2 --- The Relationship between Text Relations and Logical Connectives --- p.131 / Chapter 4.2.3 --- Coherence Established through Logical Connectives --- p.142 / Chapter 4.3 --- The Roles of Paragraphs in Language Processing --- p.148 / Chapter 4.4 --- Comparison of the Effects of Different Types of Signals on Reading Comprehension --- p.152 / Chapter 4.5 --- Discussion on the Ability Difference in Making Use of Signals --- p.155 / Chapter 4.6 --- Summarization of Text Processing With or Without Making Use of Signals --- p.168 / Chapter Chapter5 --- Conclusions --- p.170 / BIBLIOGRAPHY --- p.173 / "Appendix A (Examination Syllabus of Reading Comprehension Section C, Hong Kong A-Level Examination,1985)" / Appendix B (Skills invovled in Understanding Written Materials in Paper II of Hong Kong Certificate Education1989) / "Appendix C (Passages for the Reading Comprehension Post-Test: Versions 1, 2, 3,4)" / Appendix D (Question Papers for the Reading Comprehension Post-Test) / Appendix E (Pre-test Passages and Question Papers) / Appendix F(Discrimination Index of the 25 Test Questions in Pilot Study 2 Selected for the Main Study) / Appendix G (Discrimination Index of the 25 Test Questions in the Main Study) / "Appendix H (Results of T-Test on the difference among the 4versions of the Total Scores, Macrostructure Scores and the Mocrostructure Scores of the High Ability Group in the Main Study)" / "Appendix I (Results of T-Test on the difference among the 4versions of the Total Scores, Macrostructure Scores and the Microstructure Scores of the Medium Ability Group in the Main Study)"
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_318116 |
| Date | January 1994 |
| Contributors | Chung, Sin Ling Jenny., Chinese University of Hong Kong Graduate School. Division of Education. |
| Publisher | Chinese University of Hong Kong |
| Source Sets | The Chinese University of Hong Kong |
| Language | English |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, x, 190, [25] leaves : ill. ; 30 cm. |
| Coverage | China, Hong Kong |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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