262,746 research outputs found
Teaching reading comprehension and extensive reading
No full textThe author namae this book : teaching reading comprehension and extensive reading '' beacuse it present some ideas reading about how to transfer source langunge into target languangevii.; 166 hlm .; 21 c
Strategies for Controlling Hypothesis Formation in Reading
No full textReading is a process of forming and evaluating hypotheses to account for the data in a text. Because of its complexity, the task of reading requires strategies for controlling the proliferation of hypotheses. Four of these strategies, (a) jumping to conclusions, (b) maintaining inertia, (c) relying on background knowledge, and (d) working backwards from the goal, are generally effective, but they occasionally create reading problems, rather than alleviating them. Examples from protocols of readers reading a reading test passage are presented. These examples show both the effective use of the strategies and some problems that may arise from their use.is peer reviewedSubmitted by Bertram Bruce ([email protected]) on 2010-05-16T20:25:22Z
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Previous issue date: 1984National Institute of Education under Contract No. HEW-NIE-C-400-76-0116.published or submitted for publicatio
Reading in the mobile era
No full textMobile technology can advance literacy and learning in underserved communities around the world.
Summary
Millions of people do not read for one reason: they do not have access to text. But today mobile phones and cellular networks are transforming a scarce resource into an abundant one.
Drawing on the analysis of over 4,000 surveys collected in seven developing countries and corresponding qualitative interviews, this report paints the most detailed picture to date of who reads books and stories on mobile devices and why.
The findings illuminate, for the first time, the habits, beliefs and profiles of mobile readers. This information points to strategies to expand mobile reading and, by extension, the educational, social and economic benefits associated with increased reading.
Mobile technology can advance literacy and learning in underserved communities around the world. This report shows how
The social construction of meaning : Reading Animal Farm in the classroom
No full textThe novel, it has generally been assumed, was from its very beginnings a literary form designed to be read by solitary, silent individuals. One consequence of this assumption is that the class novel, read amid all the noise and sociality of the classroom, tends to be treated as a preparation formore authentic, private reading, or even as poor substitute for it. This essay argues that the history of novel-reading is more complicated and more varied than has been assumed; it goes on to explore, through the story of a single lesson, the possibilities for meaning-making that are the product of particular pedagogic practices as well as of the irreducibly social process of reading the class novel
Investigating the causes of reading comprehension failure: the comprehension-age match design.
No full textThe reading-level (or reading-age) match design has become a widely-used tool for investigating the possible direction of the relation between particular skills and word reading ability: Cause or consequence. This paper outlines an analogous method for identifying candidate causes of reading comprehension failure, the ‘comprehension-age match design’ and discusses the strengths and limitations of this design
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Reading comprehension in developmental disorders of language and communication
No full textBackground: Deficits in reading airment (SLI), Down syndrome (DS) and autism spectrum disorders (ASD).
Methods: In this review (based on a search of the ISI Web of Knowledge database to 2011), the Simple View of Reading is used as a framework for considering reading comprehension in these groups.
Conclusions: There is substantial evidence for reading comprehension impairments in SLI and growing evidence that weaknesses in this domain are common in DS and ASD. Further, in these groups reading comprehension is typically more impaired than word recognition. However, there is also evidence that some children and adolescents with DS, ASD and a history of SLI develop reading comprehension and word recognition skills at or above the age appropriate level. This review of the literature indicates that factors including word recognition, oral language, nonverbal ability and working memory may explain reading comprehension difficulties in SLI, DS and ASD. In addition, it highlights methodological issues, implications of poor reading comprehension and fruitful areas for future research
Intertextual Episodes in Lectures: A Classification from the Perspective of Incidental Learning from Reading
No full textIn a parallel language environment it is important that teaching takes account of both the languages students are expected to work in. Lectures in the mother tongue need to offer access to textbooks in English and encouragement to read. This paper describes a preliminary study for an investigation of the extent to which they actually do so. A corpus of lectures in English for mainly L1 English students (from BASE and MICASE) was examined for the types of reference to reading which occur, classifi ed by their potential usefulness for access and encouragement. Such references were called ‘intertextual episodes’. Seven preliminary categories of intertextual episode were identifi ed. In some disciplines the text is the topic of the lecture rather than a medium for information on the topic, and this category was not pursued further. In the remaining six the text was a medium for information about the topic. Three of them involved management, of texts by the lecturer her/himself, of student writing, or of student reading. The remaining three involved reference to the content of the text either introducing it to students, reporting its content, or, really the most interesting category, relativizing it and thus potentially encouraging critical reading. Straightforward reporting that certain content was in the text at a certain point was the most common type, followed by management of student reading. Relativization was relatively infrequent. The exercise has provided us with categories which can be used for an experimental phase where the effect of different types of reference can be tested, and for observation of the references actually used in L1 lectures in a parallel-language environment
Digital Reading Comprehension: Multimodal and Monomodal Inputs under Debate
No full textIn today’s digital context, it is essential for students’ academic and personal development to improve their digital reading comprehension. A comparative analysis of digital reading comprehension between three modalities is presented: dual (multimodal), auditory, and visual (monomodal). We used an experimental design and a standardized test (PROLEC-SE-R) of reading comprehension administered to 132 secondary school students in their first language. The quantitative analysis, which considered age, gender, and academic achievement, shows that there are significant differences in favor of dual modality or multimodality in digital reading comprehension. This shows that multimodality improves the level of digital reading comprehension the most. In particular, there is a significant difference in favor of the literal level of digital reading comprehension compared to the inferential level in all modalities studied (dual, auditory, visual). This yields pedagogical implications for optimizing digital reading comprehension
Adam und Eva, in paradies ... Reading gedruckt bey C. A. Bruckman. [n. d.].
No full textC. A. Bruckman printed in Reading, Pa. from 1816-1823.; Imprint 4.; Verse
Reading at risk: why effective literacy practice is not effective.
No full textThe gap between high and low achievers in reading is wide in New Zealand compared to other countries as shown in PIRLS (Progress in International Reading Literacy Study) 2001 and 2006 studies. Students of minority backgrounds and low socio-economic status are over-represented in the low achieving category. As the primary response to reduce the achievement gap, the Government developed and distributed the literacy teaching reference Effective Literacy Practice in Years 1 to 4. This article examines Effective Literacy Practice against current scientificbased international research in the teaching of reading, with particular emphasis on the teaching of reading to students at risk. Research evidence shows that an explicit and systematic approach to teaching reading is critical to the success of reading achievement with at-risk students. With a heavy leaning towards incidental learning, Effective Literacy Practice fails to provide teachers with the necessary knowledge to effectively teach the critical components of reading
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