ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00055.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTIn the Netherlands, as in other Western European countries, many minority children are unsuccessful in their school careers. Their lack of achievement is associated with language and literacy problems. In secondary education they are faced with the task of text comprehension in the content areas, which is a reading task and a learning task at the same time.This study will report on the assessment of text comprehension in relation to vocabulary, grammar, non‐verbal IQ and background knowledge about topics used in the text‐comprehension test. Turkish and Dutch pupils took these tests during the first three years of their secondary schooling. In order to relate students’ different reading styles to their linguistic background (L1 or L2), three different subtests of text comprehension were used, each referring to a certain discourse level.It was found that the L2‐readers tend towards a top‐down approach of reading, which implies a stronger reliance on conceptual guidance than in L1‐reading. With respect to the childen's reading development there was a significant increase in their scores for Word Knowledge and Non Verbal IQ, but there was no progress in the scores for Text Comprehension. Especially, Turkish pupils in the lowest type of the Dutch secondary‐school system showed no pr

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00056.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTResearch has shown that a relationship exists between phonological awareness and literary skills. It has been suggested that a structured programme of musical activities can be used to help children develop a multi‐sensory awareness and response to sounds. The relationship between musical ability and literacy skills was examined in a study that showed an association between rhythmic ability and reading. A further pilot intervention study showed that training in musical skills is a valuable additional strategy for assisting children with reading difficultie

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00057.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTThe purpose of the study was to evaluate Pause, Prompt and Praise as a cross‐age peer‐tutoring procedure in the primary school. The 18 tutees and 18 tutors were all poor readers, the tutees being selected from Year 4 and the tutors from Year 6. The tutor‐tutee pairs were randomly divided into three treatments: (a) tutors trained to use the Pause, Prompt and Praise procedure; (b) tutors not given any explicit training; and (c) a control group of Year 4 and Year 6 students not involved in any peer‐tutoring experience. Results varied according to the method of analysis used. Subjective interpretation of gain scores seemed to suggest that Pause, Prompt and Praise was the most effective treatment for both tutees and tutors, while the ANOVA of gain scores suggested that it was the tutoring experience that was effective, not Pause, Prompt and Praise. The more rigorous ANCOVA, on the other hand, suggested that neither tutoring condition was effective for either the tutees or tutors. The use of gain scores in previous evaluations of Pause, Prompt and Praise was que

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00058.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTStudy Objective: To investigate how structural variables influence readers’ construction of meaning from short‐text samples of expository prose across different levels of background knowledge, text familiarity and L2 competence.Subjects:36 Spanish‐speaking medical graduates of different L2 proficiency—18 High Intermediate (HI) and 18 Advanced subjects (AD)—were randomly divided into 2 sub‐groups of 9 subjects.Design:Rhetorical manipulations were performed on the published versions of three semantically different medical English abstracts (familiar and relatively unfamiliar topics). Each sub‐group received one of either version and completed a reading test. A questionnaire elicited background information on the subjects. Self‐generated comments on the abstracts were optional.Statistical Treatment of Data:The number of correct answers for each abstract was recorded. Between‐group one‐ and two‐way ANOVAs were applied. The questionnaires and self‐generated comments were both qualitatively and quantitatively analyzed.Results:Both groups differed in their background knowledge and in their intensity of English reading. The AD subjects outperformed the HI ones in reading performance for all three abstracts together, and for the two relatively unfamiliar abstracts only. No difference was observed for the familiar abstract. In the well structured but relatively unfamiliar abstract, only L2 competence affected reading performance. In the relatively unfamiliar and poorly structured abstract, text structure, L2 competence and the interaction between both variables affected reading comprehension.Conclusions:Textual variables operate differently depending on the extent of the readers’ background knowledge and linguistic competence. Variables such as exposure to reading materials (in L1 and L2), background knowledge and L2 competence seem to outweigh the importanc

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00059.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTThe teacher response to the miscues of substitution, produced by two beginning readers (6 years old) during the course of a complete academic year within the naturalistic setting of an infant classroom, was explored. The teacher responses were categorised into five main types. The study demonstrated that the teacher response was determined, in part, by the nature of the miscue in terms of its graphophonic, syntactic and semantic link with the text word. The effectiveness of the teacher response was also explored. It was found that although ‘providing the word’ was the most effective strategy to employ for immediate results it was least effective for supporting the child during future readings. Non‐response when used for meaningful substitutions did not impede the child's subsequent reading. Most effective was the restarting of the sentence for the child; this helped the child to repair the miscue immediately and had a continuing positive effect when the word was nex

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00060.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Book reviewed in this article:EMERSON, A. (1993)Teaching Media in the Primary School.GATHERCOLE, S.E. and BADDELEY, A. D. (1993)Working Memory and Language.HARRISON, c. and cOLES, M. (eds) (1992)The Reading for Real Hundbook.STREET, B. (ed.) (1993)Cross‐cultural Approaches to LiteracyFOX, c. (1993)At The Very Edge of the Forest: The Influence of Literature on Story‐telling By Child

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00061.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00062.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY