ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1989.tb00159.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

ABSTRACTResearch on the complexity of reading comprehension is highly controversial. In spite of the evidence for a holistic reading comprehension of skilled readers, reading specialists and teachers argue that early reading comprehension is composed of different separate subskills. To investigate this, 38 German reading tests (covering many different aspects of reading comprehension), one spelling test and one speed‐of‐information‐processing test were administered to 220 German second graders (114 girls, 106 boys). The frequency distribution of the 780 correlation coefficients indicated a very homogeneous structure. Taking into account critical points in the design of dimension analytical studies, a principal component analysis (principal axis extraction) led to only one broad general reading comprehension component, accounting for 61% of the total variance (56% for girls, 65% for boys). Reading comprehension of early readers thus appears to be holistic, closely related to general intelligence and verbal problem so

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1989.tb00160.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

ABSTRACTIn the theoretical context of compensatory processing, the research studied the syntactic, semantic and grapho‐phonic miscues made by groups of first year Junior school pupils of high, average and low reading attainments.60 children aged between 7.5 and 8.5 years of age were asked to read aloud passages from the Neale Analysis of Reading Ability. All miscues were recorded and scored. Analyses of variance were then performed on these scores at two levels of text complexity. Reading attainment and sex were used as independent variables to test specified hypotheses related to miscue quality.The high reading attainment group typically made better quality syntactic, semantic and grapho‐phonic miscues at the lower level of text complexity. Passage complexity affected the ability of some children to make effective use of syntactic and semantic cues. As text complexity increased, the miscue quality of high and above average reading attainment groups deteriorated. Higher scores on a word recognition reading test were significantly related to effective use of grapho‐phonic miscues, but not to the use of syntactic and semantic cues, in reading material from more demanding texts.Limitations in the methodology used and suggestions for future work are disc

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1989.tb00161.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

ABSTRACTThis study was conducted to determine if children enrolled in different types of preschool programs differed in their knowledge of print concepts. The investigation included 324 subjects who were enrolled in programs, ranging in type from maturational to early formal reading. All of the three‐, four‐, and five‐year‐old subjects in the sample were identified as prereaders, and all had been in their preschool programs for at least one year.Subjects were assessed for their knowledge of function, form, and conventions of print as measured by thirteen concepts of print tasks contained in the informalEarly Knowledge of Print Test.Data were analyzed using regression analysis. The general linear models procedure was used with school type, income level, chronological age, sex and race as explanatory variables and function, form and conventions of print as the dependent variables.Results suggest that children in each type of school program acquire basic pre‐reading concepts about print. Although there was a significant difference in knowledge of function of print for three‐year‐olds in maturational type programs, children in each school program were scoring equally well on all tasks by age five. The type of program was not a deciding factor in acquiring prereading print knowledge.RESUMEEffet du type d'école sur I'acquisition des concepts de I'écrit chez des enfants d'école maternelleCette étude a été réalisée pour déterminer si les enfants participant a des types de programmes préscolaires différents manifestent des différences dans leur connaissance des concepts de I'Ccrit. Le type d'école a été déterminé au moyen d'entretiens et d'observations dans plusieurs écoles maternelles différentes sélectionnées au moyen d'une grille évaluant le contenu du programme, les pratiques et le matériel pédagogiques. Les types d'école ont été classés en partant de programmes qui mettent l'accent sur la résolution de probémes, le développement du langage et les habiletes sociales et perceptives, jusqu'aux programmes qui valorisent la phonétique, la reconnaissance des mots et un début de lecture. Ces programmes préscolaires ont été catégorisés comme‘maturationnel’et‘lecture précoce'.L'investigation porte sur 324 sujets, àgés de trois, quatre et cinq ans, identifiés comme pré‐lecteurs par leur maitre. La population comporte des enfants blancs et noirs qui proviennent de familles à revenus forts, moyens et faibles. lls avaient tous au moins un an de scolarité dans leur programme.On a évalué chez les sujets la connaissance de la Fonction, de la Forme et des Conventions de I'ecrit tels que mesurés par des tàches relatives à treize concepts de l'écrit appartenant au Test informel de Connaissance Initiale de l'Ecrit. La partie Fonctions du test mesure I'appréhension par les sujets de I'idée que I'écrit véhicule un message. La section Forme mesure I'habileté des sujets à reconnaitre les lettres en tant que différentes d'autres symboles et la capacité des sujets à reproduire les lettres de I'alphabet. La section Conventions mesure la compréhension de concepts de I'écrit qui sont importants pour apprendre à lire.L'analyse des résultats a été effectué par analyse de régression. On a utilisé la méthode générale des modéles linéaires en prenant le type d'école, le niveau de revenu, I'àge chronologique, le sexe et I'ethnicité comme variables explicatives, et la Fonction, la Forme et les Conventions de l'écrit comme variables dépendantes.Les résultats indiquent qu'il n'y a que trois domaines où apparaissent des différences statistiques entre les scores de connaissance de I'écrit des sujets de chaque type d'ecole. Les enfants de trois ans des programmes maturationnels reussissent mieux dans les tàches de Fonction que les enfants de trois ans des classes de Lecture précoce. Les enfants de quatre ans des programmes maturationnels réussissent mieux dans les associations signeson. Les enfants de quatre ans des programmes de lecture précoce réussissent mieux dans la perception d'unités d'écrit. Le type d'éole n'affecte aucun autre groupe d'àge et aucune autre tàche de connaissance de I'écrit.Mis à part le type d'école, les variables qui se révlent étre les plus influentes sont I'ethnicité, qui affecte les tàches de Conventions à quatre ans, et le revenu qui affecte la Forme et les Conventions chez les cinq ans. Le revenu n'est pas lié aux résultats des trois et quatre ans mais, à cinq ans, il est associéà une meilleure connaissance des téches de I'écrit.Ces résultats suggérent que les enfants acquiérent les concepts prélexiques de base de I'ecrit dans chaque type de programme. Quoiqu'il y ait une différence significative dans la connaissance de la fonction de I'écrit des enfants de trois ans du programme maturationnel, les enfants de chaque programme scolaire réussissent aussi bien les uns que les autr

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1989.tb00162.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

ABSTRACTWhat is the relationship between cohesion and coherence? Researchers in the field of Applied Linguistics have traditionally attempted to list and define the cohesive devices in English which provide the basis for coherent text. Schema theoreticians, on the other hand, have argued that coherence is primary, that readers look for coherence given their existing schemata and extra‐linguistic knowledge of the world and only then do they recognise cohesion.This paper looks at these two approaches in the light of the conflict which has grown up around the relationship between the concepts of cohesion and coherence and suggests that the positions taken are the result of a theoretically different starting point. If the researcher is primarily interested in linguistic analysis then she will begin with cohesion whereas, if human psychology in the reading process is the main focus then it will be more natural to look at coherence. However, it seems to be at least intuitively obvious that both the text itself and the reader have a part to play in the reading process, that reading is simultaneously data‐driven and concept‐driven.It is suggested that these two approaches would benefit from being a part of a larger theory of the reading process. In this context the work of Ruqaiya Hasan is reviewed as the most thorough attempt to provide a theory of text which accounts for both cohesion and coherence. Secondly, data are presented which suggest that a theory which integrates cohesion and coherence is necessary. Two studies are reported: an informal classroom experiment on the influence of pronominal reference on comprehension and an analysis of the results of a test designed to examine the relationships between theoretical constructs hypothesised to constitute (at least part of) the superordinate term “reading compreh

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1989.tb00163.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

ABSTRACTA group of ESL learners (n = 16) in the UK were given a 3‐month extensive reading programme involving graded readers to test the hypothesis that input of this nature could effect an improvement in their L2 competence. Comparison of pre‐and post‐treatment tests in reading and writing indicated that subjects had improved significantly in both skills, though particularly in writing. A subsequent more detailed analysis of one of the writing tests (an essay) showed post‐treatment gains in number of words written and accuracy of expression. However, subjects' vocabulary base remained relatively unchanged and they used a generally more simple syntax. The experimental treatment thus appears to have encouraged a simpler but more correct form of expression in the L2. These results may relate to the linguistic models provided by the simplified language used in the graded readers. Extensive reading is suggested to have a potential in L2 development terms, teough the effect obtained from any given reading programme may be significantly related to the linguistic form of the materi

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1989.tb00164.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Books reviewed in this article:ZAKALUK, B.L. and SAMUELS, S.J. (1988)Readability: Its Past, Present and Future.STEPHENS, W.B. (1987)Education, Literacy and Society.LANKSHEAR. C. with LAWLER, M. (1987)Literacy, Schooling and Revolution.FAIGLEY. L., CHERRY, R., JOLLIFFE. D. and SKINNER. A. (eds) (1985)Assessing Writers’Knowledge and Processes of Composing.FREEDMAN, S. (ed.) (1985)The Acquisition of Written Language; Response and Revision.MATSUHASHI, A. (ed.) (1987)Writing in Real Time: Modelling Production Processes.TEALE, w. and SULZBY, E. (eds) (1986)Emergent Literacy Writing and Reading.WAGNER, DANIEL (1987)The Future of Literacy in a Changing World.BUTLER. DOROTHY (1988)Babies Need Books.LANGER. J.A. (ed.) (1987)Language, Literacy, and Culture: Issues of Society and Schooling.ANDERSON, C. (ed.) (1988)Reading: the abc and beyond.CHAPMAN. L.J. (1987)Reading: From 5–11 Years.THOMSON. JACK (1987)Understanding Teenagers' Reading: Reading Processes and the Teaching of Literat

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1989.tb00165.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1989.tb00166.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY