ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1992.tb00016.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

ABSTRACTThe relationship between visual disorders and reading disability has been a source of controversy. Although much has been written, few clear relationships have been established. This study examined a particular visual disorder, alternating the use of the eyes. It has been generally assumed in the professional literature that eye alternation has a negative impact on a child's ability to read and perform visual‐motor tasks. To date, however, this assumption is without scientific validation.The purpose of this study was to determine whether alternating the use of the eyes does in fact have a negative effect on reading ability and on timed visual‐motor tasks. Forty school‐aged children, aged six to 14, were selected from the patient population of four ophthalmologists. Twenty alternators, whose ocular conditions were verified by ophthalmologic examination, were obtained. The control group was obtained by matching children with normal eye exams to the alternators. All subjects were given the WISC‐R (Wechsler, 1974) and the Woodcock Reading Mastery Tests, Form B (1973).Results of the study indicated that the reading achievement of eye alternators was no different than it was for visually normal children. Also, alternators are no more likely to have difficulty with the visual‐motor tasks. Although alternators may score poorly on vision screening tests, there is no indication that their visual problems will affect their school ac

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1992.tb00017.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

ABSTRACTThe present research tested how domain‐related knowledge influences inference generation during text comprehension. Two types of inference were examined, those that maintained referential coherence, referred to aslocalinferences, and those that were anticipatory in nature, referred to asglobalinferences. Three groups of subjects, each with differing degrees of domain knowledge, read a domain‐related text that included both types of inference. It was found that all knowledge groups processed sentences involved in local inferences similarly, presumably because establishing text coherence is essential to comprehension. However, knowledge differences emerged in the processing of the sentences involved in global inferences. The results of two experiments suggested that individuals with prior knowledge used their knowledge actively to generate global inferences during reading. It was argued that this anticipatory inferential process guides the construction of a mental model of a text, built partly with explicit information and partly with existing knowle

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1992.tb00018.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

ABSTRACTFifty‐four junior high school remedial readers served as subjects in this research study designed to examine the use of prediction during the silent reading of short stories with surprise endings. Investigated were the effects of instructional setting and content familiarity upon overall reading comprehension, literal comprehension, inferential comprehension, and interest. Verbal predictions and supportive evidence generated by students in the two prediction treatment groups at the story midpoint and climax were also examined. Data analyses revealed that both inferential comprehension and interest were negatively influenced by the use of the prediction strategy and that students in both prediction treatment groups had difficulty predicting accurately and supporting predictions with a combination of textual and scriptal information. Interest preferences related to the familiarity variable were presen

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1992.tb00019.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

ABSTRACTThe effect of text structure on the reading process and recall performance was examined. Adult readers’ eye movements were monitored when they read coherently and incoherently structured texts (N=19). Incoherence was brought about by changing the sentence order in the middle paragraphs of the two stimulus texts. Each subject read and learned one text in a coherent and the other in an incoherent form in two experimental sessions. Immediate free recall followed the reading. The eye movement data showed that during the first pass reading, i.e. initial reading of a sentence until the end of the sentence is reached, structurally incoherent text segments attracted the largest number of regressive fixations, and, hence, were given more visual attention than coherent text segments (indicated by the total duration of fixations). On the other hand, more rereadings, i.e. all fixations made after the first pass reading but before moving away from the given sentence, were devoted to text segments resolving the incoherence. Textual incoherence was further found to lead to inferior recall. However, no clear‐cut correspondence between eye movement behavior and quantitative recall performance was fo

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1992.tb00020.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Book reviewed in this article:DAVISON, A.&GREEN, G.M. (1988)Linguistic Complexity and Text Comprehension: Readability Issues Reconsidered.HUTSON, BARBARA (ed.)Advances in Reading/Language Research: Volume 3 1985.BRITTON, B.K. and GLYNN, S.M. (eds.) (1987)Executive Control Processes in Reading.TIERNEY, R.J., ANDERS, P.L. and MITCHELL, J.N. (eds.) (1987)Understanding Reader's Understanding.GARNER, R. (1987)Metacognition and Reading ComprehensionGRAFF, H.J. (1987)The Labyrinths of Literacy: reflections on literacy past and present.NEWMAN, ANABEL P. and BEVERSTOCK, CAROLINE (1990)Adult Literacy: Contexts and challenges.WILLINSKY, J. (1990)The New Literacy: redefining reading and writing in schools.GOSWAMI, J. and BRYANT, P. (1990)Phonological Skills and Learning to Read.WATERLAND, L. (1989)Apprenticeship in Action: Teachers Write About ‘Read With Me'.MINNS, H. (1990)Read It To MeNow.HEDLEY, C.N. and HICKS, J.S. (eds.) (1988)Reading and the Special Learner.PUMFREY, P. (1991)Improving Children's Reading in the Junior Schoo

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1992.tb00021.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY