ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00047.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTThe present study investigated the relationship between the reading comprehension and information processing strategies of relatively fluent oral readers of Oriya orthography. The study was necessary, because Oriya orthography has some significant differences from English orthography and these differences could bear implications for the reading strategies and processes. Hence, it was envisaged that findings in the field of reading research using English orthography may not hold good for the readers of Oriya orthography.One hundred students of grade V were taken as subjects in the present study. Reading comprehension tasks simultaneous and successive information processing tasks and a nonverbal measure of intelligence were administered to all the subjects.Results show that good comprehenders were relatively more intelligent than the poor comprehenders. So far as their performance on simultaneous and successive information processing strategies were concerned good cornprehenders were better off on both types of coding tasks and these differences were found to be statistically significant even after the effect of intelligence was partialled out. However, no differential proficiency on either of these coding strategies was observed neither for the good nor for the poor comprehender group.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00048.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTThis study investigated the effect of vocabulary glossing on recall and vocabulary learning, as well as learners’ preferences as to glossing. Eighty‐five native speakers of English studying Spanish at the university level participated.Participants read a Spanish text under one of three treatment conditions: no gloss, English glosses, or Spanish glosses. They then were asked to write what they recalled of the passage, translate a list of the glossed vocabulary, and complete a questionnaire. The translation task was repeated four weeks later.Results showed that glossing did not significantly affect recall for the participants overall, but that those with higher than average proficiency recalled more if they had read a glossed version of the text. Those who had glosses outperformed their peers on the translation task administered immediately after they had read the text. However, this difference disappeared on the retest. Participants expressed preference for glosses, wished that they be located in the margin, and favoured Spanish glosses if they were comprehensi

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00049.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.tb00050.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTThis paper describes a research study which examined the degree to which the levels of English proficiency (high vs. low) and education (graduate vs. undergraduate) of students for whom English is a second language (ESL) were associated with differences in their reading behavior patterns. Subjects completed a survey which elicited information about several aspects of their reading behavior patterns including the type of materials read, the amount of time devoted to each type of reading, perceptions of their own reading ability, weaknesses, and needed improvements in reading. The results revealed that many of the mean scores obtained differed significantly, a fact indicating that the subjects’ levels of education and English proficiency were indeed associated with their reading behavior patterns. The paper concludes with a discussion of the instructional implications of the finding

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00051.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTNine‐ and twelve‐year‐old children named target words which were preceded by sentences ending in words having more than one meaning. Sentences biased the ambiguous word toward its dominant (more frequent) or subordinate (less frequent) meaning. Targets were related to the same meaning as that biased by the sentence, the other meaning, or were unrelated. Targets were presented 0, 300, or 700 ms following the sentence. For both ages, dominant sentences facilitated responses only to the contextually appropriate target. However, subordinate sentences led to facilitation of the appropriate meaning only for the younger group. Older children showed greater facilitation for the inappropriate (but more common) meaning. These results indicate that younger children are more sensitive to the sentence context in which an ambiguous word appears, while the processing of the older children is determined more by the relative frequencies of the words mea

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00052.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Book reviewed in this article:EDWARDS, V., GOODWIN, J. and WELLINGS, A. (eds.) (1991)English 7–14, Every Child's Entitlement.MOON, c. and RABAN, B. (1992)A Question of Reading‐National Curriculum Edition.CAMPBELL, R. (1992)Reading Real Books.REITSMA, P. and VERHOEVEN, L. (eds.) (1990)Acqukition of Reading in Dutch Studies on Language Acquisiti

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1994.tb00053.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.tb00054.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY