ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00142.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00143.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

ABSTRACTReading researchers recently have turned their attention to co‐operative forms of learning and teaching. One particular form of co‐operative teaching is reciprocal teaching which involves the reciprocal interaction of experts and novices in explicit, overt demonstrations of strategy use. Scaffolding, active meaningful involvement, feedback, and fading of the expert's leading the interactions are seen as critical elements of the technique. This paper outlines the theoretical underpinnings of the technique and reviews research examining the effects of reciprocal teaching of comprehension strategies (summarising, predicting, clarifying, questioning) on comprehension disabled subjects. In general the findings show powerful effects, effects that transfer and generalise. The potential of the technique for enhancing other reading skills is discus

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00144.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

ABSTRACTA study was conducted as part of an attempt to evaluate an individualised reading program in which elementary school teachers prepared written prescriptions for students, targeting specific deficiencies for remediation. Teachers were free to prescribe any combination of seventy different instructional materials, including worksheets, tapes, computer software, or basal readers. Subjects were 37 teachers and 104 students for whom a total of 569 prescriptions were written over a three‐month period. Regression analyses were used to examine relationships between teachers’cognitive styles and the numbers and kinds of materials they selected for students. Regression was also used to identify significant predictors of positive reading attitudes among students. Teachers who tended to be more affectively (as opposed to analytically) oriented tended to use more instructional materials, perhaps because they appreciated the flexibility it afforded them. Among students, preferences for independent modes of learning were significant predictors of positive reading attitudes. Parental reading habits and the total number of materials prescribed were also positively related to reading attit

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00145.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

ABSTRACTHow does national culture interact with second‐language reading comprehension? This study investigated the effect of cultural medium of presentation, language, and sequence of cultural/foreign and first‐language/second‐language presentation on the literal and interpretative comprehension of Form I (seventh grade) bilingual Nigerian students. Data were analysed using ANOVA. Previous studies concerning schema theories were upheld in that the present results for Experiment 1 revealed significantly superior scores for culturally related English language text when compared with scores for foreign‐based passages written in English. The data from Experiment 2 also revealed similar results when the subjects were presented with the same Experiment 1 foreign‐based passages written in English and with translations of these English passages to the mother tongue. In spite of sequencing, scores were higher for the first‐language passages. For both experiments, scores were higher at the literal level and sequencing was found to have little effect in enhancing comprehension of culturally unfamili

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00146.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

ABSTRACTThis paper reports the results of an attempt to measure English as a Second Language (ESL) students’ability to apply reasoning in reading. The elicitation instrument was an experimental test which was developed from a model of reading comprehension based upon cognitive activities which Piaget referred to as concrete operations. The experimental test delineated Piaget's concrete operations in prose text and set them against difficulty criteria. The experimental test which measured the ability to apply reasoning in reading and the Test of English as a Foreign Language (TOEFL) were administered to a pool of adult ESL subjects. The results indicated that the TOEFL reading comprehension subtest does not measure the ability to apply reasoning in reading; thus, its validity as a measure of reading is in doubt. Significant effects were also shown for the paragraph types and the item types in the experimental test. The items based on the classification paragraphs were significantly more difficult than the items based on the serial paragraphs. In like manner, the items based on the multiplication paragraphs were significantly more difficult than the items based on the addition paragraphs. And finally, the intension questions which concerned the properties of a class were significantly more difficult than the extension questions which dealt with the members of classes.The results of this study indicate a need for further, increased attention to the measurement of reading to solve problems in ESL reading assessment and to the effects of the different structural organizations of ideas (e.g., addition, classification, multiplication, and series) and the interrelations of ideas on the comprehension process. The motivation for this line of research derives from the pragmatic interest of those researchers concerned with the communicative aspects of a text and the manner in which authors organize their ideas. Current research is beginning to explain the complex interaction between text structure and the reader's processing of such structure which further explicates the comprehension proces

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00147.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00148.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Book reviewed in this article:DE CASTELL, S., LAKE, A. AND KIERAN E. (eds)GARDNER K. (1986)Reading in Today's Schools.EVANS, T. (1987)English in the Primary School.PEARSON, H. (1987)Children Becoming Readers.TOVEY, D. R. and KERBER. J. E. (eds) (1986)Roles in Literacy Learning.NASH, w. (1986)English Usage. A Guide to First Principles.DAVIES, F. (1986)Books in the School Curriculum.INGHAM. J. with BROWN, v. (1986)The State of Reading.ADAMS. J. (1986)The Conspiracy of the Text: theplace of narrative in thedevelopment of thought.HARRIS. R. (1986)The Origin of Writing.READ, c. (1986)Children's Creative Spelling.WEBSTER, A. and MCONNELL. c. (1987)Children with Speech and Language Difficulties.KIERAS, D. E. and JUST, M. A. (eds) (1984)New Methods in Reading Comprehension Research.

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00149.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0141-0423    

DOI:10.1111/j.1467-9817.1988.tb00150.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY