Download or read book Context Effects on Word Recognition and Reading Comprehension of Poor and Good Readers written by Yeu Hong Kim and published by . This book was released on 1991 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Sentence Context on Word Recognition by Good and Poor Readers of English as a Second Language written by Robert Ansley Hall and published by . This book was released on 1986 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Word Recognition in High and Low Skill Spellers written by Ashley N. Abraham and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent research suggests that low-skill readers rely more on context to recognize a word's meaning (Andrews & Bond, 2009; Ashby, Rayner, & Clifton, 2005). Many studies on individual differences in reading have used reading comprehension as the primary measure of skill however, spelling skill may be a better predictor of reading ability than comprehension (Andrews & Bond, 2009). The current study takes spelling skill as the primary measure of reading ability and uses lexically ambiguous words to evaluate context use among high- and low-skill readers. Lexically ambiguous words have more than one distinct meaning; therefore, context is necessary for selecting the appropriate meaning. Participants read sentences containing ambiguous words. Context prior to the ambiguous word supported the infrequent, subordinate meaning. Results suggest that low-skill readers are able to resolve the ambiguity on the target word without incurring the time cost typically associated with ambiguous word processing. Conversely, high-skill readers show the typically time cost on the ambiguous word however, this does not appear to result in ambiguity resolution on the target word. Thus, the results support a larger influence of context for low-skill readers than for high-skill readers. Results are discussed in regard to the lexical quality hypothesis (Perfetti, 2007).

Download or read book A Comparison of Good and Poor Readers Ability to Utilize Contextual Information While Reading written by Charlotte Strong and published by . This book was released on 1983 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Word Recognition in Beginning Literacy written by Jamie L. Metsala and published by Routledge. This book was released on 2013-06-17 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.

Download or read book Reading Comprehension Difficulties written by Cesare Cornoldi and published by Routledge. This book was released on 2013-04-03 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?

Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

Download or read book The Assessment of Sentence Context Effects in Reading for Comprehension written by Mahmoud Khodaverdi-Khani and published by . This book was released on 1992 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focuses on the problem of how semantic context provided by a sentence would affect the process of word recognition.

Download or read book Understanding Word and Sentence written by G.B. Simpson and published by Elsevier. This book was released on 1991-01-14 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research concerning structure and processing in the mental lexicon has achieved central prominence within cognitive psychology and psycholinguistics. Historically, however, much of the research on the lexicon focussed not on its role in language comprehension, but as a medium for studying semantic memory. This picture has changed in recent years, with much more research examining the role of lexical processes and output in language comprehension. Gathered together in this volume is the work of some of those researchers who are responsible for this shift of emphasis. Chapters deal with the role of sentence contexts in word recognition, processes involved in the activation and enhancement of lexical information, and the interaction of lexical and syntactic information in sentence processing. A wide range of theoretical and empirical issues relating to language understanding are discussed.

Download or read book Individual Differences in Lexical Context Effects During Word Recognition written by Ashley N. Abraham and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research has suggested that skilled readers do not use context to support word recognition (Stanovich, 1980). Skilled readers are thought to rely on bottom-up processing in which the printed word form activates a spelling (and sound) representation that in turn activates the meaning of the word. Conversely, other research suggests skilled readers recognize words faster when they appear in predictable and/or plausible contexts, despite efficient bottom-up processing (e.g., Ehrlich & Rayner, 1981). Furthermore, research on individual differences in reading ability suggests skilled readers only use context to support word recognition when bottom-up processing is slow (Andrews & Bond, 2009). Therefore, highly skilled readers may not rely on context, but less-skilled readers may continue to rely on context during word recognition due to poor bottom-up processing. The current study investigated whether individual differences in vocabulary knowledge would influence contextual processing during word recognition. Participants eye movements were tracked as they read sentences containing either a high frequency target noun (e.g., baby) or a low frequency target noun (e.g., elbow) preceded by either a related prime word (mother - baby) or an unrelated control word (teeth - elbow). Results show that relatedness had a significant effect on readers across the range of vocabulary skill, however the specific effect depended on both vocabulary knowledge and target word frequency. Together, the results indicate that information from lexical relatedness is available to all readers during recognition, but only readers high in vocabulary knowledge use this information to support word recognition. The results suggest that context supports word recognition when readers have adequate vocabulary knowledge.

Download or read book Fluency and Reading Comprehension in Typical Readers and Dyslexics Readers written by Simone A. Capellini and published by Frontiers Media SA. This book was released on 2018-02-22 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading involves decoding and comprehension components and, to become efficient, it requires a large number of cognitive and linguistic processes. Among those, the phonological awareness, the alphabetic principle, the decoding, the fluency, the lexical development and the text comprehension development. The reading comprehension is strongly related with the development of vocabulary, oral language, linguistic skills, memory skills and ability to make inferences, and the world experiences of each individual. These processes become important only when the professional needs to deal with students presenting difficulties in learning how to read. The difficulty using the knowledge of conversion rules between grapheme and phoneme to the word reading construction characterizes the dyslexia, which is a specific learning disorder with a neurological source. These difficulties presented by students with dyslexia interfere in their learning process impairing the learning development. Knowing and following the reading development and its processes, as well as obtaining the punctuation of fluency abilities and students comprehension allow us to understand what happens when the student presents difficulties to read. This could help in the identification of learning disabilities and in the development of intervention programs.

Download or read book Progress in Understanding Reading written by Keith E. Stanovich and published by Guilford Press. This book was released on 2000-04-21 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt: The last 25 years have seen tremendous advances in the study of psychological processes in reading. Our growing body of knowledge on the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This volume summarizes the gains that have been made in key areas of reading research and provides insights on current controversies and debates. The volume is divided into seven parts, with each part begininning with an introductory chapter presenting findings on the topic at hand, followed by one or more classic papers from the author's research program. Issues covered include phonological processes and context effects in reading, the "reading wars" and how they should be resolved, the meaning of the term "dyslexia," and the cognitive effects and benefits of reading. --From publisher's description.

Download or read book Comprehension Processes in Reading written by David A. Balota and published by Routledge. This book was released on 2012-11-12 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehension Processes in Reading addresses the interrelationship among several areas relevant to understanding how people comprehend text. The contributors focus on the on-line processes associated with text understanding rather than simply with the product of that comprehension -- what people remember from reading. Presenting the latest theories and research findings from a distinguished group of contributors, Comprehension Processes in Reading is divided into four major sections. Each section, concluding with a commentary chapter, discusses a different aspect of reader understanding or dysfunction such as individual word comprehension, sentence parsing, text comprehension, and comprehension failures and dyslexia .

Download or read book Early Intervention for Reading Difficulties Second Edition written by Donna M. Scanlon and published by Guilford Publications. This book was released on 2016-12-15 with total page 465 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in a strong evidence base, this indispensable practitioner guide and text has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K?2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of text. The book provides guidance for assessment and instruction in whole-class, small-group, and one-to-one settings, using the curricular materials teachers already have. Purchasers get access to a companion website where they can download and print 26 reproducible forms in a convenient 8 1/2" x 11" size. Of special value, the website also features nearly 200 pages of additional printable forms, handouts, and picture sorts that supplement the book's content. New to This Edition *Incorporates the latest research on literacy development and on the ISA. *Describes connections to the Common Core State Standards (CCSS). *Explains how to use the ISA with English learners. *Chapter on fluency. *Expanded coverage of morphological knowledge. *Companion website with downloadable reproducible tools and extensive supplemental materials. See also Comprehensive Reading Intervention in Grades 3?8, by Lynn M. Gelzheiser, Donna M. Scanlon, Laura Hallgren-Flynn, and Peggy Connors, which presents the Interactive Strategies Approach--Extended (ISA-X) for intermediate and middle grade struggling readers.

Download or read book Marginalia in Modern Learning Contexts written by Reid, Alan J. and published by IGI Global. This book was released on 2018-11-09 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although reading can be regarded as an isolated and private endeavor, the white space in the margins of a printed book or the comments section at the end of an online article can provide a welcomed space for interaction. Annotation and marginalia share similar meanings: a reader’s contribution to a text, which might consist of alphabetic, image, and video content. While it has always been more common to think of this strategy in the context of a student and a textbook, it is being more widely used through online communications, such as commenting on, “liking,” and sharing social media posts. The behaviors of readers as they engage with a text says a lot about their involvement, interest, and intentions. Marginalia in Modern Learning Contexts is a collection of innovative research on the methods and applications of interaction between readers and texts through digital means such as commenting or physical annotation such as writing in the margins of a book and how these strategies can be applied in educational settings. While highlighting topics including social annotation, teacher education, and technological expertise, this book is ideally designed for educators, administrators, academicians, researchers, and students seeking current research on digital and physical annotation methods and strategies and their applications in educational environments.

Download or read book Limited Role of Contextual Information in Adult Word Recognition written by Aydin Y. Durgunoglu and published by . This book was released on 1987 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Locorum theologicorum compendium written by and published by . This book was released on with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: