Download or read book Effect of the Questioning Strategy in Teaching Cultural Background Knowledge on Low proficiency L2 Students Inferential Reading Comprehension written by Mariko Ueyama and published by . This book was released on 1995 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Two Types of Strategic Training on Foreign Language Reading Comprehension written by Jeanne Marie Schueller and published by . This book was released on 1999 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Types of Question on EFL Learners Reading Comprehension Scores written by Kazuhiro Ehara and published by . This book was released on 2008 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Little empirical research has been conducted on what effect task-based reading instruction with reading questions will have on reading comprehension, particularly in the domain of second language reading comprehension. The purpose of this research is to investigate which type of questions, textually explicit (TE) or inferential (IF) questions, will best facilitate text comprehension, and which type will have the most beneficial effect on Japanese EFL learners at three proficiency levels (low, intermediate, and high). In the study, two groups of Japanese senior high school students (N = 69) were classified into three different proficiency groups. One group received instruction emphasizing TE questions while the other received instruction emphasizing IF questions. TE questions are text-bound questions whose answers are locally and explicitly stated in the text. In contrast, IF questions are more knowledge-bound questions whose answers largely depend on readers' cognitive resources, such as relevant linguistic knowledge, background knowledge, world knowledge or context. The different treatments lasted five months. The results were statistically analyzed. The study revealed a significant task effect for reading questions on Japanese EFL learners' reading. Although one type of instruction did not have a significantly better effect than the other, the large between-groups gain gap seems to imply that instruction emphasizing IF questions might facilitate text comprehension more. The study also found that the participants who received instruction emphasizing IF questions benefited from their instruction regardless of proficiency level. With regard to instruction emphasizing TE questions, the higher proficiency participants benefited significantly more from their instruction than the lower proficiency students. The study suggests that reading teachers should use a task-based teaching method with reading questions. If the use of reading questions is already a part of reading teachers' methodology, they should include not only commonly used textually explicit reading questions but also inferential ones. The study suggests that implementing these changes might help break the cycle of translation-bound reading instruction with its overemphasis on lower-level processing, and might lead students to read texts in a more meaningful, interactive way.

Download or read book An Investigation of Inferencing in Second language Reading Comprehension written by Peter Barnum McCagg and published by . This book was released on 1994 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: This investigation of inferencing in second-language reading comprehension was c onducted to provide empirical evidence that would help further our understanding of the constraints that pertain to L2 readers' abilities to comprehend not only that which is explicitly stated in texts but also that which is implied. Specif ically, this study was based on the hypotheses (1) that proficiency--or lack the reof--at a syntactic level of processing has consequences for readers' abilities to inferentially integrate information across sentences; and (2) that familiari ty with text content can reduce dependency on syntactic processing, enabling low language proficiency readers to overcome low level processing deficiencies by i nducing top-down reading strategies and consequently allowing them to generate i nferences necessary for constructing coherent metal representations of text mean ing. To investigate these hypotheses, data in the form of main-point summaries o f culturally familiar, unfamiliar, and neutral English prose texts and responses to recognition-of-information statements about the texts were collected from 33 3 university students from two language backgrounds--English and Japanese. The c ontent and structure of the summaries were compared to those of the texts using a modified propositional analysis technique. A proposition-type taxonomy was dev eloped to help determine the inferential nature of summary propositions. Four ba sic types of inference were distinguished: appropriate macro-inference, appropri ate micro-inference, inappropriate macro-inference, and inappropriate micro-infe rence. Results of the study indicate that inefficient syntactic processing has n egative consequences for the amount and type of inferencing that L2 readers can generate for unfamiliar texts. However, when reading texts on familiar content, even low L2 proficiency readers are able to use their store of prior knowledge t o make comprehension enabling inferences. The findings support a cognitive view of reading and indicate that the limited processing capacity hypothesis pertains to the levels of syntactic and inferential processing.

Download or read book Using Questioning Strategies to Promote Students Active Comprehension of Content Area Material written by Helene M. Anthony and published by . This book was released on 1987 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Focus on Reading written by Esther Geva and published by Oxford University Press. This book was released on 2016-09-27 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focus on Reading aims to help teachers develop a deep understanding of the multiple skills and factors involved in second language reading development for second or foreign language learners aged 5–18. It equips teachers with practical skills for the effective teaching and assessment of second language reading to students with different learning needs. The book features key research studies on reading comprehension, considers examples from real classroom practice, and provides activities to help teachers relate the content and objectives to their own teaching context. Additional online resources at www.oup.com/elt/teacher/for Esther Geva is Full Professor in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education, University of Toronto. Gloria Ramírez is Associate Professor in the Faculty of Human, Social, and Educational Development at Thompson Rivers University, British Columbia.

Download or read book Inference Strategies in Reading Comprehension written by Linda M. Phillips and published by . This book was released on 1987 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Strategies that Teach Inferential Comprehension written by Charmaine R. Petreikis and published by . This book was released on 1985 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reading Comprehension Research and Testing in the U S written by Arlette Ingram Willis and published by Routledge. This book was released on 2012-09-10 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book challenges traditional, sanctioned, and official histories of reading comprehension by examining how ideological and cultural hegemony work to reproduce dominant ideologies through education in general and reading comprehension research and testing specifically. Willis analyzes the ideological and cultural foundations that underpin concepts, theories, research, tests, and interpretations, and connects these to the broader social and political contexts within U.S. history in which reading comprehension research and testing have evolved. The reconstruction of a history of reading comprehension research and testing in this way demystifies past and current assumptions about the interconnections among researchers, reading comprehension research, and standardized reading comprehension tests. A promising vision of the future of reading comprehension research and testing emerges–one that is more complex, multidimensional, inclusive, and socially just. Reading Comprehension Research and Testing in the U.S. aims to revolutionize how reading comprehension is conceived, theorized, tested, and interpreted for all children. This is a critically relevant volume for educational researchers, teacher educators, school administrators, teachers, policy makers, and all those concerned with school literacy and educational equity.

Download or read book The Influence of a Questioning Protocol on Second Graders Ability to Generate Inference Questions written by Amber Dawn Allison and published by . This book was released on 2011 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests younger readers may not always draw necessary inference conclusions when reading (Casteel & Simpson, 1991). The current study was designed using strategies related to Questioning the Author (McKeown, Beck & Worthy, 1993), Inference Training (McGee & Johnson, 2003), and Reading Trees (Action Learning Systems Inc., 2003). For four weeks, students in one second grade class were taught to discuss and generate inference questions with partners to determine if direct instruction, discussion and question generation leads to increased comprehension especially as it relates to inference questions. Pre and post-tests taken from the QRI-4 (Leslie & Caldwell, 2006) were administered. In addition to the tests, students completed pre and post intervention strategy use questionnaires. A high achieving and a low achieving focus group was interviewed prior to treatment commencement and again at the conclusion of the treatment. Student generated questions were collected and analyzed and on-task behavior was observed and recorded throughout the treatment. Inferential processing ability growth was analyzed using results of student responses to the post-test to determine a change in correct answers. Responses to reading strategy use questionnaires were analyzed by looking for patterns and themes within the treatment group. Student generated questions and focus group responses were evaluated to determine any themes that may have developed. Lastly, the on-task behavior was evaluated to establish on-task class percentages. Results of the analyzed data suggest that strategy instruction worked with the second grade class involved in the current study. Outcomes from the current study indicate that students may benefit from comprehension strategy instruction, partner discussions, and opportunities to develop inference questions related to texts they read.

Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2007-07 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book English L2 Reading written by Barbara M. Birch and published by Routledge. This book was released on 2014-04-08 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: English L2 Reading: Getting to the Bottom, Second Edition remains a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the “bottom” of the reading process. It provides a thorough but very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical and practical. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. The text clearly explains the strategies that readers of other languages develop in response to their own writing systems (Chinese, Japanese, Arabic, Hebrew, other alphabets, or transparent Roman alphabetic systems), contrasted with an explanation of the strategies that English readers develop in response to the opaque orthography of English, and explicates how other low-level processing strategies for L1 morphology and word formation may aid or hinder processing in English L2 reading acquisition. A complete, balanced reading ideology should be big enough to embrace all reading theories and practices. In particular, it should be able to accommodate those researchers and teachers who find that attention to the details of language can also help students learn to read better. Many ESL/EFL teachers are interested in supplementing their successful whole-language methods with bottom-up reading strategies, but aren’t sure how to do it. This book fills that gap. Changes in the Second Edition: *updated content in each chapter and clearer organization for the student to make the text more reader friendly; *expansion in Chapter 2 on alphabets, writing systems, and a brief history of written English and spelling; *extended discussion in Chapter 3 of the cognition of written language and reading transfer; *addition of phonemic, vocal, subvocal, and articulatory development and L2 reading processing in Chapter 4, as well as instructional activities and strategies for teaching these skills to L2 readers; *elaboration of graphs and graphemes in Chapter 5, including discussion of developing graphemic knowledge, processing strategies, and their instructional application, and new sections on reading speed, pattern recognition, and word recognition; *development of the probabilistic section in Chapter 6, particularly the probabilities in context of L2 reading; *updated information on the topic of brain activation studies; and *new treatment of the topic of reading fluency, added in responses to requests from many readers of the first edition. Intended for ESL/EFL reading researchers, teacher trainers and teachers, and as a text for MATESOL students, most chapters contain practical suggestions that teachers can incorporate into whole language methods to teach beginning or intermediate ESL/EFL reading (letters, pronunciation, “smart” phonics, morphemes, and vocabulary acquisition) in a more balanced way. Pre-reading discussion and study questions are provided to stimulate interest and enhance comprehension. End-of-chapter exercises help readers apply the concepts.

Download or read book The Effects of Reading Reading Strategy Training on Lower Proficiency Level Second Language Learning written by Lane O. Steinagel and published by . This book was released on 2005 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The learners were tested for vocabulary knowledge and reading comprehension, as well as grammar knowledge and performance in completing language tasks. The factorial design was used to test for the effects of the combined treatments and for any interaction. The treatment groups were also pooled to test for the effect of reading versus not reading.

Download or read book THE ROLE OF METACOGNITIVE KNOWLEDGE AND INFERENCE MAKING IN SECOND LANGUAGE READING written by Mariko Sugita and published by . This book was released on 2021 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACTThis study is an investigation of Japanese university students' use of metacognitive knowledge for reading an English narrative text for general comprehension and their inference generation while reading. Research in second language (L2) reading and reading comprehension has advanced over the past three and half decades (Grabe & Stoller, 2020). Many studies focusing on L2 reading comprehension have shed light on the strong correlation of linguistic knowledge such as vocabulary and syntax with reading comprehension (e.g., Jeon & Yamashita, 2014). In addition, the literature on L2 reading has shown a strong interest in the role of higher-order processing and metacognition. However, there is a paucity of research on higher-order processing and metacognitive knowledge in L2 reading in English as a Foreign Language (EFL) contexts. With these gaps in mind, this study draws on Flavell's (1979) model of cognitive monitoring and Nelson and Narens' (1990) model of metacognition. It also draws on Kintsch's (1988) Construction-Integration (CI) Model that elaborately describes the process of reading comprehension. Ten intermediate- and advanced-proficiency Japanese EFL learners voluntarily participated in this multiple case study, read a narrative text for general comprehension, and reported on their reading. The data collected from the participants' course assignments, class oral presentation, class discussion, semi-structured interviews, and the think aloud and stimulated recall protocols were transcribed and coded for analysis. The transcribed data together with the written data were analyzed thematically clustering the data into categories manually using Flavell's (1979) framework of metacognitive knowledge, person, task, and strategy, and by the types of inferences made. This study provides a descriptive account of the participants and contributes to the literature on EFL learners' strategy use, metacognition, and inference-making in L2 reading. The findings reveal that intermediate- and advanced-proficiency Japanese EFL learners used strategies in combination to solve the difficulties they encountered, and metacognitive strategies to monitor and evaluate their strategy use while reading. Accordingly, this study supports the conclusion that metacognitive strategies are essential to self-regulated reading to achieve comprehension. In addition, the participants' positive beliefs about themselves as EFL learners appeared to positively contribute to their motivation to read. In particular, their beliefs about good L2 readers helped them set goals with regards to the areas that they problematized. For example, the participants aspired to read faster because they recognized that their present L2 reading speed was slow. The findings also provide a detailed account of how readers constructed situation models for their reader comprehension. In particular, re-reading helped enhance participants' ability to draw inferences, identify causal relationships, remove irrelevant or contradictory elements, and integrate relevant background knowledge to the textbase in the interest of updating their situation models. The rich description of the multiple cases in this study contributes to our understanding of difficulties intermediate- and advanced-proficiency Japanese EFL learners encounter while reading, how they use strategies to address them, how they draw inferences to connect information, and how they evaluate their comprehension on an ongoing basis.

Download or read book Focus on Literacy Oxford Key Concepts for the Language Classroom written by Danling Fu and published by Oxford University Press. This book was released on 2014-11-21 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores research on second language literacy development and how such research can inform instructional decision-making for teachers of students aged 5-18.

Download or read book The Role of Cultural Background Knowledge in Reading Comprehension written by Clelia Zobeida Pineda and published by . This book was released on 1990 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reading Strategies of First and Second Language Learners written by Kouider Mokhtari and published by Rowman & Littlefield Publishers. This book was released on 2007 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: