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Reading comprehension component processes in early adolescence.

机译:青春期早期阅​​读理解过程。

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摘要

A significant proportion of American high school students struggle with reading comprehension. Several different models might help identify the components that have the largest effect on comprehension. The current dissertation study replicates a comparison of the Construction-Integration (CI), Verbal Efficiency (VE), and Inferential Mediation (IM) models of reading comprehension, the latter model based on an extensive literature review. It then tests the fit of four variations on the IM model.; Ninth-grade students ranging from 1st to 99th percentile on comprehension completed measures of background knowledge, inferencing, strategies, vocabulary, word reading and comprehension. Researcher-developed measures of background knowledge, inferencing and strategies (based on Cromley & Azevedo, 2004a) showed good reliability with this sample.; A subset of the students also completed a think-aloud protocol while reading a passage from an American history textbook. These protocols were transcribed and coded using a coding scheme adapted from Azevedo, Guthrie, and Seibert (2004).; As in a preliminary study, the IM model had a much better fit to the data than did the CI or VE models. The original IM Model had the best fit, explaining 66% of the variance in comprehension. All predictors made a significant contribution to comprehension, with vocabulary, background knowledge, and strategies having significant indirect effects. Vocabulary and background knowledge made the greatest total contribution to comprehension. There were large, significant differences between low- and high-comprehending participants on all of the predictor variables, except for word reading accuracy, where there were small but significant differences.; The coded think-aloud protocols were largely consistent with the correlations underlying the model. Spearman rank correlations among the codes provide convergent evidence for eleven of the correlations underlying the model. The think-aloud protocols also provided convergent evidence for the validity of the paper-and-pencil measures.; The current study validates and refines a new model of reading comprehension. Results suggest that both the direct and indirect effects of the components are important for comprehension. Results also suggest that vocabulary and background knowledge might first be targeted for interventions with 9 th grade students who struggle with reading comprehension. Implications for future research are also discussed.
机译:很大一部分美国高中学生都在阅读理解方面挣扎。几种不同的模型可能有助于确定对理解影响最大的组件。当前的论文研究对阅读理解的建构-整合(CI),言语效率(VE)和推论中介(IM)模型进行了比较,后者是在广泛文献综述的基础上进行的。然后,它测试IM模型上四个变体的拟合。九年级学生的理解力从1%到99%不等,可以完成对背景知识,推理,策略,词汇,单词阅读和理解的测量。研究人员开发的背景知识,推理和策略的度量标准(基于Cromley&Azevedo,2004a)显示了该样本的良好可靠性。在阅读美国历史教科书的一段文字时,一部分学生还完成了一项思考型协议。这些协议是使用Azevedo,Guthrie和Seibert(2004)改编的编码方案进行转录和编码的。与初步研究一样,IM模型比CI或VE模型更适合数据。原始的IM模型最适合,可解释66%的理解方差。所有的预测变量都对理解做出了重大贡献,词汇,背景知识和策略都具有明显的间接影响。词汇和背景知识对理解能力的贡献最大。低,高理解力参与者之间在所有预测变量上都有很大的显着差异,但单词阅读的准确性除外,在这些方面虽然很小但有显着差异。编码思维协议与模型基础的相关性基本一致。代码之间的Spearman等级相关性为该模型基础的11个相关性提供了收敛的证据。思维协议还为纸笔方法的有效性提供了收敛的证据。当前的研究验证并完善了一种新的阅读理解模型。结果表明,组件的直接和间接影响对于理解都很重要。结果还表明,词汇和背景知识可能首先是针对那些努力理解阅读能力的9年级学生的干预目标。还讨论了对未来研究的影响。

著录项

  • 作者

    Cromley, Jennifer Grace.;

  • 作者单位

    University of Maryland, College Park.;

  • 授予单位 University of Maryland, College Park.;
  • 学科 Education Educational Psychology.; Education Reading.; Education Secondary.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 352 p.
  • 总页数 352
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;教育;中等教育;
  • 关键词

  • 入库时间 2022-08-17 11:43:02

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