Wyniki wyszukiwania - Biblioteka Nauki

1

Morphemic analysis increases vocabulary and improves comprehension

100%

Jarad N. I.

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nr 2

31-43

EN

The present study explored the effects of explicit and systematic teaching of morphemic analysis on vocabulary learning and comprehension. The reading class taught by the researcher was purposely taught the most common (30) prefixes and the most common (30) roots. Following fourteen 50-minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic analysis skills, to derive meanings for new words that contained taught morphemic elements, and to comprehend text containing new words. The results indicated that (a) there was an immediate and delayed effect of morphemic analysis for lesson words, and (b) there was evidence that a morphemic approach improved students’ vocabulary and, consequently, their comprehension. The findings of this study provide support for the implementation of a morphemic approach for vocabulary instruction.

2

Czuj w czas o sobie cny czytelniku Pieśni V Jana Kochanowskiego

100%

Bakuła K.

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nr 6 (15)

175-183

EN

The article concerns the school reading of the Songs V, Eternal Disgrace of J. Kochanowski, which has been present in high school’s and technical school’s textbooks for decades. The critical moment is not understanding certain expressions, such as a „pitiful loot”, „to manage light people”, „we get in”, which leads to a weakening of the understanding of the entire piece. The author draws attention to the insufficient number of footnotes in the textbooks, not always correct, and therefore proposes to increase the linguistic and factual explanations, improve the existing ones, for which he used historical and contemporary dictionaries. He calls for readers’ vigilance, especially important in the case of old novels.

3

Kształcenie rozumienia tekstu pisanego u dzieci w wieku wczesnoszkolnym. Wybrane zagadnienia

100%

Murawska B.

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2019

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tom 64(3 (253))

31-41

PL

Reading is a complex and difficult cognitive activity which involves acquiring reading comprehension skills. The teacher’s task is to support students in this process. The article analyses selected opportunities how it can be done. An interesting area investigated by psychologists is the role of working memory in the effectiveness of reading. While there is agreement on the existence of such a dependence, there is no certainty that it is possible to shape it and if so, to what extent. The second task the teacher has to face is to present various strategies helpful in reading comprehension. While the strategies mentioned in this text are the subject of considerations of many authors, the role of metacognitive strategies is worth paying attention to. Supporting the ability to control own learning process, organisation of this process and evaluation of the obtained results, refers not only to learning reading, but also to the quality of learning in general. The last factor necessary for reading comprehension raised in this text is motivation. Developing motivation to read is not an easy task, but it can be achieved in many different ways.

4

Graphic and semantic organizers as cognitive strategies in reading instruction

100%

Olszak I.

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2014

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tom 6

EN

The present article extends prior research on graphic and semantic organizers principally applied as a reading strategy. Visual representation of information in a text and graphic and semantic organizers refer to different approaches to reading from the traditional, linear text representation. Research demonstrates that powerful metacognitive strategies can be taught to help students monitor and improve their own reading comprehension. This study constitutes an attempt to shed light on the research evidence regarding the effectiveness of graphic and semantic organizers on text learning. As such, it highlights the nature of reading comprehension, various strategies applied in the process of teaching reading, and examples of graphic and semantic organizers for classroom applications.

5

Badanie opanowania umiejętności czytania przez uczniów klas czwartych szkoły podstawowej

100%

Przybyla O. , Turek J.

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nr Logoepdia Silesiana nr 2

24-50

EN

The authors discuss the results of research carried out to present reading skills of pupils in the primary school. Taking into account theoretical background, used to prepare the research methodology, the most significant factors contributing to the reading process are analyzed. There are two dimensions of reading skills that are involved in the research: decoding and reading comprehension of the text. The range of decoding provides the assessment of reading speed (treated as a number of words read within one minute), correctness of reading (perceived as proportion of the read word in a correct way compared to all read words per minute), and a type of mistakes made by children during reading.

6

The Impact of Metacognitive Strategies on Reading Comprehension in an Early Literacy Workshop

100%

Hrbáčková K. , Švec V.

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tom 5

69-78

EN

This preliminary study investigates metacognitive strategies displayed by young children and their impact on increasing reading comprehension during their involvement in a reading intervention programme from February to July 2004. The purpose of this study is (a) to explore the nature of existing metacognitive experience in the second, third and fourth grade classrooms and (b) to determine whether children who had participated in an early literacy workshop demonstrate reading comprehension achievement. To document and reflect metacognitive awareness of reading strategies students engaged in a literacy workshop. The teacher in this workshop provides instrumental support to student’s awareness and regulation comprehension strategies before, during and after reading. This metacognitive intervention was observed and videotaped by the research assistant and compared with reading achievement.

7

Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students

100%

Kendik-Gut J.

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nr 2

59-74

EN

This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.

8

Wpływ tytułu na zakres i trwałość przyswajanej wiedzy z tekstów edukacyjnych

88%

Iluk J.

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2013

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tom 11 (21)

11 - 27

EN

There are many factors that influence the scope and assimilation of knowledge that textbooks contain. Among the most important ones there are strategic places, the content of which contributes to the contextualization of utterance and on which the attention of the audience is focused. The position of text opening, that is the title or initial sentence, can be mentioned among them. The influence of the form of headlines and the contents on the effectiveness of the acquisition of knowledge from the texts is a result of cognitive processes, activated during the process of reading. It appears from the results of the research, that the application of full-thematic titles improves the effects of working with text. Headlines of that type control the cognitive energy in a better way and initiate more adequate cognitive schemata that allow for a more complete integration of received information. The influence of the title brings expected results, when it is reinforced by a suitable method of working with the text.

9

Effects of story mapping on third-grade students with Attention Deficit Hyperactivity Disorder

88%

Chavez J. N. , Martinez J. , Pienta R. S.

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nr 1

95-121

EN

The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6) with ADHD. Students’ reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during story mapping to assess growth. The practical difference in scores as calculated with Cohen’s d revealed that story mapping was successful in improving students’ comprehension. On tests from the reading basal, students’ scores improved an average of 16.00%, while tests from a computerized reading program improved 20.00%. Students exhibited on-task behavior 79.33% of the time and positive attitudes 82.33% of the time during the intervention. The implications of this study are important in determining effective instructional strategies to promote the active engagement of students and combat the core symptoms of ADHD.

10

Text topic interest, willingness to read and the level of reading comprehension among adults – the role of gender and education level

88%

Charzyńska E.

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tom 39

84-95

EN

The aim of the study was to examine the relations between variables connected with the reader (interest in the text topic and willingness to read it) and the level of reading comprehension among adults, after controlling for text difficulty. The study involved 1549 users of Polish aged from 18 to 87. Open-ended questions were used to measure reading comprehension. It was proved that the model taking into account variables related to the reader better predicted reading comprehension than the model only taking into account text difficulty. Moderation analysis showed a little stronger relation between text topic interest and reading comprehension in the group of women than in the group of men. It was also noted that among adults with lower levels of education text topic interest and willingness to read it were more strongly related to the level of comprehension than among better educated people. The discussion focuses on the role of psychological factors in reading comprehension.

11

Slabí čtenáři v kontextu porozumění čtenému - přehledová studie

63%

Presslerová P. , Rusnáková K.

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nr 1

29-41

EN

The ability to read well affects the results in other areas of life such as the educational and career opportunities and also extends into personality of a man including his self-esteem. Many current empirical studies claim that about a fifth to a quarter of pupils have reading problems, exactly with the level of literacy. At the same time only a part of these students are diagnosed with specific learning disabilities or specific disorders of speech and language, which would explain their difficulties. In the foreign literature is the phenomenon of poor readers is being paid adequate attention, both in terms of research as well as in the creation of specific teaching and counseling programs for targeted intervention. In the Czech context, the issue is still very marginalized. The term "poor readers" habitually includes all the readers who have difficulties with the technique of reading (decoding) and / or comprehension of the text. In our approach we emphasize the particular level of understanding which develops on the basis of the child's internal layout and external influences. We are inspired by the simple view of reading (Gough, Tunmer, 1986). This overview study aims to critically analyze the phenomenon of poor readers on the basis of individual subgroups to illustrate the characteristics of poor readers, differentiate and categorize them. By the comparison of the relevant research and the investigation design we want to shift the current perception of poor readers and propose a model of identification and diagnosis, which could be inspiring for the school counseling system.

CS

Schopnost dobře číst ovlivňuje další oblasti života, jako je průběh vzdělávání a profesní uplatnění a zasahuje rovněž do osobnostní roviny člověka, včetně jeho sebepojetí. Mnohé aktuální empirické studie tvrdí, že přibližně pětina až čtvrtina žáků má problémy se čtením, respektive s dosaženou úrovní čtenářské gramotnosti. Současně pouze u části těchto dětí je diagnostikována specifická porucha učení či specifická porucha řeči a jazyka, které by jejich obtíže relevantně vysvětlily. V zahraniční odborné literatuře je fenoménu slabého čtenáře věnována adekvátní pozornost, jak v rovině výzkumné, tak i v oblasti tvorby konkrétních didaktických i poradenských programů pro cílenou intervenci. V českém kontextu jde stále o problematiku velmi marginalizovanou. Pojem „slabí čtenáři“ v obecné rovině zpravidla zahrnuje všechny čtenáře, kteří mají potíže s technikou čtení (dekódováním) a/nebo s porozuměním textu. V našem pojetí akcentujeme zejména rovinu porozumění, která se rozvíjí na základě vnitřních dispozic dítěte i environmentálních vlivů. Tato přehledová studie si klade za cíl zmapovat dosavadní stav zkoumaného konceptu, kriticky analyzovat fenomén slabého čtenáře. V terminologickém exkurzu vycházíme z jednoduchého modelu čtení (Gough, Tunmer, 1986), který považujeme v tomto kontextu za inspirativní. Na základě specifikace jednotlivých subskupin ilustrujeme charakteristiky slabých čtenářů, kategorizujeme je a diferencujeme. Komparací relevantních výzkumných šetření a následně i vlastního výzkumného designu chceme posunout současnou percepci slabého čtenáře a navrhnout model screeningu, identifikace a diagnostiky, který by mohl být inspirativní pro školský poradenský systém.