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Effects Of Text Format Reader Factors And Comprehension Strategies On Science Learning And Conceptual Change
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Book Synopsis Effects of Text Format, Reader Factors and Comprehension Strategies on Science Learning and Conceptual Change by : Nathaniel Jesuwame Hunsu
Download or read book Effects of Text Format, Reader Factors and Comprehension Strategies on Science Learning and Conceptual Change written by Nathaniel Jesuwame Hunsu and published by . This book was released on 2016 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although comprehension plays a crucial role in successful learning of scientific concepts from text, extant research has shown that science learning is often inhibited by misconceptions in learners' prior knowledge, their lack of cognitive text processing skills, and the inherent complexities of scientific text. To successfully comprehend scientific text, learners must activate prior knowledge which often may be deficient, and use cognitive processing skills which they often lack. Researchers have suggested that students can be trained to use strategies that enhance text comprehension. Besides, texts can be structured to influence better text processing and comprehension. This dissertation is the report of two studies that examined the relationships between learner and learning variables that enhance our understanding of text-based science learning. Study I examines how restructuring scientific texts influences the cognitive processing skills that learners' use while reading. Study II examines the effect of learners' cognitive and metacognitive learning and study dispositions on comprehension strategies they adopt while reading scientific texts, and on the cognitive outcomes of text comprehension. Participants were freshmen enrolled into an Introductory Biology course. Data collection was based on students' self-report, scores on concept inventories and students' think aloud verbal protocols. The results of these studies showed that altering text structure significantly influenced cognitive processes that enhance text comprehension. The studies also indicate that the comprehension activities that learners engage in while reading was more significantly relevant to reading comprehension than the dispositional learner differences that participants brought to the learning situation. Implications of the findings for theory and the implementation of instructional interventions to enhance text comprehension are discussed.
Book Synopsis The Science of Reading by : Margaret J. Snowling
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
Book Synopsis Learning From Text Across Conceptual Domains by : Cynthia R. Hynd
Download or read book Learning From Text Across Conceptual Domains written by Cynthia R. Hynd and published by Routledge. This book was released on 2013-12-16 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is an attempt to synthesize the understandings we have about reading to learn. Although learning at all ages is discussed in this volume, the main focus is on middle and high school classrooms--critical spaces of learning and thinking. The amount of knowledge presented in written form is increasing, and the information we get from texts is often conflicting. We are in a knowledge explosion that leaves us reeling and may effectively disenfranchise those who are not keeping up. There has never been a more crucial time for students to understand, learn from, and think critically about the information in various forms of text. Thus, understanding what it means to learn is vital for all educators. Learning from text is a complex matter that includes student factors (social, ethnic, and cultural differences, as well as varying motivations, self-perceptions, goals, and needs); instructional and teacher factors; and disciplinary and social factors. One important goal of the book is to encourage practicing teachers to learn to consider their students in new ways--to see them as being influenced by, and as influencing, not just the classroom but the total fabric of the disciplines they are learning. Equally important, it is intended to foster further research efforts--from local studies of classrooms by teachers to large-scale studies that produce generalizable understandings about learning from text. This volume--a result of the editor's and contributors' work with the National Reading Research Center--will be of interest to all researchers, graduate students, practicing teachers, and teachers in training who are interested in understanding the issues that are central to improving students' learning from text.
Book Synopsis The Impact of Different Types of Prior Knowledge on Science Text Comprehension by : Mary Kristen Clark
Download or read book The Impact of Different Types of Prior Knowledge on Science Text Comprehension written by Mary Kristen Clark and published by . This book was released on 2012 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Science presents many challenging topics, and incorrect prior knowledge of them often interferes with learning. Research has demonstrated that refutation texts promote conceptual change learning by helping readers abandon scientific misconceptions. Little is known about the factors that influence knowledge enrichment, the learning that ensues when students have incomplete knowledge of a topic. The purpose of this study was to compare the impact of these two types of prior knowledge on science text comprehension. Participants were 28 high school students (14 to 15 years) who completed assessments of vocabulary, reading comprehension, epistemological beliefs, self-efficacy, interest, and prior knowledge of 4 science topics (2 misconception, 2 incomplete prior knowledge) on Day 1. On Day 2, participants read 4 science texts (2 refutation, 2 expository) and completed tests of comprehension. Results demonstrated that epistemological beliefs moderated the increase between pre- and posttest scores regardless of the type of prior knowledge. Knowledge enrichment was more than 2 times as likely as conceptual change, which required a minimum level of epistemological understandings. Although refutation texts rarely led to conceptual change, they contributed to knowledge enrichment more often than traditional expository texts did. Future studies should investigate the impact of non-textual factors on conceptual change and knowledge enrichment in science."--Abstract from author supplied metadata.
Book Synopsis Conceptual-change Learning and Student Processing of Science Texts by : Kathleen J. Roth
Download or read book Conceptual-change Learning and Student Processing of Science Texts written by Kathleen J. Roth and published by . This book was released on 1985 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cognitive Models of Science by : Ronald N. Giere
Download or read book Cognitive Models of Science written by Ronald N. Giere and published by U of Minnesota Press. This book was released on 1992 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Processing of Scientific Texts by : Panayiota Kendeou
Download or read book Processing of Scientific Texts written by Panayiota Kendeou and published by . This book was released on 2005 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Psychology of Science Text Comprehension by : José Otero
Download or read book The Psychology of Science Text Comprehension written by José Otero and published by Routledge. This book was released on 2014-04-04 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume's goal is to provide readers with up-to-date information on the research and theory of scientific text comprehension. It is widely acknowledged that the comprehension of science and technological artifacts is very difficult for both children and adults. The material is conceptually complex, there is very little background knowledge for most individuals, and the materials are often poorly written. Therefore, it is no surprise that students are turned off from learning science and technology. Given these challenges, it is important to design scientific text in a fashion that fits the cognitive constraints of the learner. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology, and cognitive science. This book takes a major step in promoting such an integration. This volume: *provides an important integration of research and theory with theoretical, methodological, and educational applications; *includes a number of chapters that cover how science text information affects mental representations and strategies; *introduces important suggestions about how text design and new technologies can be thought of as pedagogical features; and *establishes academic text taxonomies and a consensus of the criteria to organize inferences and other mental mechanisms.
Book Synopsis Reading for Understanding by : Catherine Snow
Download or read book Reading for Understanding written by Catherine Snow and published by Rand Corporation. This book was released on 2002-04-18 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: In fall 1999, the Department of Education's Office of Educational Researchand Improvement (OERI) asked RAND to examine how OERI might improve thequality and relevance of the education research it funds. The RAND ReadingStudy Group (RRSG) was charged with developing a research framework toaddress the most pressing issues in literacy. RRSG focused on readingcomprehension wherein the highest priorities for research are: (1)Instruction
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Verbal Protocols of Reading by : Michael Pressley
Download or read book Verbal Protocols of Reading written by Michael Pressley and published by Routledge. This book was released on 2012-12-06 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers from a variety of disciplines have collected verbal protocols of reading as a window on conscious reading processes. Because such work has occurred in different disciplines, many who have conducted verbal protocol analyses have been unaware of the research of others. This volume brings together the existing literature from the various fields in which verbal protocols of reading have been generated. In so doing, the authors provide an organized catalog of all conscious verbal processes reported in studies to date -- the most complete analysis of conscious reading now available in the literature. When the results of all of the studies are considered, there is clear support for a number of models of reading comprehension including reader response theories, schema perspectives, executive processing models, and bottom-up approaches such as the one proposed by van Dijk and Kintsch. The summary of results also demonstrates that none of the existing models goes far enough. Thus, a new framework -- constructively responsive reading -- is described. This new model encompasses reader response, schematic and executive processing, and induction from word- and phrase-level comprehension to higher-order meaning. The important concept in this new model is that readers respond to bits and pieces of text as they are encountered, all as part of the overarching goal of constructing meaning from text. This volume also includes a critical review of the thinking aloud methodology as it has been used thus far. This examination suggests that it continues to be an immature methodology, and that much work is needed if a complete theory of conscious processing during reading is to be developed via verbal protocol analysis. Finally, after reviewing what has been accomplished to date, the authors provide extensive discussion of the work that remains to be done and the adequacy of the verbal protocol methodology for permitting telling conclusions about text processing.
Book Synopsis Language Comprehension As Structure Building by : Morton Ann Gernsbacher
Download or read book Language Comprehension As Structure Building written by Morton Ann Gernsbacher and published by Psychology Press. This book was released on 2013-09-05 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a new theoretical framework -- what Gernsbacher calls the Structure Building Framework -- for understanding language comprehension in particular, and cognitive processing in general. According to this framework, the goal in comprehending both linguistic and nonlinguistic materials is to build a coherent mental representation or "structure" of the information being comprehended. As such, the underlying processes and mechanisms of structure building are viewed as general, cognitive processes and mechanisms. The strength of the volume lies in its empirical detail: a thorough literature review and solid original data.
Book Synopsis Rethinking Reading Comprehension by : Anne P. Sweet
Download or read book Rethinking Reading Comprehension written by Anne P. Sweet and published by Guilford Press. This book was released on 2003-04-30 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Book Synopsis Memory-Based Text Processing by : Edward J. O'Brien
Download or read book Memory-Based Text Processing written by Edward J. O'Brien and published by . This book was released on 2007-07-10 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Memory-based text processing (MBP) is a label that has been used to refer to a theoretical perspective shared by contributors to this special issue. The articles are by researchers who either explicitly identify themselves as working within the memory-based text processing framework or have influenced the MBP approach and share many of its core assumptions. This special issue defines the domains addressed by MBP, identifies the major, shared assumptions of researchers representing the MBP perspective, and raises some challenges for MBP researchers.
Book Synopsis The Skills of Document Use by : Jean-François Rouet
Download or read book The Skills of Document Use written by Jean-François Rouet and published by Psychology Press. This book was released on 2006 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Skills of Document Use: From Text Comprehension to Web-Based Learning examines functional literacy from a psychological standpoint. It offers a comprehensive discussion of the cognitive skills involved in reading, comprehending, and making use of complex documents. Understanding such skills is important at times when printed and online information systems are being used more and more extensively for work, education, and personal development. It is also very important to understand how the Internet transforms the way we search, read, and comprehend documents. The core purpose of the book is to inform research scientists, students, and instructional designers about recent advances in the psychology of document comprehension. Whereas reading research has mostly focused on basic cognitive processes involved in simple comprehension tasks, this book extends the psychology of reading to more complex, real-life comprehension activities. The book draws a link between research areas usually separated: language psychology, on the one hand, and Web design, on the other hand. The work also attempts to bridge a gap between research in cognitive psychology and practical issues in the design and use of information systems. It invites the reader to a guided journey from theoretical models of text comprehension to concrete issues in the design and use of instructional technology. The book will be of interest to students specializing in psychology, language, communication, and publishing. It will also be useful to all those who are involved in the training of literacy skills, or in the design of information systems accessible to a wide audience.
Book Synopsis All About Words by : Susan B. Neuman
Download or read book All About Words written by Susan B. Neuman and published by Teachers College Press. This book was released on 2015-04-25 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: " ... A practical guide designed to help early childhood teachers take advantage of the unique opportunity provided by the common core state standards. It offers strategies for planning and presenting vocabulary instruction and for monitoring children's word learning progress, along with helpful appendices that provide specific guidance on which words to teach"--Cover, page [4].
Book Synopsis Reading Comprehension Difficulties by : Cesare Cornoldi
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?
