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A Comparison Of Two Cognitive Reading Strategies On The Comprehension Of Functional Expository Text By High School Students With Mild Intellectual Disabilities
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Book Synopsis A Comparison of Two Cognitive Reading Strategies on the Comprehension of Functional Expository Text by High School Students with Mild Intellectual Disabilities by : Susan L. Feeney
Download or read book A Comparison of Two Cognitive Reading Strategies on the Comprehension of Functional Expository Text by High School Students with Mild Intellectual Disabilities written by Susan L. Feeney and published by . This book was released on 2012 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt: These findings are consistent with existing literature on individuals with mild intellectual disabilities which suggest this population can improve reading comprehension skills. These findings contribute to the dearth of literature that actually focuses on reading comprehension skills specific to high school-aged individuals with mild intellectual disabilities. Limitations of the study were reviewed and recommendations for further research were discussed.
Book Synopsis A Comparison of Two Comprehension Strategies for Reading Expository Text by : Kenya A. Smith
Download or read book A Comparison of Two Comprehension Strategies for Reading Expository Text written by Kenya A. Smith and published by . This book was released on 2002 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Download or read book Resources in Education written by and published by . This book was released on 1987 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Contributions to Expository Text Comprehension by : Dan Follmer
Download or read book Contributions to Expository Text Comprehension written by Dan Follmer and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined the contributions of executive function, strategy use, and text characteristics to reading comprehension among college-aged and adult readers. Numerous studies have supported the role of strategy use in reading and the ability of strategies to correct breakdowns in comprehension during reading. Likewise, a developing body of research has suggested an important role of executive function in reading comprehension. Such work, however, has primarily been conducted with younger readers; less work has examined the links between specific executive functions and reading comprehension among college-aged and adult readers. In addition, existing research has not yet examined the effect of text characteristics, such as cohesion, on the relations among key cognitive and motivational processes and comprehension of expository text. Existing research has likewise not yet examined how readers strategy use and ability to monitor affect the links between specific executive functions and reading comprehension. The current research aimed to address these gaps in the literature through two studies of reading among college learners and adult readers, respectively. In the first study, differential contributions of the executive functions of inhibition, shifting, and updating to comprehension of expository text that varied in referential cohesion were examined among college learners. The contributions of strategy use and metacognitive monitoring to comprehension as well as the mediating roles of each in the relations among specific executive functions and comprehension were also tested. The results indicated that shifting but not updating or inhibition differentially predicted comprehension of text that was lower in referential cohesion, while updating but not inhibition or shifting predicted comprehension of text higher in referential cohesion. Metacognitive monitoring, as measured by absolute accuracy during assessment of comprehension, significantly predicted comprehension in both text conditions. Strategy use predicted comprehension only of high cohesion text. Further, metacognitive monitoring mediated the link between shifting and comprehension of the low cohesion text; mediation was not supported among variables when the text was high in referential cohesion. The findings provide additional evidence for the important and interactive roles of text characteristics and cognitive processes in readers understanding of expository text, and suggest important areas of future study. In the second study, both individual and combined contributions of executive function to expository text comprehension among adult readers were examined. Using hierarchical regression analysis as well as structural equation modeling, the individual executive functions of inhibition, shifting, and updating as well as a latent executive function factor accounted for unique variance in reading comprehension above and beyond age, prior knowledge, reading time, vocabulary ability, and perceived interest. Ancillary analyses revealed that vocabulary ability mediated the relation between executive function and reading comprehension among the adult readers. Executive function contributed more strongly to lower-level compared with higher-level comprehension of the expository text. Across studies, the findings support implications for interventions that aim to improve readers comprehension of expository text by jointly targeting text characteristics and salient cognitive processes.
Book Synopsis Improving Adult Literacy Instruction by : National Research Council
Download or read book Improving Adult Literacy Instruction written by National Research Council and published by National Academies Press. This book was released on 2012-04-26 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt: A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Download or read book Timed Readings written by Edward Spargo and published by . This book was released on 1980 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1982 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1989-06 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mental Measurements Yearbook of the School of Education, Rutgers University by :
Download or read book Mental Measurements Yearbook of the School of Education, Rutgers University written by and published by . This book was released on 1998 with total page 1358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Essentials of Evidence-Based Academic Interventions by : Barbara J. Wendling
Download or read book Essentials of Evidence-Based Academic Interventions written by Barbara J. Wendling and published by John Wiley & Sons. This book was released on 2008-11-19 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Essentials of Evidence-Based Academic Interventions puts at your fingertips the successful instructional techniques and materials necessary for accurate and effective use of evidence-based interventions. Written by Barbara Wendling and Nancy Mather, two experts in educational assessment and intervention, this intervention-oriented reference presents clear descriptions of research-based interventions in the areas of: phonological awareness and beginning reading phonics; phonics and sight word instruction; reading fluency; vocabulary and reading comprehension; spelling, handwriting, and written expression; basic math skills; and math problem-solving.
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2001 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Trends and Prospects in Metacognition Research by : Anastasia Efklides
Download or read book Trends and Prospects in Metacognition Research written by Anastasia Efklides and published by Springer Science & Business Media. This book was released on 2010-09-08 with total page 483 pages. Available in PDF, EPUB and Kindle. Book excerpt: Trends and Prospects in Metacognition presents a collection of chapters dealing principally with independent areas of empirical Metacogition research. These research foci, such as animal metacognition, neuropsychology of metacognition, implicit learning, metacognitive experiences, metamemory, young children's Metacogition, theory of mind, metacognitive knowledge, decision making, and interventions for the enhancement of metacognition, have all emerged as trends in the field of metacognition. Yet, the resulting research has not converged, precluding an integration of concepts and findings. Presenting a new theoretical framework, Trends and Prospects in Metacognition extends the classical definitions offered by Flavell and Nelson to carry the prospect of more integrated work into the future. By opening the possibility to cross the boundaries posed by traditionally independent research areas, this volume provides a foundation for the integration of research paradigms and concepts and builds on the relationship between metacognition and consciousness, while integrating basic with applied research.
Book Synopsis Progress in Understanding Reading by : Keith E. Stanovich
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.
Book Synopsis Increasing Expository Text Reading Comprehension in Learning Disabled and at Risk Students Through the Use of Reading Strategies and Textbook Adaptations by : Chris M. Hoover
Download or read book Increasing Expository Text Reading Comprehension in Learning Disabled and at Risk Students Through the Use of Reading Strategies and Textbook Adaptations written by Chris M. Hoover and published by . This book was released on 2005 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How Learning Works by : Susan A. Ambrose
Download or read book How Learning Works written by Susan A. Ambrose and published by John Wiley & Sons. This book was released on 2010-04-16 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
