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MacMartin, Morag I. "Factors affecting reading comprehension in primary pupils." Thesis, Open University, 1992. http://oro.open.ac.uk/57395/.
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This thesis addresses the problem of 8-11 year old pupils who, although appearing to read text fluently, frequently misunderstand it. This problem was studied through Scottish school-based research using classroom materials and subjects from natural class groups. Data were collected from language assignments in daily work programmes, with response material in either written or illustrated form. Nine feasibility studies and a main study involving eighty subjects were carried out. The effects of five variables, text, presentation mode, age, ability and geographic location, on the totals and types of miscomprehensions displayed by the subjects in directed and free-recall comprehension tasks were calculated. 'Errors' are considered to be divergences from the author's supposed meaning. It is found that the collected errors are not random but may be classified into groups. Ten types of error were identified as regularly occurring and the category system developed was validated by teachers and others involved in the field of education. The effects of the five variables on the numbers and categories of error collected and the interactions between these variables were subjected to statistical analysis. Text and presentation mode are found to be the factors having most effect on the quantity and type of error produced. This finding is at variance with the generally accepted assumption that age, ability and possibly environment are determinants of potential pupil achievement. Miscomprehensions are discovered to be widely distributed across the ability range but they may be concealed by pupils in their pursuit of acceptable responses. The progress expected with increasing age is not always evident. The value of the category system as a teaching tool in comprehension development across the curriculum and pupil age range is assessed and suggestions given for its use. Implications of the findings for pupil assessment procedures and classroom practice are also discussed.
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Boakye, Naomi Adjoa Nana Yeboah. "A socio-affective approach to improving students’ reading comprehension abilities." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25562.
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The low literacy levels of the majority of first-year students at tertiary institutions in South Africa have been a major cause of concern. Various attempts have been made to assist students to develop their academic literacy levels – especially academic reading. However, most of these attempts are solely cognitive-oriented, even though there has been increasing acknowledgement of the relationship between socio-affective factors and students’ academic reading abilities. The purpose of this research was to explore a socio-affective approach to improving the reading abilities of first-year students at the University of Pretoria (UP). The following questions guided the research: (1) Is there a significant relationship between socio-affective factors and students’ academic reading abilities? (2) Which socio-affective factors best predict tertiary students’ academic reading abilities? (3) How can knowledge of socio-affective factors be used to design a more effective reading intervention? (4) How effective is a reading intervention programme that incorporates socio-affective factors? A mixed methods design was used for the study which was conducted in four phases. The first phase consisted of an exploratory study in the form of a questionnaire survey that elicited information on first-year UP students’ reading background, socio-affective reading levels and the use of reading strategies in relation to their reading proficiency levels, as determined by the Test for Academic Literacy Levels (TALL). ANOVA tests were used for the analysis of TALL results while a Cumulative Logit (regression) analysis was conducted to determine the socio-affective factors that best predict these students’ reading ability. ANOVA tests showed a robust relationship between students’ social and affective reading background on one hand, and their reading proficiency levels on the other. The regression analysis showed that self-efficacy was the best predictor of students’ reading ability, followed by intrinsic motivation. Based on the empirical results, and an adapted model of Guthrie and Wigfield (2000), an intervention programme that served as enrichment to the existing Academic Reading module, and aimed at improving the reading abilities of students by focussing on socio-affective issues in particular, was designed (as phase 2) and implemented (as phase 3) of the study. Two control groups and two intervention groups of At Risk and Low Risk students were used for the study. Questionnaires on affective reading levels and strategy use were administered before and after the intervention. In phase four, quantitative analysis using t-tests (independent and paired t-tests) with effect sizes were performed on the pre- and post-intervention questionnaire responses. Results showed significant improvements in affective levels for reading in the intervention groups compared to the control groups. In addition, qualitative data were collected via interviews on the socio-affective teaching techniques used for the intervention, and analysed qualitatively using content analysis. The results of the qualitative study were used to support the quantitative findings in terms of the measure in which the teaching approach contributed to the improvement in students’ socio-affective levels in reading, which according to research, correlates with students’ reading ability. Based on the findings, recommendations are made at the classroom and institutional levels. The significance of the study in terms of enriching theory and designing innovative support to improve students’ reading ability serve as a conclusion to the thesis.Thesis (DPhil)--University of Pretoria, 2012.
Unit for Academic Literacy
Unrestricted
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Dittmar, Kristine L. "Factors affecting the alignment of grades and reading scores for third grade students on the Florida Comprehensive Assessment Test." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2732.
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The purpose of this study was to aid in understanding the relationship between current Reading report card grading practices and standards-based state standardized testing results in Reading and factors associated with the alignment of this relationship. Report card and Florida Comprehensive Assessment Test (FCAT) data for 2004 were collected for 1064 third grade students in nine schools of one feeder pattern in Florida's Miami-Dade County Public Schools. A Third Grade Teacher Questionnaire was administered to 48 Reading teachers. The questionnaire contained items relating to teachers' education, teaching experience, grading practices, and beliefs about the FCAT, instructional Reading activities, methods, and materials.
Findings of this study support a strong relationship between report card grades and FCAT Reading achievement levels. However, individual school correlational analysis showed significant differences among schools' alignment measures. Higher teacher alignment between grades and FCAT levels was associated with teachers spending more time on individualized methods of Reading instruction and to teachers feeling there was not enough time to teach and help individual students. Lower teacher alignment of grades and achievement levels was associated with teachers taking homework into account in the final Reading grade. Teacher alignment of grades and achievement levels was not associated with teacher beliefs concerning the FCAT, instructional activities in Reading and Language Arts, the Reading program used, the model of delivery of the Reading program, instruction or type of instructional planning done by the teachers.
This study highlights the need for further investigations related to determining additional teacher factors that may affect the alignment relationship between report card grades and standards-based state standardized testing results.
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Cates-Darnell, Denise Michelle. "Three key factors that influence reading comprehension." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2160.
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This study explores the factors that influence the ways in which intermediate students learn comprehension strategies. A substantial scholarship offers evidence of the success of three factors: the teacher, Support structures, and the efficacy of the specific comprehension strategies taught.
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Idemen, Tulin Baydar. "Mirror, mirror in the mind : a comparative study of two strategies affecting reading comprehension /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7729.
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Benetti, Idonezia Collodel. "Cognitive and affective factors affecting task difficulty in efl reading." reponame:Repositório Institucional da UFSC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77434.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e ExpressãoMade available in DSpace on 2012-10-17T04:10:54Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T23:50:18Z : No. of bitstreams: 1 149274.pdf: 2762489 bytes, checksum: a364007b6ef24d13daa256e66d15f988 (MD5)
O presente estudo tem por objetivo investigar, através de atividades, quatro diferentes tipos de operações mentais - Identificar, Deduzir, Definir e Reordenar, em três categorias da taxionomia de Bloom, com o propósito de: (1) descobrir a ordem de dificuldade destas operações no contexto do ensino de língua estrangeira, (2) verificar o que os alunos fazem enquanto trabalham em um exercício, e (3) avaliar o esforço cognitivo destes alunos. Todos as unidades de exercícios eram de padrão semelhante, consistindo de três elementos básicos: o Pré-exercício feito por toda a classe sob a orientação da pesquisadora, o Exercício I feito em duplas pelos participantes da pesquisa, e o Exercício II feito pelos alunos em duplas. O Pré- exercício e o Exercício I eram semelhantes, envolvendo a mesma situação, os mesmos fatos/tópicos e o mesmo processo cognitivo. Os Exercícios II mantiveram a mesma estrutura, porém apresentaram um tópico novo. O objetivo do Pré-exercício era providenciar um contexto onde os alunos pudessem trabalhar as dificuldades do Exercício I previamente, e assim permitir à pesquisadora reduzir o nível de difficuldade dos exercícios e dar assistência apropriada aos sujeitos para a execução do Exercício I. Ao término dos Exercícios I e II, foi passado um questionário para obter a opinião dos alunos sobre as dificuldades relacionadas a fatores tais como: Vocabulário, Familiaridade, Pré-Exercício e Português, uma tentativa de separar as dificuldades lingüísticas das dificuldades relacionadas às operações mentais. Como não foi possível estabelecer nenhuma hierarquia quanto ao grau de dificuldade dos exercícios e foram poucas as correlações obtidas entre as variáveis do questionário, estes fatos são, então, atribuídos a três principais fatores: a) várias operações mentais ocorrendo ao mesmo tempo, b) fatores inerentes a cada exercício e c) fatores afetivos.
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Chapman, Heather J. "Factors Affecting Reading Outcomes Across Time in Bureau of Indian Education Reading First Schools." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/712.
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Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national average on tests of reading ability and reading comprehension. During recent years, many schools in the Bureau of Indian Education (BIE) system requested funding through the Reading First initiative. Schools used the funding and support provided by the BIE Reading First grant to attempt system-wide change at the school level in order to refocus efforts on increasing reading achievement. The current study investigated the impact of the Reading First Initiative on American Indian students in kindergarten through third grade.
Results suggest that the models and methods employed using funding from the Reading First grant had a positive impact on certain aspects of reading achievement in students. Instructional Leadership Changes had a negative impact on student achievement while certain reading programs were found to have a more positive impact on some students than others. Furthermore, regardless of beginning of year reading level, all students showed increased gain in end-of-year outcome scores over time. Same grade cohort groups of students in kindergarten, second, and third grades demonstrated increased average scores over time as schools continued to implement Reading First models. Finally, while the gap between students with intensive needs and their peers was not erased, it also did not widen. Based on research indicating gain for these students is often below that of their peers, this is an important finding. Thus, it appears that the impact of Reading First in relation to teaching younger students the basic building blocks needed to read with fluency in the later grades was positive in the current sample.
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Leung, Yuen Fat. "A study of factors contributing to reading difficulty for Hong Kong students." HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/84.
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Hancock, Holly Elizabeth. "Aging and inferencing ability : an examination of factors underlying text comprehension." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/29558.
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Morris, Barr Loretta J. "Person Factors Affecting Student Persistence in College Reading and Writing Remediation." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6846.
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The United States has the highest college attrition rate among industrialized nations. Community college students face a much higher risk, particularly those who lack requisite reading/writing skills. Using the theory of planned behavior and self-determination theory, this study explored the relationship between persistence in college for students in traditional or corequisite remediation. Person factors under study were frustration discomfort, academic motivation, and self-reported symptoms of adult attention-deficit hyperactivity disorder (ADHD). After 7 semesters, 72 adult student volunteers from the 2 remediation programs were recruited from 2 community colleges. They completed an online survey, which included a demographics questionnaire, the Frustration Discomfort Scale, the Academic Motivation Scale, and the Adult ADHD Self-Report Scale Symptom Checklist (ASRS-V1.1). Based on the results of Chi square, t-test, and MANOVA analyses (as appropriate per research question), type of remediation indicated a slight, albeit statistically nonsignificant effect on persistence. Persisters and nonpersisters did not differ on frustration discomfort nor academic motivation. However, persisters demonstrated significantly lower levels of adult self-reported ADHD symptoms than those who did not persist. The positive social change implications of this study include using the findings to promote early testing and diagnosis of ADHD, active monitoring of students in remediation, and proactive (i.e., intrusive) advising for students with this disability, in order to facilitate the best outcomes for their academic pursuits.
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Azaizeh, Khalid. "Reading fluency and comprehension in the Arab elementary schools in Israel : mediating factors." Thesis, University of Brighton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263097.
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Cassel, Robyn Valerie. "Home Literacy Factors Affecting Emergent Literacy Skills." NSUWorks, 2011. http://nsuworks.nova.edu/cps_stuetd/17.
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The purpose of this study is to identify factors in the home literacy environment using the Stony Brook Family Reading Survey (SBFRS) in order to understand the extent to which these factors predict phonemic awareness and other basic reading skills, as assessed by selected subtests from the Woodcock-Johnson III (WJ III). The present study used archival data to examine the home literacy habits of a sample of parents and preschool children ages 3-5 years (range in months= 36-67) from a private and a public preschool with a combination of high- and low-income backgrounds and various ethnicities. Using exploratory factor analyses with 165 participants, three dimensions of family reading behavior were identified from the SBFRS including Home Reading Emphasis, Adult Responsibility, and Parental Academic Expectations. Each of the SBFRS rotated factors considered together in a stepwise multiple regression analysis contributed significantly over and above age to the prediction of phonological awareness as measured by the Phonemic Awareness 3 (PA3) Cluster from the WJ III. The best order of predictors for PA3 of the WJ III, with stepwise entry, included Factor 1: Home Reading Emphasis, Factor 3: Parental Academic Expectations, and Factor 2: Adult Responsibility. One of the SBFRS rotated factors, Factor 1: Home Reading Emphasis, considered in a stepwise multiple regression analysis using age as a covariate contributed significantly to the prediction of basic reading as measured by the Basic Reading Skills (BRS) Cluster of the WJ III [WJ III BRS=.38+.26(Factor1)]. Results demonstrate the importance of the aforementioned factors in relation to the prediction of emergent literacy. Future studies are needed to investigate parental expectations, adult responsibility for child outcomes, the impact of fathers, and the importance of dominant home language on the emergence of literacy. Revision of the SBFRS, in addition to studies that include a wider range of SES, racial/ethnic, and linguistic groups, would help to standardize the measure for future use.
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Maxwell, Tricia Lesley. "Factors affecting the representation of objects in distributed attention." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7478/.
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Our phenomenological experience of what we see around us is of an accurate representation. However, such information is widely distributed in the brain so necessitates that some form of co-ordination of this information takes place to enable a coherent view of the world. The most prominently researched theory is Feature Integration Theory (Treisman, 1993). This proposes that accurate binding is dependent on the current spatial distribution of attention. Individual objects compete for attention via activity in a master map of locations with competition being modulated by grouping processes. When attention is distributed, features are randomly selected and a bound object can be perceived to be located at any position within the attentional window. However, there is evidence to suggest that in distributed attention, coarse location information is available and two alternative proposals have been put forward. The first suggests that it is the information from a unitary feature that can determine the perceived location of a bound object (Tsal & Lavie, 1988) and the second proposes that the information from all contributing features is averaged to provide the location information (Ashby et al, 1996). One way to determine which model best represents feature integration is to investigate the contribution each feature makes to the perceived location of a bound object by using the illusory conjunction paradigm in which an object is formed when the visual system binds together individual features from items located in different parts of the display. Results indicated that in briefly presented displays, perception can be subject to tritan-like shifts in colour space. No support for spatial averaging or for the random rule was found. Rather, there was a strong indication that the perceived location of illusory objects was sourced from a single feature supporting the unitary rule.
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Palane, Nelladee Lorraine McLeod. "The effect of language of instruction and contextual factors on higher-order reading comprehension performance." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65461.
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This study compares the different primary school language of instruction models found in South Africa for performance on the higher-order reading comprehension processes tested in the international, large-scale assessment, prePIRLS 2011. The language of instruction groupings include the African languages, Afrikaans, English L1 and English L2 as an immersion model. The marked differences in performance observed on the higher-order prePIRLS 2011 items across the language models are not singular reasons for performance in themselves, but reflect embedded contextual factors that influence performance. It was, therefore, examined how language of instruction creates or restricts access to ‘social tools’ and ‘cultural capital’ which mediate the development of higher-order reading comprehension at home and at school. It was found that socio-economic status (SES) at the school level contributes 86.06 (SE=20.48) and 98.54 (SE=17.28) score points for English (N=2 205) and Afrikaans (N=1 463) respectively as a school level indicator. For the Afrikaans LoLT grouping access to text explained 44 score points (SE=11.09). Neither SES nor access to text explained significant variance in performance for the African languages schools when examined within the language grouping (N= 12 076). A linear regression (N=6 342) showed that low SES learners whose language of instruction is English, despite it not being their mother tongue, benefit by 20.35 score points (equivalent to half a year) from being in the English L2 group, in comparison to the African languages L1 group as a measure of achievement on the higher-order subscale. The hypothesis that SES and access to text significantly affect performance in higher-order reading comprehension was further supported by the findings of a two-level regression, showing that access to text at school contributed 32.91 score points (B=32.91, SE=13.96, p=.03) to performance for English L2 low SES learners (N=480). It is argued that better provision of text at school can mediate the development of the cognitive and metacognitive reading strategies required for higher-order reading comprehension across all language of instruction models and socio-economic strata. Print material is often more accessible to learners in English. This strengthens a pragmatic, contextually-based argument for focused prioritisation of English L2 instruction concomitant to raising the quality of home language instruction.Thesis (PhD)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
Centre for Evaluation & Assessment (CEA)
PhD
Unrestricted
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Hand, Christopher James. "An investigation into the perceptual and cognitive factors affecting word recognition during normal reading." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2127/.
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The present thesis examines the effects of a range of factors on the processing of written language. The present thesis principally uses eye movement recording technology while participants read short passages of text. Factors known to influence written language processing range from lower-level perceptual constraints to higher-level discourse contingencies. Examples of lower-level to higher-level variables are, respectively, intraword orthographic constraints, such as word-initial letter constraint (WILC) – how many other words share the same three initial letters of a given word; lexical level word frequency – how often a word occurs in written language; and extraword contextual predictability – how likely a word is to occur given the discourse up to the position of the word in the passage. The present thesis not only investigates the main effects of these factors, but also studies the simultaneous effects that these factors have on written language processing. Information acquired from the right of current fixation location – parafoveal preview – is essential for reading to proceed at a normal rate. Preview is typically studied using gaze-contingent display change paradigms – non-foveal text is obscured or manipulated, and effects on eye movement behaviour recorded. The present thesis studies an additional method of measuring the effects of preview, without manipulating the text displayed: launch distance – how far readers’ prior fixation is from a given word, before foveal processing of that word. Visual acuity diminishes as retinal eccentricity increases. The present thesis examines the how the effects of the above factors, and any interactions between them, are modulated by launch distance. Standard effects of frequency and predictability were found across all studies. Lower-frequency words (LF) were processed with greater difficulty than higher-frequency words (HF); low-predictability words (LP) were processed with greater difficulty than (HP) words. Consistent with prior research (Rayner, Ashby, Pollatsek, Reichle, 2004), Experiment 1 found additive effects of frequency and predictability on eye movement behaviour. However, further investigation revealed that when preview was highest (i.e., Near launch distances), frequency and predictability exerted an interactive effect. Experiment 2a further investigated the simultaneous effects of frequency and predictability, addressing methodological concerns about Experiment 1. Principally, that HP contexts in Experiment 1 were medium-predictability (MP), potentially obscuring any interaction, as the acquisition of parafoveal information is influenced by the frequency and predictability of the parafoveal word. Comparing very low-predictability (VLP) items to very high-predictability (VHP) items, the interactive pattern of effects observed in the Near launch distance condition of Experiment 1 was replicated in the global analyses of Experiment 2a. In Experiment 2b, comparisons of HF and LF words in VLP and specifically-designed MP items yielded an additive pattern of effects, consistent with Experiment 1. Furthermore, conditionalised analyses of these items by launch distance showed an interactive pattern of effects, but only at Near launch distances. Conditionalised analyses of HF and LF words in VLP and VHP materials from Experiment 2a revealed an interactive pattern of frequency and predictability effects at both Near and Middle launch distances. It is argued that frequency and predictability can interact under two distinct conditions, but both manners are dependent on preview. When HF and LF words are presented in MP contexts, a high level of preview must be provided by a Near launch distance for an interaction to be observed; when HF and LF words are presented in VHP contexts, sufficient information can be extracted at further launch distances, generating an interactive pattern of effects in global analyses. Experiment 3 examines whether fixation durations are inflated prior to skipping a word in text. An overall non-significant effect of word skipping on prior fixation durations was observed. However, this result was somewhat misleading – inflated fixation durations prior to skipping were observed, but only when to-be-skipped words were either HF or HP; indeed, the largest mean inflation prior to skipping was observed when the to-be-skipped word was both HF and HP. These results suggest that when readers are able to extract most information about parafoveal words (e.g., when those words are HF or HP), fixation durations prior to skipping these words are inflated. It is tentatively suggested that these effects reflect a longer accumulation of information from parafoveal to-be-skipped word. These effects are consistent with models of eye movement control permitting parallel processing of written information, as opposed to a strictly serial approach. Experiments 4a and 4b tested the effects of WILC. Experiment 4a employed a lexical decision task, examining the separate and combined effects of WILC and frequency. LF words were responded to less quickly than HF words. Words with low WILC (LC words; e.g., “clown” shares its initial trigram “clo” with many words) were processed more quickly than words with high WILC (HC words; e.g., “dwarf” shares its initial trigram “dwa” with few words). It is suggested that LC words in a lexical decision task are responded to quickly as their initial trigram is shared by a large number of viable words, facilitating a “word” response. The initial trigrams of HC words are not shared by many other words, potentially hindering a “word” response. Experiment 4b re-tests the role of WILC on eye movement behaviour during reading, based on an earlier study by Lima and Inhoff (1985). Unlike Lima and Inhoff’s study, the frequency and predictability (known to influence the extraction of parafoveal information) of LC and HC target words was also manipulated. In contrast to the findings of Lima and Inhoff (but, consistent with their original prediction), HC words were found to exhibit a processing advantage over LC words in measures of eye movement behaviour reflecting early, lexical processing. Further analyses based on launch distances from, and landing positions within target words suggested that the pattern of effects observed may be due to the accumulation of WILC information from the parafovea. The present thesis finds that word frequency and contextual predictability can yield interactive effects on processing, but that any possible interaction is dependent on acquisition of parafoveal information. Evidence of inflated fixation durations prior to word skipping were observed, but these effects are modulated by the characteristics of the parafoveal to-be-skipped word. Initial letters of words have a substantial effect on processing, but this effect is task-dependent. In lexical decision, activation of “wordness” is advantageous, and LC words exhibit an advantage over HC words. In natural reading, information is available from sentential context and the parafovea, and HC words carry an advantage over LC words. The present thesis argues for the use of launch distance as a metric for measuring preview benefit, albeit in a necessarily post-hoc fashion. Reliable effects of launch distance were found across all experiments where it was examined as a factor – eventual fixation time on a word increases as the distance of prior fixation from beginning of that word increases. Launch distance was also shown to influence the effects of a range of factors which influence written language processing, and the interactions between these variables.
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Robbins, Bryan Thomas. "Cognitive factors in perspective-based reading (PBR) a protocol analysis study /." Master's thesis, Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04032009-161814.
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Ailion, Alyssa S. "Longitudinal Analysis of Risk Factors Affecting Reading Trajectories in Children Diagnosed with Pediatric Brain Tumors." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/honors_theses/7.
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Prior research suggests aggressive cancer treatments contribute to cognitive impairments in children diagnosed with pediatric brain tumors. The literature also suggests that younger age at diagnosis (AAD) and treatment may result in disrupted cognitive trajectories due to limited brain plasticity. In line with this research, we hypothesized an interaction between radiation therapy (RT) and young AAD of brain tumors, where young AAD and RT results in lower standard scores on the WRAT-R Reading Comprehension Subtest. Analyses included archival data; the sample consists of 134 children diagnosed with pediatric brain tumors with multiple assessments resulting in 487 cases for analysis. Participants were diagnosed with mixed tumor types and locations. A two level multilevel model was used to analyze reading trajectories while taking into account AAD, time since diagnosis, socioeconomic status (SES), and RT. Results detected a positive interaction between AAD and RT (γ =2.08, p=.02). For participants with RT, younger AAD was associated with lower reading scores, whereas AAD had no effect for participants without RT. Results also detected a negative interaction between radiation and time (γ =-2.29, p=.00) indicating that children treated with RT have reading scores that decrease over time. These data suggested that children diagnosed with pediatric brain tumors treated with RT are at higher risk of reading impairment as reflected in their reading scores.
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Aotani, Masayasu. "FACTORS AFFECTING THE HOLISTIC LISTENING OF JAPANESE LEARNERS OF ENGLISH." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/137835.
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CITE/Language ArtsEd.D.
The holistic listening comprehension of 112 Kyoto University students, operationalized as TOEFL iBT listening (long listening), was investigated with a battery of 12 tests, including a phoneme and word recognition test, a test of short 10-second listening, a test of long 3- to 5-minute listening, a reading comprehension of listening scripts test, listening and reading cloze tests, a gap-filling test designed to assess syntactic awareness, a grammatical error detection test, and the Vocabulary Size Test. Rasch analyses were employed to yield person ability measures; these measures were used for correlation studies, a series of linear regression analyses, principal components analysis, and structural equation modeling. Long listening correlated most strongly with the reading comprehension test (.756) and the listening cloze test (.705), and these two variables explained as much variance in long listening as all the variables combined in a linear regression (68%). Of the two prominent components yielded by a principal components analysis, capturing sounds and processing for meaning, long listening loaded significantly only on processing for meaning (.727) and showed no notable loading on capturing sounds. When long listening comprehension was viewed as a two-stage activity consisting of capturing input and processing that input for meaning, the participants were found to rely mainly on processing for meaning. As a result, long/holistic listening had more in common with reading comprehension than with short listening, for which the first stage of input capture was more important. As a part of this study, long listening was expressed as a product of aural word recognition and processing for meaning as in the Simple View of Reading, where reading comprehension is regarded as a product of decoding and linguistic comprehension. While the Simple View of Reading typically accounts for 48% of the variance in reading comprehension, its listening counterpart in this study explained up to 58% of the variance; as much as an improved version of the Simple View of Reading named the Component Model of Reading. The identification of the structural equation models required an additional component for a total of three latent variables; availability of written text, aural activities, and processing for meaning. The three-latent-variable model for long listening incorporated all the variables as indicators except for the grammatical error detection due to its insignificant contribution to holistic understanding. Generally speaking, structural equation approach produced models which were in good qualitative agreements with correlation studies, principal components analysis, and multiple regression; thus, providing an integrative view and a unified treatment of the participants' proficiency with a focus on long listening. Overall, the results highlighted the importance of processing for meaning, a skill largely shared with reading comprehension, for the long listening comprehension of Kyoto University students. This finding indicates a transfer of meaning formation skill from L1 and L2 reading to L2 listening.
Temple University--Theses
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Saunders, Linda Catherine. "Aliteracy in the young New Zealand adolescent : an exploration of reading preferences, selection techniques and motivations for recreational reading." Thesis, St Mary's University, Twickenham, 2012. http://research.stmarys.ac.uk/506/.
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Aliteracy defines those who can read adequately but who choose not to read for their own interest and pleasure. Adolescent aliteracy is an international issue (OECD, 2000, 2010a). Dissonance between what schools and students consider as ‘engaging reading’ is widening (Ivey & Broadhuss, 2001; Wilheilm & Smith, 2002). Recent evidence of poor literature knowledge amongst teachers and pre-service teachers (Cremin, Mottram, Bearne, & Goodwin, 2008; Nathanson, Pruslow, & Levit, 2008) highlights the need for pragmatic ways to empower adolescent students to address aliteracy for themselves. The aim of this thesis was to explore the conceptual basis for adolescent aliteracy in the 11-13 year old age groups alongside pedagogy to support currently aliterate adolescents. A mixed methods approach used 8 sets of data to explore reading preferences, reading motivations and self-selection behaviours in a mixed and stratifed sample of currently aliterate students over 6 months. The tools were: a reading preference survey, a Title Recognition Test (Cunningham & Stanovich, 1991), the Motivations for Reading Questionnaire, (Wigfield, Guthrie, & McGough, 1996), library observations, student and teacher interviews, library borrowing records and summative reading scores. Data analysis included thematic analysis, multiple regressions, Chi squared, Wilcoxon signed-ranked tests and Spearman’s correlations. Media based titles, magazines and SMS texting were cited as the most popular reading choices. Avid, poor and currently aliterate adolescent readers had significantly distinct motivational and cognitive reading profiles. Exploratory results with a stratified sample of currently aliterate students suggest that taught self-selection strategies significantly increased motivation to read for challenge and for curiosity and decreased motivation to read for reasons of compliance. Amongst currently aliterate adolescents, results suggest significant interaction between reading identity, reading challenge, reading stamina and reading interest.
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O'Brien, Katherine F. "Success of developmental readers| An examination of factors affecting attrition and institutional practices which support retention." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618948.
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Students who enter higher education requiring reading remediation have poor institutional persistence. This study examined the course success and first-year institutional persistence of six women enrolled in a developmental reading course at a regional campus of a state university. Data sets were comprised of classroom observation, review of academic records, and interviews with students and their instructor.
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Burgess, Cassandra M. "Factors affecting the identification of children with reading difficulties : a comparison between children identified by their teacher, and those identified by a reading test /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psb955.pdf.
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Landon, Laura L. "English Word-Level Decoding and Oral Language Factors as Predictors of Third and Fifth Grade English Language Learners' Reading Comprehension Performance." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601015.
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This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners’ (ELLs’) English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level decoding, for determining ELLs’ English reading comprehension in the third and fifth grades, using data from a nationally representative dataset, the Early Childhood Longitudinal Survey (ECLS-K). Literature in both first (L1) and second language (L2) reading comprehension development suggest that, in addition to word- and text-level decoding factors, oral language skills (such as listening comprehension) also impact L2 reading comprehension. This study found that while English word-level decoding skills were the strongest predictors of ELLs’ English reading comprehension in third grade, both third and fifth grade English oral language skills were stronger at predicting fifth grade ELLs’ English reading outcomes, thereby confirming the hypotheses grounded in the conceptual frameworks of ELL reading comprehension development (Proctor et al., 2005; Zadeh et al., 2011; Kim, 2015).
These findings suggest that screening fifth grade ELLs using English oral language measures may be more effective at predicting potential difficulty in reading comprehension than traditional fluency measures (such as DIBELS ORF). Moreover, while English word-level decoding factors are stronger predictors for third grade English reading comprehension, these findings indicate that third grade English oral language measures may be better at determining how ELL students will perform in English reading comprehension as they conclude elementary school in fifth grade than traditional fluency and decoding measures. In sum, the results of this study underline the importance of instruction, intervention and assessment in English oral language skills as critical components of literacy programming for elementary ELLs.
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Is, Cisdem. "A Cross-cultural Comparison Of Factors Affecting Mathematical Literacy Of Students In Programme For International Student Assessment (pisa)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1050434/index.pdf.
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The purpose of the present study is to investigate the factors affecting mathematical literacy of 15-year-old students in Programme for International Student Assessment (PISA) across different cultural settings. The present study was conducted across three countries. These countries are Brazil, Japan and Norway. The countries were selected on the basis of their rankings in PISA 2000 study. Japan represented a high performing country with an average score of 557, Norway represented an average performing country with an average score of 499, and Brazil represented a low performing country with an average score of 334. The study explored how mathematical literacy is stimulated by predictors related to the students, the families and the school. A separate factor analysis was carried out for each questionnaire such as student questionnaire and cross curricular competencies questionnaire within the data of each country. Since the results of factor analyses of three countries were parallel, the observed variables representing the latent variables were selected from the student questionnaire and cross curricular competencies questionnaire administered in PISA 2000 in order to be used in the structural equation modeling. The included factors affecting mathematical literacy in PISA 2000 are attitudes towards reading, student-teacher relations, climate, communication with parents, usage of technology and facilities, attitudes towards mathematics and reading literacy. The proposed model was tested using structural equation modeling across three different cultures with different performance levels in PISA 2000. The findings of the study show that the latent independent variable having the strongest effect on mathematical literacy is the usage of technology and facilities in Brazil, communication with parents in Japan and attitudes towards reading in Norway. Moreover, the results were as follows: (1) Reading literacy significantly and positively influences mathematical literacy in all three countries. (2) There is a reciprocal relationship between the attitudes towards mathematics and mathematical literacy. In Brazil, the influence of attitudes towards mathematics on mathematical literacy is higher. However, the influence of mathematical literacy on attitudes towards mathematics is higher in Norway. (3) The attitudes towards reading have a negative direct effect and a positive indirect effect on mathematical literacy. (4) The student-teacher relations have a positive effect on mathematical literacy in Japan and Norway. But, in Brazil, this effect is negative. (5) The student-related factors affecting school climate are significantly and positively related to mathematical literacy in Brazil. On the other hand, the effect of climate on mathematical literacy is negative in Japan and non-significant in Norway. (6) Communication with parents significantly and positively influences the mathematical literacy in all three countries. (7) The usage of technology and facilities significantly and positively affects mathematical literacy in Brazil. However, this effect is negative in Japan and non-significant in Norway.
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O'Brien, Katherine F. "Success of Developmental Readers:An Examination of Factors Affecting Attrition and Institutional Practices Which Support Retention." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1384121038.
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Abou-Shakra, Hanan, and Tess Lind. "En litteraturstudie om läsförståelse och vilka faktorer som påverkar den hos elever i grundskolan." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33602.
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Syftet med denna litteraturstudie var att ta reda på vad som påverkar elevers läsförståelse i grundskolan. Utifrån syftet kunde en frågeställning formuleras: “Vad säger forskningen om vilka faktorer som kan påverka elevernas läsförståelse i grundskolan?” Litteraturstudien bygger på systematiska sökningar som har gjorts i databaserna SwePub och ERIC. Resultatet visar att de faktorer som påverkar läsförståelsen hos elever i grundskolan är Faktorer från elevernas hemförhållande och bakgrund, Faktorer i undervisningen och Hur olika texttyper kan påverka läsförståelsen. Resultaten i litteraturstudien visar även att elever behöver stöd i sin undervisning med hjälp av olika metoder samt att föräldrarna har en betydelse för elevers lärande i skolan. Fortsatt forskning inom området läsförståelse är att mer ingående se på hur föräldrars utländska härkomst påverkar lärandet hos eleverna. Att konkretisera vilka strategier som lärare kan använda sig av för att utveckla elevernas läsförståelse i undervisningen i ämnet svenska kan också vara ett nytt forskningsområde.
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Adel, Abdelrehim Mohamed Soliman Hadya [Verfasser], Wolfgang [Gutachter] Lenhard, and Peter [Gutachter] Marx. "Structural Equation Modeling of Factors Influencing EFL Reading comprehension: Comparative study between Egypt and Germany / Hadya Adel Abdelrehim Mohamed Soliman ; Gutachter: Wolfgang Lenhard, Peter Marx." Würzburg : Universität Würzburg, 2019. http://d-nb.info/1194313892/34.
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Martinez, Dayami. "A Multiple Case Study of the Factors Affecting College Course Enrollment for Students Learning English for Academic Purposes." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/10.
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This applied dissertation provides insight into the various factors affecting persistence and transition to college-level courses for students learning English for academic purposes (EAP). An influx of immigrants who want to continue their postsecondary studies has affected the programs serving EAP students in United States. Scholars have identified some factors that influence persistence and success of immigrant students at postsecondary institutions such as cultural and educational norms, curriculum and career support, and academic and social interactions.
A qualitative approach with a multiple case study analysis allowed in-depth exploration of the factors affecting college course enrollment of EAP students. The researcher interviewed 10 participants who represented the student population enrolled in the EAP program. From these individual case analyses, the researcher identified strategies that could enhance retention and transition to college courses of EAP students. The researcher used NVivo qualitative data analysis software to gain a deeper understanding within textual categories and structural themes as well as to ensure thoroughness and reliability. The results of this study suggest that enhancement in both academic and social integration and curriculum and career support can assist EAP students in their transition to college courses.
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Vera, Savić. "READING DIFFICULTIES IN ENGLISHAS A FOREIGN LANGUAGE (Teškoće u čitanju na engleskom kao stranom jeziku)." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100093&source=NDLTD&language=en.
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Predmet ove doktorske disertacije bio je da seispitaju teškoće u čitanju na engleskom kao stranomjeziku kod učenika mlađeg uzrasta u osnovnimškolama u Srbiji. Od 2003. godine, kada je engleskijezik uveden kao obavezni predmet od prvog razredaosnovne škole, nije bilo nacionalnih istraživanja uvezi sa ranim razvojem veštine čitanja. Poštoteškoće u čitanju mogu negativno uticati nasamopouzdanje učenika, njihovu motivaciju istavove, kao i na akademska i profesionalnadostignuća, neophodno je efikasno delovanje u ciljusprečavanja teškoća u čitanju. Prvi korak u tompravcu predstavlja ispitivanje faktora koji moguimati nepovoljan uticaj na razvoj veštine čitanja.U istraživanju je učestvovalo 502 ispitanikauzrasta od 11 godina, koji su pohađali šest osnovnihškola u pet geografski udaljenih gradova Srbije.Primenjena je kombinovana metoda upotrebomosam instrumenata za prikupljanje kvantitativnih ikvalitativnih podataka. Kvantitativni podaci sudobijeni korišćenjem testa čitanja, upitnika oindividualnim faktorima, upitnika o kontekstualnimfaktorima, upitnika o strategijama, upitnika oteškoćama u čitanju, i intervjua, dok su kvalitativnipodaci dobijeni na osnovu pisanih refleksija učenikai upotrebom intervjua. Rezultati su pokazali dapostoji statistički značajna razlika u rezultatima testačitanja u zavisnosti od individualnih i kontekstualnihfaktora, kao i da teškoće u ranom čitanju naengleskom kao stranom jeziku mogu biti posledicanegativnog uticaja nekih individualnih ikontekstualnih faktora, kao što su nerazvijenelingvističke i strateške kompetencije učenika,negativan transfer veštine čitanja na maternjemjeziku, neadekvatan pristup razvoju veštine čitanja unastavi, i nedovoljno čitanje na stranom jeziku vančasova. Na osnovu rezultata sastavljena jetaksonomija od 25 teškoća u čitanju na engleskomkao stranom jeziku. Ovi rezultati imaju značajneimplikacije za dizajniranje programa ranog čitanja iprograma prevencije teškoća u čitanju, za nastavuranog čitanja, kao i za obrazovanje i stručnousavršavanje nastavnika engleskog jezika.The primary focus of the present research studywas to investigate reading difficulties of young6learners learning English as a foreign language(EFL) in formal school settings in Serbia. Since theintroduction of English as a compulsory schoolsubject from primary Grade One in 2003, there havebeen no research studies in Serbia to verify what canrealistically be achieved in early reading skilldevelopment. As reading difficulties can negativelyaffect learners’ self-esteem, motivation, attitude,confidence, and academic and career prospects, theprevention of reading difficulties has emerged as anissue requiring effective action. The first steptowards successful teaching of early reading isexploration of factors that may have an adverseeffect on learners’ reading skill development.The present research study involved 502learners, aged 11, drawn from six state primaryschools located in five geographically distant regionsof the country. A mixed-method approach wasapplied in the study, and eight instruments were usedto collect both quantitative and qualitative data.Quantitative data was obtained with reading researchtool, individual factors questionnaire, contextualfactors questionnaire, reading strategiesquestionnaire, reading difficulties questionnaire,teacher questionnaire and prompted think-aloudprotocols, while qualitative data was collected withpost-reading reflection protocols and promptedthink-aloud protocols. The results showed that therewas a considerable difference in reading results inrelation to both individual and contextual factors,and that reading difficulties in early EFL readingmay have been the result of adverse effects of someindividual and contextual factors, like poor linguisticand strategic competences of young learners,negative transfer of L1 literacy, inappropriateteaching approach, and insufficient exposure to L2texts. A taxonomy of reading difficulties wascomplied, comprising 25 L2 reading difficulties.These results have significant implications fordesigning EFL reading and prevention programmes,for teaching beginning reading, and for pre-serviceand in-service EFL teacher education and training.
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Coleman, Mary F. "Promoting reading comprehension competence among English second language high school learners in a disadvantaged community." Diss., 2004. http://hdl.handle.net/10500/1138.
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The goal of this research study was to determine whether extensive reading, supported by the
instruction and use of appropriate strategies, would
a) improve learners' comprehension achievement
b) increase academic achievement in English, and
c) promote higher achievement in general academic performance.
One hundred and twenty-one learners participated in this project. Three groups of learners:
extensive readers, less extensive readers and non-extensive readers were identified and
studied. The result indicated that extensive reading not only leads to improved achievement in
comprehension, but that it also leads to improvement in general academic performance in all
subjects across the curriculum; while lack of extensive reading has an adverse effect on both
reading comprehension achievement and general academic performance as a whole.Teacher Education
M.Ed. (Didactics)
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Feng, Ling-Hui, and 馮鈴惠. "Effects of Reading Modes and Developmental Factors on Taiwanese EFL Young Learners’ English Reading Fluency and Reading Comprehension." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/58157776451660930350.
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碩士國立彰化師範大學
兒童英語研究所
102
Reading has been viewed as an important factor to acquire a language. It is worthwhile to observe language learners' reading development in different reading modes, proficiency levels, and grade levels on learners’ reading fluency and reading comprehension (Burge, 1983; Fletcher &; Pumfrey, 1988; Kim, Wagner, &; Lopez, 2012; Miller &; Smith, 1985). Researchers pointed out that different reading behavior affects learners’ reading fluency and reading comprehension. For example, oral reading is beneficial to less-proficient and younger learners' reading performance (Elgart, 1978; Fletcher &; Pumfrey, 1988; Miller &; Smith, 1985; Swalm, 1972). On the other hand, research findings indicated that silent reading is a good way for reading without interruption (Al-Qurashi, Watson, Hafseth, Hickman, &; Pond, 1995). The present study thus aims to examine the effects of reading modes, proficiency levels, and grade levels on Taiwanese 5th and 6th graders' reading fluency and reading comprehension performance. The participants are one hundred twenty-nine 5th graders and one hundred thirty-two 6th graders. They were given one reading proficiency test, Cambridge Young Learners English Tests (YLE) and two standardized reading tests, Gray Oral Reading Test (Wiederholt &; Bryant, 2001) and Gray Silent Reading Test (Wiederholt &; Blalock, 2000), to measure their reading proficiency, reading fluency, and reading comprehension ability. Participants’ reading fluency and reading comprehension performance were analyzed and compared by three-way ANOVA. Results of the three-way ANOVA analyses revealed that reading modes (oral reading and silent reading), proficiency levels (high level and low level), and grade levels (fifth graders and sixth graders) are factors affecting their reading fluency. Among them, the reading modes had a moderate effect (F = 246.932, p < .05), whereas proficiency levels and grade levels had weak effects on their reading fluency. Concerning reading comprehension, proficiency level was the significant factor on their reading comprehension (F = 41.755, p < .05). The interaction between reading modes and proficiency levels on reading fluency was further analyzed. The results showed that participants who were in the high level group performed significantly better than the low level group on oral reading fluency (t = 8.448, p < .05). In contrast, regarding silent reading fluency, the low level group was found to read faster than the high level group (t = 4.029, p < .05). Moreover, there was an interaction between reading modes and grade levels on reading comprehension. The results showed that the sixth graders performed significantly better than the fifth graders on silent reading comprehension (t = 4.291, p < .05). Thus, it is likely that the low proficiency level group read fast but they do not achieve the silent reading comprehension. The relationship among participants' oral reading fluency, oral reading comprehension, silent reading fluency, and silent reading comprehension was discussed as the followings: (1) The correlation between oral reading fluency and oral reading comprehension was moderately correlated on fifth graders (r = .346) and sixth graders (r = .405). The results indicated that the fifth graders and the sixth graders who have good oral reading fluency also have good oral reading comprehension. (2) The correlation between silent reading fluency and silent reading comprehension showed a moderate negative correlation on fifth graders (r = -.214) and sixth graders (r = -.290). This indicates that although the subjects read fast, their silent reading comprehension is low. Referring to the results, though the fifth graders and sixth graders had good silent reading fluency, they did not perform well on their silent reading comprehension. Therefore, Taiwanese EFL young learners need to have more reading training to facilitate their comprehension.
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Helps, Alwyn Florence Franken. "Factors contributing to the literacy success of Spanish-speaking kindergarten and first grade children." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362520&T=F.
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CHANG, YU-TING, and 張妤婷. "Meta Verification and Analysis for Sixth Grade Students' Reading Comprehension Ability and Related Factors." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/18944020662104298940.
Full textAbstract:
博士國立臺中教育大學
教育學系
103
The purposes of the study were to investigate the relations of personal factors, family factors, and school factors towards reading comprehension. Specifically, it aimed at exploring the difference in reading comprehension ability among different levels of students from their original scores - with comparison of different SEM competing models, differentiation of the relations of personal factors, family factors, and school factors, and variation of socioeconomic status and gender in reading comprehension. Eight hundred eighty-four sixth-grade students from twenty-one elementary schools located in central Taiwan participated in this research study. The Reading Questionnaire and Reading Comprehension Test were employed. The statistical methods including descriptive statistics, independent t-test, Pearson product-moment correlation, one-way ANOVA, structural equation model, multiple-group comparison analytical were used to analyze the collected data. Results suggested that, first, among subjects who were six grade students, girls performed better than boys in reading comprehension in the middle-upper level, but no variation was found from the situation of different socio-economic status; second, interpretation modeling of this study was set that the family and the school factors were designed behind the personal factors; then the reading comprehension was affected by the personal factors; moreover, the family and school factors presented an indirect effect in reading comprehension. Results from Multi-Group analysis indicated that school reading resources and family reading resources were significantly correlated in reading comprehension. Moreover, it was proved that relations between family and school factors made an influence in reading comprehension as well. Finally, the results of the study provide a conceptual framework for designing the educational and counseling programs and the future research in the area of reading education.
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Zhou, Jia-qi, and 周家頎. "The investigation of factors affecting EFL reading performance in an English proficiency test." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/06811367776443828818.
Full textAbstract:
碩士國立高雄第一科技大學
應用英語所
97
In Taiwan, English certificates have become prerequisite indices of English ability for people with either the vocational requirement or the purpose of studying abroad. So far, the proficiency tests which have been widely known in Taiwan are TOEIC, TOEFL, IELTS, and GEPT. Take the number of examinees of TOEIC as an example. It is obvious that English certificates have been greatly emphasized because of 40,925 test-takers in 2004 to 80,723 in the first half of 2008 revealed from the statistics of the number of examinees of TOEIC, according to the official TOEIC website in Taiwan (http://www.toeic.com.tw/stat.htm). The study chiefly investigates the factors affecting reading comprehension in the reading section of English proficiency tests. Twelve influential factors mentioned in Freedle and Kostin’s study (1993) were applied in this study, including negations, referentials, rhetorical organizers, fronted structures, vocabulary, sentence length, paragraph length, number of paragraphs, abstractness/concreteness of text, passage length, location of relevant text information, and the lexical overlap between text and options. Based on these 12 factors in reading passages, prompts, correct answers, and distractors in reading section, four research questions were presented: (1) Which variables do students consider the factors influencing their reading comprehension in the reading passages? (2) Which variables do students consider the factors influencing their reading comprehension in the prompts? (3) Which variables do students consider the factors influencing their reading comprehension in correct answers? (4) Which variables do students consider the factors influencing their reading comprehension in distractors? Data were collected from the questionnaires and the short interviews. The subjects are 133 students in TOEIC classes in a national university of science and technology in the southern part of Taiwan. Among these 133 subjects, 105 questionnaires were collected, 10 of which were invalid, and 95 of which were valid. Moreover, 8 of these 95 subjects were randomly selected for the interviews. After the data analysis, the main results were presented: (1) In the category of reading passages, there are 5 factors influencing students’ reading comprehension, including abstractness/concreteness of text, passage length, vocabulary, sentence length, and paragraph length. (2) In the category of prompts, there are 2 influential factors affecting students’ reading comprehension, including vocabulary and sentence length. (3) In the category of correct answers, only vocabulary was selected as the influential factor affecting students’ reading comprehension. (4) In the category of distractors, only vocabulary was regarded as the influential factor affecting students’ reading comprehension. Based on these results, pedagogical implications are demonstrated for test-takers, instructors, and test-designers.
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Wang, Yi-Ya, and 王怡雅. "A Study of Personal Factors Affecting Junior High School Students' Digital Reading Literacy." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/57403226188744265849.
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碩士大葉大學
管理學院碩士在職專班
103
Taiwanese students were exceeded by neighboring countries in digital reading literacy and general reading literacy according to the results of PISA 2012 (the Programme for International Student Assessment). Their performance on digital reading literacy was lower than on gereral reading literacy, suggesting that it is urgent to improve students’ digital reading literacy. In order to investigate the personal factors influencing digital reading literacy, this study aims to examine the relationship among digital reading attitude, digital reading behaviors, digital text cognitive ability, digital skills and digital reading literacy of junior high school students. A survey questionaire approach was adopted to test the research hypothesis. Measurements of variables were designed based on related literature and revised in accordance with this study. Via a random sampling technique, the survey subjects were chosen out of the 8th graders in a public junior high school in Taichung City. A total of 442 valid samples were collected. A software package of structural equation model was applied to verify the validity and reliability of research tools, as well as the hypotheses. The research result shows : 1. The digital reading attitude had a significantly positive influence on the digital reading behaviors of junior high school students. 2. The digital reading behaviors had a significantly positive influence on the digital text cognitive ability of junior high school students. 3. The digital reading behaviors had a significantly positive influence on the digital skills of junior high school students. 4. The digital text cognitive ability had a significantly positive influence on the digital reading literacy. 5. The digital skills had a significantly positive influence on the digital reading literacy. Based on the main findings of this research, reading instruction suggestions were proposed at the end to serve as a reference of digital reading literacy improvement programs for junior high school students in Taiwan. Key Words : digital reading literacy, digital reading attitude, digital reading behavior, digital text cognitive ability, digital skills
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Chen, Ya-Ling, and 陳雅玲. "The study on the influential factors of elementary school students'' science reading comprehension." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/22924316611574182603.
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碩士國立屏東教育大學
數理教育研究所
99
This study used the data from Wang''s NSC funded research on students’ basic scientific literacy (NSC 96-2511-S-153-006-MY3) to analyze the factors on students’ reading comprehension. There were 559 samples in this study. The purposes of this study were to use the structural Equation Modeling to test the effect of family background factors, individual factors, and school environment factors on sixth grade students'' science reading comprehension. The results of this study are listed as follows: 1.While the cluster of family background factors had a direct impact on the sixth grade students'' science reading comprehension, individual factors and school environment factors were found to be indirect affects. (1)The parent education and education expectations had highest factor loading on students’ science reading comprehension. (2)Regarding individual factors, the prior knowledge were found to be indirect effective on students’ science reading comprehension. Among the cluster of individual factors, students’ self-expectation is highest, and attitudes toward science is lowest; students’ academic achievement direct effects their science reading comprehension, and the effect of Science is more than Chinese. (3)In the cluster of school factor, the students’ academic achievement had indirect effects on their science reading comprehension. The effect of the students’ perception of their school had higher impacts n students’ science comprehension that did their adaptability to school environment. 2.While the cluster of students’ family background had highest impacts on their science reading comprehension, the cluster of school environment factors had least impacts, and the cluster of individual factors had mediate impacts. All these three clusters of factors could explain 47% of students’ science reading comprehension.
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Adel, Abdelrehim Mohamed Soliman Hadya. "Structural Equation Modeling of Factors Influencing EFL Reading comprehension: Comparative study between Egypt and Germany." Doctoral thesis, 2019. https://nbn-resolving.org/urn:nbn:de:bvb:20-opus-186957.
Full textAbstract:
In most foreign language learning contexts, there are only rare chance for contact with native speakers of the target language. In such a situation, reading plays an important role in language acquisition as well as in gaining cultural information about the target language and its speakers. Previous research indicated that reading in foreign language is a complex process, which is influenced by various linguistic, cognitive and affective factors. The aim of the present study was to test two structural models of the relationship between reading comprehension in native language (L1), English language (L2) reading motivation, metacognitive awareness of L2 reading strategies, and reading comprehension of English as a foreign language among the two samples. Furthermore, the current study aimed to examine the differences between Egyptian and German students in their perceived usage of reading strategies during reading English texts, as well as to explore the pattern of their motivation toward reading English texts. For this purpose, 401 students were recruited from Germany (n=200) and Egypt (n=201) to participate in the current study. In order to have information about metacognitive awareness of reading strategies, a self-report questionnaire (SORS) developed by Moktari and Sheory (2002) was used. While the L2 reading motivation variable, was measured by a reading motivation survey (L2RMQ) which was based on reviewed reading motivation research. In addition, two reading tests were administrated one to measure reading comprehension for native language (German/Arabic) and the other to measure English reading comprehension. To analyze the collected data, descriptive statistics and independent t-tests were performed. In addition, further analysis using structural equation modeling was applied to test the strength of relationships between the variables under study. The results from the current research revealed that L1 reading comprehension, whether in a German or Arabic language, had the strongest relationship with L2 reading comprehension. However, the relationship between L2 intrinsic reading motivation was not proven to be significant in either the German or Egyptian models. On the other hand, the relationship between L2 extrinsic reading motivation, metacognitive awareness of reading strategies, and L2 reading comprehension was only proven significant in the German sample. The discussion of these results along with their pedagogical implications for education and practice will be illustrated in the following studyIn den meisten Kontexten des Fremdsprachenlernens gibt es nur selten eine Chance auf Kontakt mit Muttersprachlern der Zielsprache. In einer solchen Situation spielt das Lesen eine wichtige Rolle beim Spracherwerb sowie bei der Gewinnung kultureller Informationen über die Zielsprache und ihre Sprecher. Frühere Untersuchungen haben gezeigt, dass das Lesen in der Fremdsprache ein komplexer Prozess ist, der von verschiedenen linguistischen, kognitiven und affektiven Faktoren beeinflusst wird. Ziel der vorliegenden Studie war es, zwei Strukturmodelle der Beziehung zwischen Leseverständnis in der Muttersprache (L1), englischer Sprache (L2) Lesemotivation, metakognitivem Bewusstsein für L2-Lesestrategien und Leseverständnis von Englisch als Fremdsprache zwischen den beiden Stichproben zu testen. Zur Analyse der gesammelten Daten wurden deskriptive Statistiken und unabhängige t-Tests durchgeführt. Darüber hinaus wurde eine weitere Analyse mit Hilfe der Strukturgleichungsmodellierung durchgeführt, um die Stärke der Beziehungen zwischen den untersuchten Variablen zu testen. Die Ergebnisse der aktuellen Forschung zeigten, dass das L1-Leseverständnis, ob in deutscher oder arabischer Sprache, die stärkste Beziehung zum L2-Leseverständnis hatte. Der Zusammenhang zwischen L2 intrinsischer Lesemotivation wurde jedoch weder im deutschen noch im ägyptischen Modell nachgewiesen. Andererseits war der Zusammenhang zwischen L2 extrinsischer Lesemotivation, metakognitivem Bewusstsein für Lesestrategien und L2-Leseverständnis nur in der deutschen Stichprobe signifikant. Die Diskussion dieser Ergebnisse sowie ihre pädagogischen Implikationen für Bildung und Praxis werden in der folgenden Studie dargestellt
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Sigmundová, Alena. "Čtení s porozuměním jako předpoklad úspěšné strategie řešení slovních úloh v matematice." Doctoral thesis, 2019. http://www.nusl.cz/ntk/nusl-408501.
Full textAbstract:
Reading comprehension as a prerequisite for successful strategy of word problems solving in mathematics DISSERTATION Mgr. Alena Sigmundová ABSTRACT The dissertation describes the results of an interdisciplinary research study examining the linguistic aspects of word problems in mathematics and the connection between comprehension of the text of word problems and the success of their solution. In the introduction the research is set into the framework of theoretical bases: the term word problem in mathematics and the concept of reading comprehension, including factors influencing the understanding of the text are characterized and the results of previous research studies are described. Subsequently the work presents a methodology, course and results of testing of pupils in three pilot studies and in the main survey and the conclusions from the semi-structured interviews. The research is based on the linguistic analysis of 18 word problems with low solution success, taken from international research surveys PISA 2012 and TIMSS 2007, as well as on the level of comprehension of the text of these tasks in the 8th and 9th grade primary schools, modifying selected language phenomena and detecting the effect of these reformulations. 773 pupils from 13 elementary schools participated in the research. The study...
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Ching-Chun, Chen, and 陳靜君. "A Study Investigating the Important Factors Affecting the Reading Motivation of Elementary School Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/t7bf4e.
Full textAbstract:
碩士育達科技大學
休閒事業管理系碩士班
103
This study investigated the important factors affecting the reading motivation of elementary school students, and enrolled the students in a certain elementary school as the subjects. Firstly, this study performed literature review to investigate the important factors affecting the reading motivation of elementary school students and develop the preliminary structure. Secondly, this study selected the experts who actually promote reading courses as the respondents to conduct two rounds of modified Delphi method expert questionnaire surveys to establish measurement criteria. Thirdly, this study enrolled higher grade elementary school students as the subjects, and used AHP to understand the relative weights of various main criteria and sub-criteria of important factors affecting reading motivation, in order to confirm the important factors affecting the reading motivation of elementary school students. This study suggested the main criteria of important factors affecting reading motivation of elementary school students included the following factors: 1) personal effectiveness; 2) personal goals; 3) society; 4) leisure and recreation. The sub-criteria included 12 factors. According to the results, this study reached three conclusions: 1) the understanding of students’ reading motivation is the most fundamental and basic work to promote reading courses in elementary schools; 2) among the 4 main criteria, “leisure and entertainment” is the most important assessment indicator for reading motivation of elementary school students; 3) among the 12 sub-criteria, “enrichment of spiritual life,” “interest and preference,” and “curiosity” are the most important factors.
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LIN, HUI-MIN, and 林慧敏. "Exploring Factors Affecting Primary School Children's Reading Ability From The Perspective of System Dynamics." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7tjz3r.
Full textAbstract:
碩士中華大學
科技管理學系
107
ABSTRACT According to the 2009 Research Report of the Organization for Economic Co-operation and Development(OECD), it had been found that the ability to "read" has become an important indicator of national competitiveness. Since 2001, the Ministry of Education has actively promoted reading related programs, hoping to encourage students to read from a young age and cultivate the ability to "take away" and "lifelong learning." Based on the relevant references, this study applies the methods of secondary data analysis, literature review, and system dynamics, and then draws a causal feedback loop diagram with software Vensim to explore the factors affecting the reading ability of primary school children. It is concluded that the reading ability of school children can be observed and evaluated by the three aspects of "reading comprehension ability", "reading fluency" and "reading sustainability". And the parents attach importance to reading, the support of teachers to reading activities, the cultural disadvantages of children, the participation of children in language learning activities, the intensity of text reading and writing exercises, the number of text readings, and the integration of multiple reading resources. A causal link with many other factors to establish a complete system structure to observe the context of system development. It is useful to understand the crux of the problem affecting the reading ability of school children, and to propose policy intervention points and research recommendations.
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YANG, HUI-WEN, and 楊惠雯. "A Study on the Recognition of Morning Reading and Factors Affecting the Implementation of Morning Reading by Elementary School Teachers." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/h62ca5.
Full textAbstract:
碩士中華大學
科技管理學系
107
Reading strategies and extensive reading may affect students' concentration and learning skills by providing students with a large amount of understandable corpus input. The day is based on the morning, how to use the morning reading, and through the guidance and participation of teachers to enhance students' learning outcomes, it becomes a topic worth studying. This study explores the perceptions of the characteristics of morning reading in New Taipei City teachers and the influencing factors of teachers' implementation of morning reading. The study found that: First, Elementary school teachers have a higher awareness of the characteristics of morning reading, and teachers think that morning reading is the most The important purpose is to cultivate a reading atmosphere and to create a quality campus learning environment. In terms of strategy, it is best to have a morning reading at a fixed time each week, showing the importance of universally agreeing to morning reading, and with different morning reading strategies. Can help the development of school children. Second, The overall view of the factors affecting the implementation of morning reading by the teachers of the National Primary School has become more important. The "teacher's reading professionalism" is the highest, followed by the "children's morning reading attitude", "school administrative measures" and "government's". Implementing policies and "family reading support functions". Third, teachers' overall perception of morning reading characteristics will vary significantly depending on age.Fourth, The factors that influence the "morning reading purpose" and the "children's morning reading attitude" will be significantly different depending on the gender.
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Du, Plessis Susan. "Factors affecting the reading readiness of Grade R learners in selected preschools in Gauteng Province." Diss., 2016. http://hdl.handle.net/10500/22483.
Full textAbstract:
The topic of this study was to determine the factors affecting the reading readiness of Grade
R learners in selected preschools in Gauteng Province. The purpose of this study was to
explore factors that affect the reading readiness of Grade R learners as understood by teachers
and mothers. The aim of the study was to establish what factors affect the reading readiness
of Grade R learners. The primary research question asked what factors Grade R teachers and
mothers find affect reading readiness. The secondary research questions asked how Grade R
teachers address these factors in the classroom; who the people involved in the learners’
reading readiness are; and how they contribute to reading readiness.
This study employed a multiple case study approach. Data was collected in six preschools in
Johannesburg through semi-structured, face-to-face interviews with five Grade R teachers
and five mothers of Grade R learners. A focus group discussion with four Grade R teachers
was also conducted. The main findings of the study were eight factors affecting the reading
readiness of Grade R learners: the learner’s individual developmental level; the learner’s
maturity; the learner’s desire to learn to read; the learner’s phonological awareness; the
learner’s need for play and kinaesthetics; the learner’s parents’ contributions; the learner’s
socioeconomic living conditions; and reading stories to the learner. The implication is that
these findings may improve teaching practice and Grade R curriculum development.Psychology of Education
M. Ed. (Psychology of Education)
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Falk, Jodi Lara. "Selected Code-Related and Language- Related Factors of Reading Comprehension for Deaf and Hard of Hearing Students." Thesis, 2016. https://doi.org/10.7916/D8TM7BJN.
Full textAbstract:
This study examined the interrelationships among English language structures (phonological knowledge, morphological knowledge, silent word reading fluency) and reading comprehension in a group of 45 deaf and hard of hearing students in grades 3 to 8, taking into account their demographic characteristics. Simple Pearson correlations, multiple regression analyses, and an independent samples t test were used in this study. Results indicated that morphological knowledge was the significant variable positively associated with reading comprehension over and beyond the other predictors (phonological knowledge and silent word reading fluency) and the demographic covariates (home language, age, and gender).
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徐鵬惠. "A Study on Factors Affecting Elementary School Students' Intentions to Use the Online Reading Certificate System." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7wdbr4.
Full textAbstract:
碩士大葉大學
資訊管理學系碩士班
107
The purpose of this study is to explore the factors affecting elementary school students’ intentions to use Taichung city online reading certification system. According to the unified theory of acceptance and use of technology (UTAUT), a factorial model that affects the intentions of using the online reading certification system for elementary school students is hypothesized. Based on the previous researches, a set of measurements for hypothesized factors were developed. The questionnaire survey was adopted to investigate elementary school students in Chingshuei district of Taichung city who used the online reading certification system. A total of 216 valid samples were collected. A structural equation modeling approach was used to test the appropriateness of measurements, the model fitness, and the path attributes. Results showed that the reliability and validity of the measurements were at the acceptable levels. The research model and four hypotheses were effective. This study finds that performance expectancy, effort expectancy, social influence and facilitating conditions derived from UTAUT are significantly affect elementary school students’ intentions to use the online reading certification system. Finally, based on the findings, recommendations to students’ reading intentions are provided as references for the online reading certification system developers, schools teachers and parents.
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Petersen, Christa Titus. "Factors affecting grade 8 learners’ performance in reading in english at a Cape Flats Secondary School." Thesis, 2009. http://hdl.handle.net/11394/3415.
Full textAbstract:
Magister Educationis - MEdIn this mini-thesis, I explored the factors that affect grade 8 learners’ performance in reading in English.The study focused on reading as it was revealed by National Education Department and Western Cape Education Department that literacy and numeracy levels in schools in the Western Cape were poor. In addition, in March 1997, OBE was initiated in South Africa to develop a better educational system for all learners in schools and was perceived as a major step from the previous system (Botha, 2002). The system of OBE introduced the continuous assessment policies, which was a challenge for teachers already in the educational system. The study highlighted the theories of reading with particular emphasis on the evaluation of teaching of reading and assessment in the English classroom, learners’ home reading background and the influence of social practices and multiliteracies on learners’ reading proficiency. According to Alderson (2000) reading is perceived as a process of meaning- making with identification of different levels of meaning and understanding in and from text including reading skills. To elicit the factors that affect reading four variables were focused on during the study. The variables included reader, task, text and Social Practices and Multiliteracies variables, which interplayed in reading during tasks.In order to gather data the following data capturing methods were employed, firstly I highlighted the classroom observations to unpack the realities in classrooms for both the teacher and the learners. Then secondly I focused on the learners’ questionnaire to determine what happened during reading lessons and learners’ home reading practices. And thirdly I presented the teacher’s interview to highlight the reading strategies that she employed in class. Lastly I discussed the document analysis of grade 8 examination papers and classroom activities with a checklist. I discovered that the system of OBE put demands on teachers that they are not properly trained to do.Despite the fact that training was provided, it was too short and not clearly focused on interactive reading skills. When we consider the importance of multiliteracies, the teacher clearly draws on the learner’s home background by doing activities that make them feel that they are important. This teacher has the ability to successfully incorporate multimodal teaching methods in her class. The teacher also set time aside everyday to assess and mark the learners books, she then clarified issues that learners’ might encounter in the course of the reading lesson.However, there are some factors that could be addressed to improve reading abilities. The overcrowding and ghettoized condition of the class, did not promote morale within this environment. With the inception of OBE in-service training was provided, it was too short and not clearly focused on interactive reading skills. A further factor is learners’ use of Afrikaans during interactions with the teacher and each other,except for one learner who spoke English during the lesson.In conclusion, the evidence showed that the factors hat affect reading and therefore outcomes in education.
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Lin, Ying-Chun, and 林盈均. "The CIPP Model Viewpoint of the Factors Affecting Students' Reading Literacy：Evidence from Taiwan and KoreaPISA 2009." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/97368619536329766261.
Full textAbstract:
碩士國立臺北教育大學
教育經營與管理學系
100
Reading inspires the potential of the transmitter, the basis of all learning abilities, leading to the other capacity of the door. The study used the data of Taiwan and Korea fifty-year-old students that participated in PISA 2009 survey, and used that Stufflebeam the proposed CIPP model point of view to analyze the relationship between the factors of students' reading literacy. Considered the differences between Taiwan and Korea school, therefore we used two-way ANOVA to test the average difference in Taiwan and Korea school. And school context variables, input resource variable, and learning process variables impact PISA 2009 reading literacy performance, so we used hierachical multiple regression analysis. In our research sample included in the analysis of the Taiwan 158 schools and Korean 157schools. The results were as followings. In terms of school context: 1. Taiwan public schools students' reading literacy performance was significantly higher than private school. 2. Taiwan school for the entrance always take into account students' test scores, the better reading literacy performance they were.Taiwan and Korea schools never considered for the entrance to his alma mater to recommend the admission factors, the better the reading literacy performance they were . In terms of school input resources: 1. Taiwan school computer can be linked to the Internet ratio is higher, reading literacy performance is worse. Korean school in a student computer ratio is higher, reading literacy performance is worse. 2. Taiwan school to employ qualified teachers ratio is more, reading literacy performance is better. Korean teachers have a university degree ratio is more, reading literacy performance is better. In terms of learn process: 1.The more harmonious teacher-student relationship in Taiwan and Korea, the better reading literacy performance they were. 2. Taiwan and Korea school students learn not from teachers on the students expect low factors, the better reading literacy performance they were. 3. The longer total class hours in Taiwan and Korea, the better reading literacy performance they were. According to the findings, implications and suggestions for partical education and future researchers were provided.
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Junias, Rebecca. "Factors affecting the teaching of english reading skills in the second language of grade 3 learners." Diss., 2009. http://hdl.handle.net/10500/4175.
Full textAbstract:
This study investigated the factors affecting the teaching of English reading skills in a second
language of Grade 3 learners in three primary schools, in Ongwediva town of Oshana Regional
Education Directorate in Northern Namibia. It also investigated methods and approaches that
were used to promote the teaching of reading in English as a second language and the linguistic
environment of the classroom in which the teaching of reading occurs. Classroom environments
were observed and telephonic interview was conducted with the circuit inspector of the three
schools selected. Individual interviews were also done with the principals, Grade 3 teachers and
Grade 3 learners of the three chosen schools. Focus group interview was also done with the
same Grade 3 teachers.
This study found out that insufficient reading books, poor teaching methods, insufficient
teachers’ and learners’ interactions and overcrowded classrooms were some of the factors that
made the teaching of reading unsuccessful. From the interviews of the circuit inspector,
principals and teachers it was revealed that inadequate teacher training workshops for teachers
teaching English reading, lack of parental involvement, low budget allocation to Primary
Education and lack of reading capacity in vernacular affected the teaching of reading negatively.
The outcome of learners’ interviews indicated that phonemic awareness and lack of
comprehension created reading problems.
Given the factors referred above, it is recommended that more interesting readers should be
purchased to solve the shortage of reading materials. In addition, more effective teachers’
workshops should be given to strengthen the teachers’ approaches to reading skills development
for Grade 3 learners.M. Ed. (with specialisation in Early Childhood Development)
Educational Studies
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CHENG, YU-JU, and 鄭育如. "Exploring Factors Affecting Primary School Teachers' Intentions to Adopt Digital Reading Teaching: The Push-Pull-Mooring Perspective." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/81027483272981543747.
Full textAbstract:
碩士大葉大學
資訊管理學系碩士班
104
Digital text gradually change people's reading habits, thus bring a new style of reading teaching, however, there are multiple factors affecting the teachers to accept digital reading teaching. This study aims to explore the significant factors affecting primary school teachers to switch reading teaching from print text to digital text. Based on the perspective of Push-Pull-Mooring (PPM) derived from human migration theory, a second-order model was established to examine the factors affecting the teachers to adopt digital reading teaching. An instrument for measuring factors was developed with reference to the related literatures. A total of 453 valid samples were collected from a questionnaire survey of the primary teachers in Hsinchu City. The structural equation modeling (SEM) was adapted to analyze the reliability and validity of subscales and test the research model and hypotheses. Results showed that the significant factors affecting the teachers’ switching intentions from print reading teaching to digital reading teaching were low satisfaction and low convenience of print reading teaching as push effects, alternative attractiveness and peer influence as pull effects, and switching costs and teaching habit as mooring effects. Even though the effectiveness of print reading teaching has earned recognition from most teachers, digital text that makes reading teaching lively and enhances students’ understanding attracts the teachers to adopt digital reading teaching, while the low convenience of print text causes the teachers dissatisfied and teaching habit reduces the teachers’ switching intentions. In order to popularize digital reading teaching, it is suggested that schools continue to improve reading comprehension by developing efficient applications through industry-school cooperation, based on the first-line experienced teachers’ demands.
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Hsieh, Pu-Wen, and 謝普文. "Factors affecting the adoption and user experience of Digital Reading in Tablet: A case study of Flipboard." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/43634409537703881137.
Full text
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Huang, Hsuan-Chi, and 黃璿吉. "A STUDY ON THE FACTORS AFFECTING CONSUMERS’ ADOPTION OF AN INNOVATIVE SERVICE — A CASE OF CLOUD READING." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/82136388012730694123.
Full textAbstract:
碩士國立交通大學
企業管理碩士學程
98
The study uses Theory of Planned Behavior as the basis, and combines Technology Acceptance Model and Diffusion of Innovations to form the research construct to investigate the factors affecting consumers’ willingness to accept cloud reading websites’ service. Eleven hypotheses were created based on the literature review, and data were obtained by distributing Internet questionnaires. By utilizing SAS 9.2 to conduct descriptive and regression analysis, ten out of the eleven hypotheses were accepted by the evidence. That is, behavioral attitude and perceived behavioral control have significant and positive influence over behavioral intention. However, subjective norm cannot be proven to have significant and positive influence over behavioral intention. Moreover, perceived usefulness, perceived ease of use, personal innovativeness, and compatibility are proven to have significant and positive influence over behavioral attitude. Also, interpersonal and external influences are proven to have significant and positive influence over subjective norm. Likewise, self-efficacy and facilitating conditions are also proven to have significant and positive influence over perceived behavioral control.
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Chinglu, Pai, and 白青琉. "The Research of the Factors Affecting the New Immigrant Mothers' Chinese Reading Ability and Their Children's Chinese Language Arts." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/20287934300827863514.
Full textAbstract:
碩士中國文化大學
華語文教學碩士學位學程
103
Abstract Due to the trend of globalization, and the changing social patterns in Taiwan, many marriageable men, whose social statuses are lower, are not easy to find spouses. For this reason, they turn to seek marriage partners in Southeast Asia; therefore, the women of Southeast Asia come to Taiwan through marriage and generate new generation. Obviously, these new immigrants’ Chinese language skills, particularly the reading capacity, are inferior to the local mothers’. Thus, we want to investigate whether the inferiority of their language skills have impacts on their children's learning, especially in the Chinese language. This study, based on new immigrants’ backgrounds, reading ability, and their children’s Chinese language scores, was designed to make correlation analyses. The purposes of this study are as follows:1. Understand the correlations between the new immigrant mothers’ reading ability, and their family backgrounds together with their socio-economic statuses.2. Comprehend the correlations between the new immigrants’ primary school children’s Chinese language scores, and their family backgrounds together with the socio-economic statuses and genders.3. Learn the influential relationships among new immigrants reading ability, their family background and socioeconomic statuses, and Chinese language scores of their children in primary schools.The subjects of this study come from new immigrant mothers and their children. The new immigrant mothers from five primary schools—two from northern part of Taiwan, three from central southern part—and primary school children from northern part participated in this study. The instruments adopted in this study included TOCFL and questionnaires. TOCFL was used to evaluate the reading abilities of new immigrant mothers from Southeast Asian. Questionnaires were adopted to investigate new immigrant’s family backgrounds, and their socio-economic statuses. The analyses of new immigrant mother’s reading abilities and their children’s Mandarin grades were conducted by SPSS 18 statistical software package. After descriptive statistics were computed, reliability as a measure of internal consistency was calculated. From the study we find that there is no correlation between the reading ability of New immigrate mothers and their children’s Chinese language scores. On the other hand, we also find that new immigrant children’s Chinese language scores can be predicted via their family backgrounds and their mother’s reading abilities, but the results of the prediction are not significant. Keywords: New Immigrants, Reading Ability, Chinese Language