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Clarke, Leesa. "Inference generation and reading disability." Thesis, University of York, 2009. http://etheses.whiterose.ac.uk/846/.
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This thesis investigated on-line inference generation in 7 to 10-year-old children. Using the Simple View of Reading (Gough & Tunmer, 1986) as a framework to classify reading disability, poor comprehenders and poor decoders were compared with chronological age-matched typical readers. In Experiments 1, 2, 3 and 4 a self-paced reading paradigm was employed to assess on-line inference generation. Reading times to target sentences that were consistent and inconsistent with inferred context were compared. Experiments 1 and 2 showed that children made inferences about fictional characters’ emotion-states and spatial inferences on-line, indexed by increased reading times to inconsistent target sentences. Results indicated that poor comprehenders made fewer inferences on-line than either typical readers or poor decoders. In Experiment 3, participants generated inferences based on early-acquired general knowledge on-line but not inferences based on later-acquired knowledge. This was replicated in Experiment 4 for early-acquired knowledge, however only poor comprehenders failed to generate inferences on-line using later-acquired knowledge. There was evidence of carry-over in post-target sentences, which was less pronounced in poor comprehenders. In Experiment 5, a self-paced listening paradigm showed that poor comprehenders generated fewer on-line inferences than typical readers did when processing spoken language, but contrary to prediction so did poor decoders. In Experiment 6, children read short vignettes followed by a question. They then evaluated four answers varying in plausibility. Poor comprehenders were equally accurate but responded faster than either poor decoders or typical readers. This was consistent with the view that poor comprehenders apply a lower standard for coherence when processing language. Together, the results support the view that decoding and linguistic comprehension dissociate, as predicted by the Simple View of Reading. These results contribute further evidence, using an on-line measure, that poor comprehenders generate fewer inferences than typical readers or poor decoders, and suggest this may be driven by the application of a lower standard for coherence when comprehending written or spoken language.
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Murza, Kimberly A. "Effects of a reading inference strategy intervention on the reading and social inference abilities of adults with Asperger syndrome." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4813.
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The ability to generate inferences is a skill that is necessary to fully comprehend a text and understand the intentions, behaviors, and emotions of a conversational partner. Individuals with Asperger syndrome (AS) have been shown to demonstrate significant difficulty in inference generation in both social contexts and in reading comprehension. Although, the reciprocity of the four components of literacy (reading, writing, listening, and speaking) has been established in the literature (Bradley & Bryant, 1983; Catts & Kamhi, 2005; Englert & Thomas, 1987; Gillon & Dodd, 1995; Hiebert, 1980; Kroll, 1981; Ruddell & Ruddell, 1994); the relationship between inference generation in reading and social inference generation is not well understood. The present study investigated the efficacy of a language-focused reading inference strategy intervention (ACT & Check Strategy) on the general reading comprehension, inference generation in reading, social inference, and metacognitive ability of adults with AS. Twenty-five adults with AS were randomly assigned to either a treatment or a control group. The treatment group participants were divided into groups of 3-4 based on their availability and preferred location for treatment resulting in a total of 4 groups. Each group met in one-hour sessions twice a week for a total of six weeks. When controlling for pretest scores, the treatment group was found to perform significantly better on one measure of inference generation in reading and metacognitive ability compared to the control group. Significant differences between groups were not found in two measures of inference generation in reading comprehension or social inference ability. These findings suggest that the ACT & Check strategy was effective in improving participants' ability to generate inferences as they read and their metacognitive reading ability. However, instruction in inference generation in reading does not appear to generalize to other language modalities (i.e., social inference generation). This research provides support for an explicit language-focused strategy intervention addressing the reading inference deficit area. Further research is warranted to investigate potential interventions to address social inference skills for individuals with AS.ID: 030646242; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 287-309).
Ph.D.
Doctorate
Education and Human Performance
Education; Communication Sciences and Disorders Track
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Baretta, Luciane. "The process of inference making in reading comprehension." Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/91884.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-24T03:31:51Z (GMT). No. of bitstreams: 1 262601.pdf: 1948630 bytes, checksum: f57e28e8dcc06f446cc637516bd6fa20 (MD5)
Pesquisas recentes na área de compreensão textual têm enfocado a habilidade dos leitores em construir uma representação mental coerente daquilo que lêem. Para que a representação uniforme de um texto seja obtida, o leitor deve ser capaz de compilar as informações presentes no texto com o seu conhecimento prévio para a construção do significado - que pode não estar explícito -, através do processo de inferência. Nesse estudo, o processo de inferência foi investigado mediante a leitura de dois tipos diferentes de texto, por meio da utilização da eletroencefalografia (EEG). Os sujeitos, falantes nativos do inglês, leram parágrafos expositivos e narrativos, e julgaram a plausibilidade da sentença final de cada parágrafo, tendo como referência, a informação das três sentenças anteriores. A análise dos resultados enfocou dois potenciais relacionados a eventos (ERPs): os componentes N1 e N400, e a acuidade nas respostas comportamentais. As amplitudes do N400 revelaram que o texto expositivo exigiu mais dos sujeitos em termos de processamento semântico, enquanto que as respostas comportamentais mostraram que os sujeitos tiveram uma tendência maior a gerar inferências enquanto liam esse mesmo tipo de texto. Com relação ao envolvimento dos hemisférios esquerdo e direito no processo de inferência, não houve diferenças significativas em relação à amplitude dos ERPs, embora o hemisfério direito tenha se mostrado mais participativo no momento em que os sujeitos liam a última sentença dos parágrafos, e tinham que julgar se a mesma era coerente com as sentenças anteriores. No geral, esse estudo sugere que os dois tipos de texto são processados diferentemente pelo cérebro, conforme demonstrado pelas nuances dos componentes N1 e N400, gerados durante a leitura das duas últimas sentenças de cada parágrafo. Embora não tenha sido possível uma clara visualização com relação aos processos cerebrais subjacentes ao processo de inferência, em função dos resultados pouco robustos, o presente estudo contribui como mais um dos primeiros passos a serem dados no longo caminho, até que uma compreensão mais detalhada dos processos cognitivos inerentes à compreensão textual seja alcançada. Much of recent research on discourse comprehension has centered on the readers' ability to construct coherent mental representations of texts. In order to form a unified representation of a given text, a reader must be able to join the information presented in the text with his background knowledge to construe the meaning that may not be explicitly stated in the text, through the generation of inferences. In this is study, the process of inference making by native speakers of English while reading two different types of text was investigated, using Electroencephalography (EEG). Subjects read narrative and expository paragraphs, and judged the plausibility of the final sentence of each four-sentence long paragraph by reference to the previous information. The analysis of data focused on two ERP (Event-related brain potential) components, the N1 and the N400 and on accuracy of behavioral responses. N400 amplitudes revealed that exposition was more demanding than narration in terms of semantic processing, whereas behavioral data showed that subjects were more prone to generate inferences when reading exposition. Concerning the involvement of the right and left hemispheres in the process of inference making, there were no significant differences in terms of the ERPs amplitudes, although the right hemisphere showed a tendency for greater participation when subjects were reading the last sentence of the paragraphs and had to judge whether this sentence was coherent to the previous sentences. Overall, this study suggests that the two types of text investigated are processed differently by the brain, as revealed by the nuances showed in the N1 and N400 components across the two last sentences of the paragraphs. Even though it was not possible to delineate a clear picture in terms of brain processes, given the lack of robust results, this study might be the first of many steps towards a complete understanding of the cognitive processes involved in discourse comprehension.
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El, Kaliouby Rana Ayman. "Mind-reading machines : automated inference of complex mental states." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615030.
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Zhang, Hao, and 張浩. "The generation of thematic inferences during narrative text comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hdl.handle.net/10722/210335.
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Zhang, Hao. "The generation of thematic inferences during narrative text comprehension." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B4257481X.
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Lo, King-yan, and 盧景恩. "Do readers with autism spectrum disorder make inference in reading comprehension?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589306.
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Bowyer-Crane, Claudine. "The relationship between reading comprehension and online inference generation in children." Thesis, University of York, 2002. http://etheses.whiterose.ac.uk/14165/.
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Szeto, Ngan-ha Christine. "The relationship between vocabulary development and reading and vocabulary learning strategies." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38718273.
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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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Fortin, Stephanie A. (Stephanie Alison) Carleton University Dissertation Psychology. "Effects of familiarity on inferential comprehension; evidence for strategy differences between good and poor inferencers." Ottawa, 1992.
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Busch, Todd William. "Inference-generating abilities of students with reading disabilities : a product of fluent word decoding? /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
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Caldart, Deise. "The Effect of genre expectation on EFL Brazilian students' inference generation and reading comprehension." Florianópolis, SC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/96405.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-26T11:42:31Z (GMT). No. of bitstreams: 1 301751.pdf: 947012 bytes, checksum: be3a3b31346b04021a035031dd5ce2d6 (MD5)
This study investigated the influence of genre expectation on EFL Brazilian undergraduate students' inference generation and reading comprehension. Twelve EFL readers from the last semester of the Letras Course at UFSC participated in this study. The effect of genre expectation was investigated by means of the assessment of students' inference making and reading comprehension in relation to two texts from distinct genres, namely a literary story and a news story. As to allow data triangulation, four instruments were used in this study, namely the Pause Protocol (Cavalcanti, 1989) in the version adapted by Tomitch (2003), reading comprehension questions related to each text, a retrospective questionnaire, and a reader's profile. Participants' reports from the Pause Protocol were transcribed and their utterances were categorized in accordance with Narvaez et al.'s (1999) Inference Categorization Model. Furthermore, participants' answers in the reading comprehension questions were analyzed and scored. Data analysis was carried out both quantitatively and qualitatively, by means of the examination of the results from the Pause Protocol reports, and reading comprehension questions, with data from the retrospective questionnaire and reader's profile contributing to the discussion of the results. Results indicated that genre expectation may have played a role on readers' inference generation, but what seems to have actually influenced their reading strategies and behavior was the text types. Furthermore, participants' performance on the reading comprehension questions seemed to be related to faster reading speed, but not with inferences amount.
O presente estudo investigou a influência da expectativa do gênero textual na geração de inferências e na compreensão leitora de estudantes de Inglês como Língua Estrangeira. Doze alunos do último semestre de Letras/Inglês da UFSC participaram desta pesquisa. O efeito da expectativa do gênero textual foi investigado por meio da categorização das inferências geradas e da compreensão leitora dos alunos após a leitura de dois textos de gêneros textuais distintos, sendo um deles um texto literário e o outro uma notícia. A fim de possibilitar a triangulação de dados, quatro instrumentos foram utilizados neste estudo, sendo o Protocolo de Pausa (Cavalcanti, 1989), na versão adaptada por Tomitch (2003), perguntas de compreensão referentes a cada um dos textos, um questionário retrospectivo, e o perfil leitor dos participantes. As verbalizações feitas durante a aplicação do Protocolo de Pausa foram transcritas, e as sentenças foram categorizadas de acordo com o Modelo de Categorização de Inferências proposto por Narvaez et al. (1999). As respostas fornecidas para as perguntas de compreensão foram analisadas e avaliadas. A análise dos dados foi realizada tanto de forma quantitativa quanto qualitativa, por meio da apreciação dos resultados dos registros do Protocolo de Pausa e das perguntas de compreensão, com a contribuição dos dados do questionário retrospectivo e do perfil do leitor para a discussão dos resultados. Os resultados indicam que a expectativa do gênero textual pode ter influenciado a produção de inferências, mas o que parece ter realmente influenciado suas estratégias de leitura foram as tipologias textuais. Além disso, o desempenho dos participantes nas tarefas de compreensão teve relação com a velocidade da leitura, mas não com a quantidade de inferências gerada.
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Diamond, Martha S. "The Impact of Text-Picture Relationships on Reader Recall and Inference Making: A Study of Fourth Graders' Responses to Narrative Picturebooks." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/6680.
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CITE/Language ArtsEd.D.
Picturebooks play an important role in elementary education, but few teachers focus on their text-picture relationships. This qualitative study examined the impact of four narratives with different text-picture relationships on fourth graders' explicit recall and inference making, both immediately after reading and after a one week delay. The four relationships were loosely symmetrical, complementary, text carries the narrative, and ironic or contradictory. Twelve urban fourth graders, four reading at or above grade level, four reading moderately below grade level, and four reading significantly below grade level, met with the researcher on six occasions. The purpose was to read, retell, and answer questions about a story in a one-to-one setting. While each student read and responded independently, each received help with word recognition. Data consisted of transcriptions of oral retellings, interviews, and a cued recall measure. Transcriptions of story retellings were parsed into kernels and coded according to cognitive process, either explicit or implicit, and source of content. Possible sources were text, picture, text-picture overlap, and background knowledge. Five categories of inference emerged from the analysis of story retellings: local inferences, global inferences, associations, evaluations, and misinterpretations. An analysis of codes and categories and interview data revealed that the text-picture relationship influenced the sources of content readers recalled, inferences they constructed, expressed ease of story comprehension and recall, and expressed level of enjoyment. It also affected the meaning that students at three levels of reading ability constructed. Given that different text-picture interactions provide support for specific comprehension processes, this study suggests that teachers should consider the relationship of words and images when selecting reading materials for their classrooms, especially when students are reading below grade level.
Temple University--Theses
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Lapointe, Madeleine 1941. "Modality effects in children's story inference: Is a picture really worth a thousand words?" Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291483.
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First, this study investigated whether the modality in which stories are presented to children affects their reasoning ability. Secondly, it inquired if children process spatial, causal, or consequential stories differently. It compared children's verbatim memory with their ability to draw inferences for three types of stories. Each child was presented with the stories either in pictures, in words, or in a combination of pictures and words. The results show that supporting a verbal presentation with images significantly increases understanding of causal and consequential stories. But, for all types of stories, all children drew significantly more correct inferences when the narrative sequences were presented to them verbally than when they were presented in pictures. Also, the results show that children perform differently on spatial stories than they do linear stories.
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Kongsbak, Ute. "Reading comprehension of literal, translational, and high inference level questions in aphasic and right hemisphere damaged adults." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4094.
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The purpose of this study was to examine and compare inferential abilities on a reading comprehension task in two groups of adults who had suffered cerebrovascular accidents (CVA). Sixteen subjects with a CVA to the right hemisphere of the brain were compared to an equal number of left hemisphere damaged subjects. Subjects were selected after they had demonstrated an adequate level of functioning on the Short Porch Index of Communicative Ability (SPICA), a test which measures communicative efficiency, to perform the tasks required in this study. All subjects were administered the revised version of the Nelson Reading Skills Test (NRST). On the NRST, test questions can be grouped into three categories representing literal, translational and high levels of inference. Subjects were presented five reading paragraphs. They were asked to answer thirty-three questions pertaining to the reading material by pointing to the correct answer out of four choices. Subjects were allowed to refer back to the paragraphs when trying to answer the questions.
Results revealed total NRST performance to be significantly better for RBD subjects. RBD subjects also performed significantly better than LBD subjects on translational inference items. The research data did not reflect the expected error pattern with most errors on questions requiring high inferential abilities followed by translational items and fewest errors on literal inferences for either group of subjects.
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Gezgin, Ulas Basar. "Relationship Of Bodily Communication With Cognitive And Personality Variables." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607258/index.pdf.
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Why are there individual differences in people’
s bodily communication performance success? Which variables may be responsible for the variation in the performance success? Which analogies would appear to dominate in bodily communication, and in what ways would the metaphorization and metonymization processes operate? In this study, the relationship of bodily communication performance with cognitive and personality variables was investigated. 218 students participated to the first phase of the study while 88 of them participated to the second phase of it. In the first phase, a set of tests was given successively to determine the levels of certain cognitive and personality variables. In the experimental setting, the participants were instructed to communicate certain words one by one nonverbally just as in the &
#8216
Silent Movie&
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game. The stability of bodily communication expectancy ratings, the factor structure of bodily communication performance and the frequency of the ways of representation for each word were analyzed. Interrater reliability analysis, third eye analysis and case studies were conducted
the unsuccessful representations were described and finally, structural equation modeling results were presented. The theories and research on personality and cognition, metaphors, metonymies, analogies, bodily representations, mind-reading, pragmatics and the notion of relevance were reviewed in the dissertation and after the exposition of the strategies, schemata and scripts employed in the experiments, a model of bodily communication was proposed aiming to integrate the manifold aspects of bodily communication.
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Souza, Alessandra Erivelton. "Compreens?o leitora: discutindo as origens do fracasso da escola e buscando novos caminhos para o ensino de leitura." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/2009.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
This paper aims to promote reflections at first some of the major causes contributing to the current Brazilian educational system failure framework regarding the development of reading strategies. From the early years of elementary school, work with the text is characterized by a series of misunderstandings, as its use as an excuse for mere performing grammar exercises or limited interpretation activities mechanical transcription of text fragments. In a second moment, we presentation practices that can be incorporated into the Portuguese language classes for the proper development of reading comprehension ability through metacognitive strategies of information processing, such as exercises that encourage students to undertake the monitoring of processes inferencia??o related to reading and to promote the appreciation of the overall aspects of the text. For this, the present research is anchored in the theoretical assumptions of Antunes (2010), Koch (2003), and Marcuschi (2008). We also emphasize as a research source these guidelines in the National Curriculum Standards (1998), which will be used as reference for the preparation of the activities implemented in a class of 7th grade of elementary school. From the action-research mode, we have the implementation of a reading project in order to enhance the reader proficiency of students participating in the research through the development of metacognitive skills based on studies Leffa (2006), Bur?n (1990) and Flavell (1976). The results obtained in the three diagnostic evaluations applied allowed us to assess the validity of metacognitive tools related to reading strategies suggested in this work to promote improvements in the levels of reading comprehension of students participating in the research
O presente trabalho se prop?e a promover reflex?es em um primeiro momento de algumas das principais causas que contribuem para o atual quadro de fracasso do sistema educacional brasileiro no tocante ao desenvolvimento de estrat?gias de leitura. A partir dos primeiros anos do Ensino Fundamental, o trabalho com o texto se caracteriza por uma s?rie de equ?vocos, como seu uso como mero pretexto para a realiza??o de exerc?cios gramaticais ou em atividades de interpreta??o limitadas a transcri??o mec?nica de fragmentos do texto. Em um segundo momento, passamos a apresenta??o de pr?ticas que podem ser incorporadas ?s aulas de l?ngua portuguesa para o desenvolvimento adequado da capacidade de compreens?o leitora atrav?s de estrat?gias metacognitivas de processamento da informa??o, como exerc?cios que incentivem os alunos a realizarem o monitoramento dos processos de inferencia??o relacionados ? leitura e que promovam a valoriza??o dos aspectos globais do texto. Para isso, a presente pesquisa est? ancorada nos pressupostos te?ricos de Antunes (2010), Koch (2003), e Marcuschi (2008). Ressaltamos ainda como fonte de pesquisa as orienta??es presentes nos Par?metros Curriculares Nacionais (1998), que ser?o utilizados como refer?ncia para a elabora??o das atividades aplicadas em uma turma do 7? ano do Ensino Fundamental. A partir da modalidade de pesquisa-a??o, temos a implementa??o de um projeto de leitura com a finalidade de potencializar a profici?ncia leitora dos alunos participantes da pesquisa atrav?s do desenvolvimento de habilidades metacognitivas baseadas nos estudos de Leffa (2006), Bur?n (1990) e Flavell (1976). A an?lise dos resultados obtidos nas tr?s avalia??es diagn?sticas aplicadas nos permitiu avaliar a validade de ferramentas metacognitivas associadas ?s estrat?gias de leitura sugeridas no presente trabalho para a promo??o de avan?os nos n?veis de compreens?o leitora dos alunos participantes da pesquisa.
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Oliveira, Jaqueline Mancilha Bode de. "O papel das inferências em avaliações do SARESP de Língua Portuguesa." Universidade de Taubaté, 2012. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=598.
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Adotamos como premissa que um dos objetivos da educação é formar cidadãos com competência de leitura eficiente, autônomos, e capazes de agir na sociedade em que se inserem. Para isso, é necessário que os professores de língua materna examinem os fatores envolvidos no desenvolvimento da competência leitora, a fim de propor uma prática pedagógica que efetivamente possibilite a formação de um leitor com esse perfil, haja vista que a leitura realizada sem compreensão é um dos maiores problemas da educação brasileira de acordo com os resultados do Brasil em provas de leitura. Dentre essas avaliações elegemos, como objeto de análise, o SARESP, devido a sua abrangência e efeitos que tem causado nas políticas pedagógicas das escolas paulistas. Nesta pesquisa optamos por analisar o processo inferencial, fundamental em qualquer atividade de leitura, buscando verificar em que medida o processo inferencial é previsto nas matrizes do SARESP e que tipos de inferências são convocados para a resolução de questões de Língua Portuguesa, que elegem o processo inferencial como foco. Para nortear nosso estudo, escolhemos como domínio teórico a Linguística Textual, especificamente os aspectos sociocognitivos do processamento textual e as formas de processamento da informação voltadas para a produção de inferências. Para isso, analisamos 12 questões da prova do SARESP aplicada em 2010, selecionadas a partir da habilidade a elas relacionada, a habilidade de inferir. A análise mostra que a prova apresenta problemas de conceito e elaboração, sendo, portanto, passível de questionamento e discussão. Esses problemas interferem na transparência dos resultados apresentados pela avaliação e consequentemente incidem sobre a real situação do ensino de leitura em nossas escolas.We think the assumption that the objective of education is to train people with efficient reading competence, being autonomous, and able to act in society to which they belong. Therefore, it is necessary that the mother-tongue teachers examine the factors involved in the development of reading competence, in order to propose a pedagogical practice that effectively allows the formation of a reader with this profile, because reading without comprehension is one of the biggest problems of the Brazilian education according to the results of Brazil in reading tests. Among these evaluations we chose as the object of analysis, SARESP because its range and effects it has caused in the educational policies of schools in the whole São Paulo State. In this research we chose to analyze the inferential process, fundamental to any activity of reading, trying to verify the extent to which the inferential process is provided in the matrices of SARESP andwhat kinds of inferences are requested to solve Portuguese questions, which made the inferential process as the focus. To guide our study, we chose as the theoretical domain Textual linguistics, specifically the socio-cognitive textual process and forms of information procedures oriented to the production of inferences. So, we analyzed 12 questions of the Tests of SARESP realized in 2010, selected from the skill related to them: the ability to infer. The analysis shows that the test presents problems of concept and development, and because of that is exposed to many questions and discussions. These problems interfere in the transparency of the results presented for the evaluation and therefore have influence on the real situation of reading instruction in our schools.
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Nilsson, Beng-Elof, and Emma Petersson. "Läsförståelse i grundsärskolan : en studie utifrån pedagogers perspektiv." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22138.
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The study describes educators´ perceptions of reading comprehension for students with intellectual disabilities and neuropsychiatric disabilities in compulsory special school grades 7–9 for students who read the subject Swedish. The study also sheds light on the strategies educators´ use to make texts comprehensible and provide support in reading comprehension. Based on the educators´ descriptions, the opportunities and challenges the educators face are highlighted. The study is based on eight qualitative semi-structured interviews with educators active in upper secondary school. All informants teach the subject Swedish. The theoretical framework for the study consists of the socio-cultural perspective and a cognitive science perspective. The result is analyzed on the basis of concepts taken from the two theoretical starting points. Based on the educators' descriptions, it appears that reading comprehension teaching takes place as a group activity, couple activity but also as an individual work. The educators attach great importance to getting the students involved in conversations to guide the students through the text. In teaching, the educators work to create a background knowledge of the text and to explain words and concepts. The strategies described are based on the educators modeling and thinking aloud about how the student can find answers in a text and make inferences. A large part of the teaching is based on finding texts and working methods that motivate and make the text comprehensible. In their work, the educators use creative methods with theatrical working methods and a personal commitment to get students' attention and create motivation. An important basis is to get to know the student, starting from a survey of the student's level and then find adapted material. The results also show that a large part of the student group has difficulty with decoding and language / listening comprehension, which are important factors for reading comprehension. The study shows that reading comprehension is not only a cognitive ability, but motivation and how one sees oneself as a reader is of crucial importance. The study's special pedagogical relevance shows that educators need to be active in text conversations and strategies to engage students in reading comprehension teaching.
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Abdulaziz, Noor Amal Saud. "Evaluation of Texas Home Instruction for Parents of Preschool Youngsters Program on Reading and Math Achievement for Grades K to 8." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538753/.
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This study was intended to evaluate the impact of socioeconomically disadvantaged children's participation in the Texas Home Instruction for Parents of Preschool Youngsters (TX HIPPY) Program on their school readiness and academic achievement. The study used a quasi-experimental design and applied full and optimal propensity score matching (PSM) to address the evaluation concern of the impact of the TX HIPPY program on HIPPY participants' academic achievement compared to non-HIPPY participants. This evaluation targeted former HIPPY participants and tracked them in the Dallas ISD database through Grade Levels K-8. Data were obtained by administering Istation's Indicators of Progress (ISIP) for kindergarten, TerraNova/SUPERA for Grades K-2, and State of Texas Assessments of Academic Readiness for math and reading (STAAR) for Grades 3-8. HIPPY and non-HIPPY groups were matched using propensity score analysis procedures. The evaluation findings show that the TX HIPPY program positively influences kindergarten students to start school ready to learn. The findings of math and reading achievements suggest that HIPPY children scored at the same level or higher than non-HIPPY children did on math and reading achievement, indicating that TX HIPPY program has achieved its goal of helping children maintain long-term academic success. However, the evaluation findings also indicated that the impact evaluation framework must be designed with attention to higher-level factors beyond academic achievement that influence children's academic success.
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Santos, Márcia Helena dos. "A construção do tema a partir de coletânea formada por textos de diferentes gêneros discursivos." Universidade de Taubaté, 2008. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=385.
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Uma das dificuldades do aluno, quando envolvido em atividade de leitura em sala de aula, encontra-se na depreensão do tema de textos usados, entre outras coisas, como ponto de partida para a produção textual. Tal situação torna-se mais crítica quando a tarefa envolve coletâneas. Assim, este trabalho tem como objetivo verificar em que medida a orientação prévia de leitura de uma coletânea prepara o aluno para a depreensão do tema. A pesquisa foi conduzida da perspectiva teórica que considera o texto lugar de interação de sujeitos dialogicamente constituídos, ativos, que (re)constroem os sentidos a partir das pistas lingüísticas. Para tanto, alunos de Ensino Médio de uma escola militar foram submetidos a atividades de leitura de duas coletâneas, cada uma formada de três excertos de textos de gêneros discursivos diferentes. Verificou-se que as orientações de leitura, pautadas em estratégias de seleção, antecipação, inferência, verificação, possibilitaram ao aluno controlar o que estava sendo lido, levantar hipóteses e validá-las no texto. Concluise que, embora não existam garantias de que ele obterá sucesso na tarefa de depreensão do tema, o aluno terá oportunidade ler com compreensão e aprender de forma autônoma em diversas situações. São as estratégias que formam um leitor ativo, capaz de processar e atribuir significados ao que lê.One of the difficulties of the students, when involved in reading activities in class, is the inference and apprehension of the theme in used texts among other things, as the starting point for the textual production. Such a situation becomes more critical when the activity involves an anthology. Thus, this work has the objective of checking how much previous orientation of reading from collected writings prepares the student for the fully comprehension (inference and apprehension) of the theme. The research was conducted from the theoretical perspective which considers the text to be the place where there is an interaction between active subjects who build themselves in the dialogue and who rebuild the senses from linguistic traces. In order to verify this, High School students from a Military Institution were submitted to reading activities extracted from two collected writings, each one made up of three excerpts of different discourse genre texts. The reading orientation guided by selective strategies, anticipation, inference, summary and checking made it possible for the students to take control of the reading, formulate hypothesis and validate them in the text. We can get to the conclusion that although there are no guarantees that he will succeed in the inference and apprehension of the theme, the student will have the opportunity to read with comprehension and learn in an autonomous form in several situations. Strategies will, actually, make up an attentive reader who will be able to analyze and assign meanings to the reading.
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Pendergrass, Lynne M. "Shifting Their Thinking: Using Visual Images to Encourage Critical Thinking in Young Learners." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707300/.
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The purpose of this qualitative inquiry is to explore critical visual literacy in a first grade classroom at a private school. This case study design focuses on students learning how to take a critical stance by focusing on the visual images, children's picture books, and visual arts masterpieces. The research question guiding this study is: How does a visual literacy approach using inferential and critical questioning support first graders' development of critical literacy? Four social issue topics were discussed which were exploring difference, bullying, poverty and global issues. The students engaged in conversations on each topic that were prompted by a specific set of questions to invite a critical stance. This study encouraged multimodality as it opened up a space to make thought visible in ways that go beyond printed words. The students were able to demonstrate their thinking and understanding by sharing their voice on the various topics through writing, art, music or acting. The inclusion of art was a valuable tool for building a deep understanding of self and others. Findings from this study support the development of social empathy in students and can be linked to morality theory and moral education. The study points to the significance of visual images and art in the development of agency in students while also initiating a change in how students approach all texts. Additionally, this study supports the use of inference as a tool for critical literacy with visual images. This approach to the curriculum encouraged students to become critically aware of the messages in their everyday worlds. The goal was for the students to develop a confident voice that can speak back to a text.
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Ärnbäck, Simon. "Lokala och globala inferenser vid läsning : En utformning och utvärdering av ett inferenstest." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-64063.
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Reading comprehension is essential for passing school as well as to live in today’s society which requires a constant interpretation of written information. Inferences are the very processes that bring about comprehension. This study examined local inferences which are characterized by integrating clauses and sentences, and global inferences which are characterized by using background knowledge to e.g. understand a characters actions or the theme of a text. Studying inferences could lead to the development of tools that can identify children’s issues with comprehension. The purpose of this study was to develop and evaluate a test that measured performance on each inference type in story format and facts format. The study examined 11 year old children’s’ performance on each inference type, how the performance appeared in different formats of text and whether there was a connection with reading comprehension. The children performed best on local inferences, which differs from previous research where children have performed higher on global inferences. Performance on global inferences were high in story format but low in facts format. The results indicate that children’s strategies for local inferences continue to work when they have trouble relating to the text. Pearsons correlation coefficient indicated a connection between the inference test and reading comprehension.Läsförståelse är centralt för att klara av skolgången och för att leva i dagens samhälle som kräver ett ständigt tolkande av skriftlig information. Inferenser är själva processen som tillför förståelse. Denna studie studerar lokala inferenser som kännetecknas av att sammanställa satser och meningar, samt globala inferenser som kännetecknas av att använda sig av bakgrundskunskap för att möjliggöra förståelse av exempelvis karaktärers handlingar eller temat i en text. Genom att studera inferenser kan på sikt verktyg utvecklas som identifierar barns problem med läsförståelse. Studien hade som syfte att utforma och utvärdera ett test som mätte prestation på lokala och globala inferenser i berättelseformat och faktaformat. Studien undersökte 11-åringars prestation på respektive inferenstyp, hur prestation såg ut i olika textformat och ifall det fanns samband med läsförståelse. Barnen presterade högst på lokala inferenser, vilket skiljer sig från tidigare forskning där barn har presterat högre på globala inferenser. Prestation på globala inferenser var hög i berättelse- men låg i faktaformat. Resultatet indikerar att barnens strategier för lokala inferenser fortsätter att fungera när de har svårt att relatera till texten. Pearsons korrelationskoefficient indikerade att det fanns samband mellan inferenstestet och läsförståelse.
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Rosqvist, Lindahl Ulrika. "Att förstå en text : En fallstudie om läsförståelse i årskurs 4." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53209.
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The study has three different aims. One is to investigate reading comprehension among pupils in grade 4. Another is to trace any difficulties in reading comprehension to linguistic or social difficulties. The study also has a practical purpose in that the problems that exist can be identified and diagnosed earlier so that these pupils can be given extra support. The pupils’ reading comprehension has been tested with texts from their schoolbooks. Three different types of questions have been asked about the content of the texts. The pupils’ decoding ability has been tested with a letter and word-chain test and word comprehension with words from their schoolbook texts. The pupils who were tested are in grade 4 in a school in southern Sweden. There are three classes with a total of 59 pupils, of whom 48 participated in the study. It turns out that there are deficiencies in reading comprehension in several pupils in grade 4. The pupils have great problems with questions which require them to read several lines before they find the answer and with questions where they have to draw their own conclusions and use previous knowledge they were expected to have.
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Santos, Karina Alves dos. "Compreensão da leitura e raciocínio inferencial de um grupo de jovens aprendizes trabalhadores." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21131.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this research, is used a cognitive approach which objectifies to analyze the profile, in terms of reading, of a young apprentice-workers group, who present a worrying reading comprehension deficit and inferential reasoning. By a reading comprehension activity, it is possible to verify what they understand from the reading and how they use their inferences as reading strategy. 75 young apprentices took part in the research, and three tools were employed for the data collection: a questionnaire, two texts, each one with ten questions and multiple-choice answers, and eight sentences with questions that required inferential reasoning. In the analysis, a qualitative data evaluation was fulfilled, which allowed to verify a low level of young people's interest in reading, as well as to ascertain that many of them present comprehension difficulties and use less inferences in the text comprehension activities. Beyond this, it is possible to identify a low level of reading comprehension, mainly in respect of the inferring ability. Thus, the results suggest the necessity and the importance of schools to offer bigger reading development opportunities, ensuring as the alphabetic system proficiency as the inferential reasoning development, especially in high school
Nessa pesquisa, utilizamos uma abordagem cognitiva objetivando verificar o perfil, quanto à atividade de leitura, de um grupo de jovens aprendizes trabalhadores, os quais apresentam um preocupante déficit de compreensão em leitura e raciocínio inferencial. Por meio de uma atividade de compreensão de texto verificamos o que compreendem daquilo que leem e de que forma usam as inferências como estratégia de leitura. Participaram da pesquisa 75 jovens aprendizes, e para a coleta de dados utilizamos três instrumentos: um questionário, dois textos, sendo que cada um contém dez perguntas com respostas de múltipla escolha, e oito frases com perguntas que exigiam raciocínio inferencial. Na análise, realizamos uma avaliação qualitativa dos dados, o que nos permitiu verificar um nível baixo de interesse dos jovens pela leitura, assim como constatar que muitos deles apresentam dificuldades de compreensão durante a leitura e usam pouco as inferências nas atividades de compreensão de texto. Além disso, identificamos que há um nível baixo de compreensão de leitura, principalmente no que diz respeito à habilidade de inferir. Dessa forma, os resultados sugerem a necessidade e a importância de as escolas oferecerem maiores oportunidades de formação em leitura, garantindo tanto o domínio do sistema alfabético quanto o desenvolvimento do raciocínio inferencial, sobretudo no ensino médio
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Isaksson, Eva-Lena. "Att läsa texter tillsammans är bra : En studie om läsförståelseundervisning i särskolan med hjälp av strukturerade textsamtal." Thesis, Umeå universitet, Institutionen för språkstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-68712.
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International reading comprehension studies, like PIRLS and PISA, state that the reading comprehension of Swedish students has decreased significantly since 2000. As a consequence, the National Agency of Education has made reading comprehension teaching a prioritised field in terms of further education for teachers. There has also been a change in Lgr 11, the national curriculum for compulsory school, where it is stated that teaching in reading strategies shall be a part of the central content throughout compulsory school. When the pupils reach upper secondary school level, reading comprehension education is no longer a part of the curriculum. Today, students at upper secondary school for individuals with learning disabilities currently share the same curriculum as the ordinary upper secondary school. As from July 1st 2013, the new upper secondary school for individuals with learning disabilities will start, and the new curricula for each subject for these school forms will be in use (National Agency of Education). The Swedish Schools Inspectorate and several reports indicate that there are deficiencies concerning too low challenges on individual level in the teaching of Swedish at upper secondary level for students with learning disabilities. The teaching is predominantly on individual level, causing lack of interaction between students. One main school objective is to prepare these students for an active participation in society. It is vital that students receive instructions when reading, in order to increase their reading comprehension. The basis of the study is a research based teaching program for reading comprehension teaching, called Reciprocal teaching (Palinscar and Brown 1984). The program has been modified and modernised with the aid of interactive media and the computer program Power Point. The aim of the study is to examine whether the reading comprehension and the motivation for reading are affected by the teaching program Reciprocal teaching. Method: Three 17-year-old students at upper secondary school for individuals with learning disabilities have participated in the study for four weeks. During the study, the students' participation and commitment were observed. The reading comprehension was tested before and after taking part of the program. Result: According to tests, the ability to decode a text has increased for all the students, which is an important factor for understanding a text. The commitment and motivation have increased and the students state that reading and talking about texts together was good. Interactive media with graphical support combined with structured questions from the teacher contributed to the students' increased commitment.
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LÔBO, Célia Márcia Gonçalves Nunes. "A inferência no livro didático: análise de atividades de compreensão e interpretação textual." Universidade Federal de Goiás, 2012. http://repositorio.bc.ufg.br/tede/handle/tde/2417.
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Previous issue date: 2012-08-09This research is based on studies of Textual Linguistics and argues that the ability of making inference is part of the process of reading and comprehension process, because it is through the inference that the reader constructs new knowledge from the combination of existing data and facts in his/her memory. When considering that the textbook is a tool used by teachers in the classroom, this work had as main objective, to investigate how the authors of the textbook approach to work with the inferential ability in the collection of books most frequently adopted in Municipal Schools in Goiânia-GO, Brazil, from 6th to 9th grade in elementary school, Portuguese: language, by the authors Cereja and Magalhães (2009). This research was characterized with a mixed methodological approach, since it was performed a document and qualitative analysis and, simultaneously, quantitative data were also used. In view of the purpose of this study, the issues of understanding and interpretation of the texts in this collection were taken as object of investigation. To define the corpus, 779 questions of textual interpretation and understanding were analyzed. Data analysis was developed based on the inferential categories proposed by Marcuschi (2008) and Vidal-Abarca and Rico (2003), as well as the types of questions developed by Marcuschi (2008), which allowed categorizing the questions of textual study of the collection. Grounded methodological assumptions concerning the evidentiary paradigm, it was possible to find a work with the inferential ability in the collection and discuss some special data revealed in the investigation of natural corpus. The analysis showed that the textbook has provided the work of the inferential ability through verbal and nonverbal texts, and that the study of verbal texts provides more questions about inferential than nonverbal texts. An overview of the collection, adding to activities related to verbal and nonverbal texts, showed that there are more inferential questions that require a reading lying on the horizon of highest understanding than in questions of superficial order.
Esta pesquisa está fundamentada em estudos da Linguística Textual e defende que a habilidade de fazer inferências é parte integrante do processo de leitura e compreensão textual, pois é através dela que o leitor constrói novos conhecimentos a partir da associação de dados e fatos existentes em sua memória. Ao considerar que o livro didático é um instrumento utilizado pelos professores em sala de aula, este trabalho teve como objetivo principal, investigar como os autores do livro didático abordam o trabalho com a habilidade inferencial na coleção de livros mais adotada nas Escolas Municipais de Goiânia-GO, do 6º ao 9º ano do ensino fundamental, Português: linguagens, dos autores Cereja e Magalhães (2009). Tal pesquisa caracterizou-se com uma abordagem metodológica mista, pois foi realizada uma análise qualitativa e documental e, simultaneamente, também foram utilizados dados quantitativos. Tendo em vista a proposta desse estudo, as questões de compreensão e interpretação de textos presentes nessa coleção foram tomadas como objeto de investigação. Para a delimitação do corpus, foram analisadas 779 perguntas de compreensão e interpretação textual. A análise dos dados foi desenvolvida com base nas categorias inferenciais propostas por Marcuschi (2008) e Vidal-Abarca e Rico (2003), bem como nas tipologias de perguntas propostas por Marcuschi (2008), que possibilitou categorizar as perguntas de estudo textual da coleção. Fundamentada nos pressupostos metodológicos referentes ao paradigma indiciário, foi possível encontrar um trabalho com a habilidade inferencial na coleção e discutir alguns dados singulares revelados na investigação do corpus. A análise realizada mostrou que o livro didático tem proporcionado trabalhar a habilidade inferencial por meio de textos verbais e não-verbais, sendo que o estudo de textos verbais dispõe de mais questões inferenciais do que os textos não-verbais. Uma análise geral da coleção, somando-se atividades referentes a textos verbais e não-verbais, evidenciou que há maior quantidade de questões inferenciais, que demandam uma leitura situada no horizonte máximo de compreensão, do que questões de ordem superficial.
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Moreno, Teresa de Jesus Garcia. "O conhecimento prévio e a referenciação na atividade de leitura." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/14515.
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Previous issue date: 2008-05-26Secretaria da Educação do Estado de São Paulo
This dissertation is on the Portuguese Language Reading, Writing and Teaching research live, its topic is the production of inferences, and the problem that motivated it has its origin in the difficulties observed in the reading understanding carried out by Senior High School students. We selected, as corpus, a text by Machado de Assis, a Chronicle published in the Gazeta de Notícias newspaper on May 19th, 1888, mainly based on the activation of elements of previous knowledge that it requires from the reader. The general objective of this work is to situate the inferencial process as a process that contributes to the reading comprehension, and specifically to check what is the previous knowledge that the reader needs to activate in order to understand the analysed text, how the referencing process occurs therein, and whether recognizing the anaphoric element aids in its understanding. For its development, we based ourselves on Apothéloz, 2003; Brown & Yule, 1993; Dell΄Isola, 2001; Fávero, 2004; Kleiman, 1989; KOCH, 2004a, 2004b, 2005a, 2005b; Koch & Elias, 2006; Koch & Marcuschi, 1998; Koch & Travaglia, 1995; Marcuschi, 1985, 1999, 2001, 2005, 2007; Mondada & Dubois, 2003; Solé, 1998; Trevisan, 1992; and Van Dijk, 1984 and 1996. Thus, it is evidenced the relevance for us to act with the previous knowledge, through the knowledge about the author s life, of the knowledge about the text production context, of the knowledge about its lexicon, and of the illocutionary force, and with referencing, in order to guide the reader in the text understanding, through inferences. Finalizing the dissertation, we sought to indicate facilitating perspectives for reading teaching in Senior High School
Esta dissertação situa-se na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa, seu tema é a produção de inferências, e o problema que a motivou tem sua origem nas dificuldades observadas na compreensão da leitura realizada por alunos do Ensino Médio. Selecionamos, como corpus, um texto de Machado de Assis, Crônica publicada no jornal Gazeta de Notícias, em 19 de maio de 1888, baseados, sobretudo, na ativação de elementos do conhecimento prévio que ele requer do leitor. O objetivo geral deste trabalho é situar o processo inferencial como um processo que contribui para a compreensão da leitura, e, especificamente, verificar qual é o conhecimento prévio que o leitor necessita ativar para compreender o texto analisado, como ocorre o processo de referenciação do texto e se reconhecer o elemento anafórico auxilia sua compreensão. Para seu desenvolvimento, fundamentamo-nos em estudos de Apothéloz, 2003; Brown & Yule, 1993; Dell΄Isola, 2001; Fávero, 2004; Kleiman, 1989; KOCH, 2004a, 2004b, 2005a, 2005b; Koch & Elias, 2006; Koch & Marcuschi, 1998; Koch & Travaglia, 1995; Marcuschi, 1985, 1999, 2001, 2005, 2007; Mondada & Dubois, 2003; Solé, 1998; Trevisan, 1992 e Van Dijk, 1984 e 1996. Evidencia-se, assim, a relevância de atuarmos com o conhecimento prévio, por meio do conhecimento sobre a vida do autor, do conhecimento sobre o contexto de produção do texto, do conhecimento sobre o seu léxico e da força ilocucionária, e com a referenciação, para orientar o leitor na compreensão do texto, por meio de inferências. Finalizando a dissertação, procuramos apontar perspectivas facilitadoras para o ensino de leitura, no Ensino Médio
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Rennó, Sandra Dias da Silva. "Produção de inferências e avaliação da compreensão leitora." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/14536.
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Previous issue date: 2008-10-16Secretaria da Educação do Estado de São Paulo
The dissertation herein inserts in the research line of Portuguese Language Reading, Writing and Teaching and is aimed to produce inferences and assessments of the reader comprehension. Knowing that all reading implies the construction of senses, we highlight that the inference is part of this process, understood as the activity to produce new information from the given information, within certain contexts (cf.: Marcuschi, 1999; Dell'Isola, 2001; Koch, 1993). To fulfill this work, we based on studies about texts and readings placed in the Textual Linguistic field and fulfilled by authors such as Beaugrande (1997), van Dijk (2004), Koch (2003a, 2003b, 2004, 2005), Marcuschi (1999) and Kleiman (2004), as well as on studies about inferences, fulfilled by Marcuschi (1999; 2003; 2005; 2008), Dell Isola (2001), and Koch (1993). Taking the purpose of control inferences produced in the reading process into consideration, we selected a text and asked students from the 6th grade in an Elementary Public School from the city of São Paulo to express in writing their comprehension on the text they read. In our check, we evidenced that students produce several inferences from the textual and knowledge tracks they have about worlds matters, their practices and experiences, reason why we can discuss, not about a single reading or sense, yet a multiplicity of readings and senses. Results still point out the need of teachers to take into consideration, while assessing the reading comprehension, the inferences the students produce, understanding that process as inseparable from the reading activity and justified, not only by the text signals, but also by the knowledge about the reader s world
Esta dissertação insere-se na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa, e tem como foco a produção de inferências e avaliação da compreensão leitora. Sabendo-se que toda leitura implica a construção de sentidos, ressaltamos que faz parte deste processo a inferenciação, entendida como uma atividade de produzir informação nova a partir de informações dadas, em um determinado contexto (cf.: MARCUSCHI, 1999; DELL'ISOLA, 2001; KOCH, 1993). Para a realização deste trabalho, fundamentamo-nos em estudos sobre texto e leitura situados no campo da Lingüística Textual e realizados por autores, tais como Beaugrande (1997), van Dijk (2004), Koch (2003a, 2003b, 2004), Marcuschi (1999) e Kleiman (2004), bem como em estudos sobre inferências realizados por Marcuschi (1999, 2003, 2005, 2008), Dell Isola (2001) e Koch (1993). Tendo em vista o objetivo de verificar inferências produzidas no processo de leitura, selecionamos um texto e solicitamos a alunos de 6ª série do Ensino Fundamental II de uma escola pública da cidade de São Paulo que expressassem por escrito a compreensão que tiveram do texto lido. Em nossa verificação, constatamos que os alunos produzem muitas inferências partindo das pistas textuais e de conhecimentos que possuem sobre as coisas do mundo, suas vivências e experiências, razão pela qual podemos falar não de uma única leitura ou sentido, mas de uma multiplicidade de leituras e de sentidos. Os resultados indicam ainda que necessário se faz, da parte do professor, considerar na avaliação da compreensão leitora as inferências produzidas pelos alunos, entendendo esse processo como indissociável da atividade leitura e justificado não apenas pelas sinalizações do texto, mas também pelos conhecimentos de mundo do leitor
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Tacini, Renata Ferreira. "A inferência na compreensão de leitura de textos jornalísticos." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/14619.
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Previous issue date: 2010-02-19Secretaria da Educação do Estado de São Paulo
With the purpose of analyzing the comprehension of joumalistic texts of the reportage genre, by students from High School of a Public School of São Paulo State, the inferential process was taken a basis, as an activity capable of activating knowledge of several provenances contributing for the production of senses in the reading. The methodological guidance was ruled by socio-cognitive interacionist studies which made possible to investigate how social, cultural and interactional aspects interfere in the comprehension of texts which, naturally, do not bring in itself everything that is needed to understand it. The reading was assumed as a process in which the reader performs an active work of comprehension and interpretation, from its objectives, its knowledge about the subject, about the language, about the text support and it implies selection, anticipation, inference and verification. The production analysis of inferences aimed to demonstrate the reader's role as active subject capable of connecting ideas, concluding, deducing, and creating hypothesis from the explicit information in the written text. In the empirical work a sequence of reading was elaborated which revealed thç:'inferential process of the students in the reading of the text "Brazilian miss 13 years due to sickness". The result showed that the inferences production allowed the students to relate social, political and economical issues to the knowledge stored in memory, which IDade possible for them to extrapolate the limits of the personal experiences and perceive the reality of the public health not only in its social context, but in other realities
Com o objetivo de analisar a compreensão de textos jornalísticos do gênero reportagem, por alunos do Ensino Médio de uma Escola Pública do Estado de São Paulo, tomou-se por base o processo inferencial, como atividade capaz de acionar conhecimentos de diversas procedências contribuindo para a produção de sentidos na leitura. A orientação metodológica pautou-se por estudos sociocognitivistas e interacionistas e que possibilitaram investigar como aspectos sociais, culturais e interacionais interferem na compreensão de textos que, naturalmente, não traz em si tudo o que é preciso para entendê-Io. A leitura foi assumida como processo no qual o leitor realiza um trabalho ativo de compreensão e interpretação, a partir de seus objetivos, dos seus conhecimentos sobre o assunto, sobre a linguagem, sobre o suporte do texto e implica seleção, antecipação, inferência e verificação. A análise da produção de inferências buscou demonstrar o papel do leitor como sujeito ativo capaz de conectar ideias, concluir, deduzir, criar hipóteses a partir das informações explícitas no texto escrito. No trabalho empírico foi elaborada uma sequência de leitura que revelou o processo inferencial dos alunos na leitura do texto "Brasileiro perde 13 anos com doença". O resultado mostrou que a produção de inferências permitiu aos alunos relacionar questões sociais, políticas e econômicas com os conhecimentos armazenados na memória, o que lhes possibilitou extrapolar os limites das experiências pessoais e perceber a realidade da saúde pública não somente no seu contexto social, mas em outras realidades
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Henriksson, Erika, and Hanna Müllerström. "Läsförmåga hos elever i årskurs 3 och 5 samt hos elever i årskurs 5 med autismspektrumtillstånd." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-118535.
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Syftet med föreliggande studie var att undersöka läsförmåga hos yngre elever med eller utan autismspektrumtillstånd. Sammanlagt deltog 72 elever i studien; 30 i årskurs 3, 31 i årskurs 5 samt 11 i årskurs 5 med Aspergers syndrom/högfungerande autism. Tre texter med tillhörande fakta- och inferensfrågor (Bishop & Adams, 1992) presenterades på tre olika sätt; uppläst, tyst läsning och tyst läsning med textstöd vid efterföljande frågor. I föreliggande studie beaktades även andra variabler i relation till läsförståelse; ordavkodningsförmåga, verbalt arbetsminne, Theory of Mind samt ordförråd. Utgångspunkten för metoden var en tidigare magisteruppsats i logopedi vid Linköpings Universitet av Nyström och Söderqvist (2013). Resultatet visade ett högre resultat för lässättet tyst läsning med textstöd och för frågetypen faktafrågor. Gällande lässätt i förhållande till frågetyp fick faktafrågor högre resultat då texten fanns tillgänglig vid efterföljande frågor, medan resultatet på inferensfrågorna inte påverkades av olika lässätt. Eleverna i årskurs 5 presterade bättre på tyst läsning samt på inferensfrågor än de i årskurs 3. Ett samband mellan textförståelse och andra variabler återfanns för årskurs 3 och årskurs 5, främst gällande ordförråd. Inga statistiskt signifikanta skillnader återfanns mellan eleverna med Aspergers syndrom/högfungerande autism och de andra undersökningsgrupperna, vilket kan bero på att gruppen hade få deltagare och stor spridning. Slutsatser utifrån föreliggande studie är att årskurs 5 har en mer utvecklad läsförmåga än årskurs 3. Elever med Aspergers syndrom/högfungerande autism i årskurs 5 ligger resultatmässigt mellan årskurs 3 och 5, men skillnaderna är inte statistiskt signifikanta.The aim of the present study was to examine reading ability in younger students with or without autism spectrum disorder. In total, 72 students participated; 30 in grade 3 (9-10 years old), 31 in grade 5 (11-12 years old) and 11 in grade 5 with Asperger syndrome/high-functioning autism (11-12 years old). Three texts with related literal and inference questions (Bishop & Adams, 1992) were presented through listening, silent reading or silent reading with text support during questions. The study also examined other variables in relation to the texts; word reading ability, verbal working memory, Theory of Mind and vocabulary. The methodological foundation was a study by Nyström and Söderqvist (2013). When including all participants, analysis showed that the text presentation silent reading with text support and the question type literal questions lead to higher results. Regarding text presentation in relation to question type the results on the literal questions improved with text support whilst text presentation did not affect results on the inference questions. Regarding silent reading and inference questions grade 5 performed better than grade 3. Correlations between text comprehension and other variables, mainly vocabulary, were found for grade 3 and 5. No statistically significant differences were found for students in grade 5 with Asperger syndrome/high-functioning autism compared to the other groups. This may be due to the group’s wide distribution and small size. Conclusions are that grade 5 has a more developed reading ability than grade 3. The results of the students with Asperger syndrome/high-functioning autism in grade 5 do not statistically significant differ from students in grade 3 or grade 5.
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Alves, Flávia Azambuja. "Metainferência: uma proposta para a leitura de textos multimodais na escola." Universidade Federal do Pampa, 2018. http://dspace.unipampa.edu.br:8080/jspui/handle/riu/3782.
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O objetivo dessa pesquisa é investigar a relação entre a explicitação de inferências e uma leitura proficiente e crítica em textos multimodais. Para isso, nos ancoramos em Vargas (2012, 2015, 2017, 2018), que entende inferências como a criação de algo inédito a partir da relação entre conhecimento prévio e informações selecionadas no texto. Também nos ancoramos em Kleiman (2001) para justificar nossa escolha pelo trabalho com inferências, já que para a autora são as inferências que fazemos durante a leitura que retemos na memória e não informação literal. Também é fundamental discutir o que entendemos por metainferência, que, para Díaz (2003), é a reflexão sobre o processo inferencial. Com relação à metodologia, realizamos uma pesquisa-ação que tem por objetivo analisar uma intervenção feita em uma turma de terceiro ano do Ensino Médio de uma escola pública da cidade de Bagé, por meio de uma WebQuest, uma pesquisa orientada na internet que tinha como temática a representação da mulher em textos mutimodais, em especial, músicas e videoclipes. A temática escolhida se relaciona com o objetivo de que os alunos tenham uma leitura crítica. Além disso, apesar dos avanços, é possível perceber que a mulher ainda enfrenta muita opressão em nossa sociedade e entender como ela é representada na mídia ajuda a entender essa opressão. Os resultados apontam que os alunos passaram a valorizar seu conhecimento prévio na relação com o texto, além de perceberem o papel do estabelecimento de objetivos e hipóteses para a leitura. Além disso, os alunos foram capazes de falar explicitamente sobre inferências e avaliar quando perguntas são inferenciais ou não; isso indica que o trabalho com a explicitação de inferências auxiliou para que os alunos se tornassem mais proficientes. Houve uma mudança em relação ao conceito de texto, que foi ampliado. Os alunos passaram a perceber outras possibilidades de texto, não só o verbal escrito, o que ampliou a ideia de texto mutimodal, que conjuga diferentes semioses. Por fim, os alunos mostraram maior criticidade em relação à temática trabalhada, representação da mulher, assim como o número de respostas inferenciais aumentou. Apesar dos resultados positivos encontrados, foi possível perceber que estes poderiam ser ampliados a partir de um trabalho contínuo com a metainferência em leitura. Além das mudanças em relação à leitura, foi possível perceber uma mudança em relação ao comportamento com os colegas: conseguimos construir uma comunidade, em que os alunos aprenderam a se ouvir e se respeitar.
This research investigates the relation between the exposition of inferences and the students’ levels in proficiency and critical reading of texts. Having that in mind, we anchor ourselves in Vargas (2012, 2015, 2017, 2018), which studies inferences on the creation of something previously inexistent based on the link between prior knowledge and selected information from a text. We resort to Kleiman (2001) to justify our choice on working with inferences, as for the author it’s the inferences we make while reading that we retain in memory and not literal information. It is also fundamental to discuss what we understand by meta-inference, which, for Díaz (2003), is the reflection on the inferential process. Regarding the methodology, we analyzed a conducted intervention made in a third-year high school class at a public school in the city of Bagé, through a WebQuest, an internet-oriented research on the representation of women in mutimodal texts, especially music and video clips. The choice of this thematic is related to the objective of the research, that students have a critic reading. Besides that, although the advances, it is possible perceive that woman faces oppression in our society and the understanding how she is represented in midia, helps to understand this oppression. The results show that the students began to use their previous knowledge in relation to the text, in addition to perceiving the role of establishing goals and hypotheses for reading. In addition, students were able to speak explicitly about inferences and evaluate when questions are inferential or not; this indicates that the work with the explanation of inferences helped on augmenting the students proficiency. There has been a change on their concept of text, which has been expanded. The students began to perceive other possibilities of text, not only the written or verbal, which extended the idea of mutimodal text, that conjugates different semioses. Finally, the students showed greater criticality in relation to the themed work, representation of the woman, as well as the number of inferential answers increased. Despite the positive results found, it was possible to perceive that these could be amplified by a continuous work with the meta-inference in reading. In addition to the changes in relation to reading, it was possible to perceive a change in relation to the behavior with the colleagues, we were able to build a community, in which the students learned to listen and to respect.
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DeVore, Trenton Michael Tremains. "Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625.
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Savage, Robert Samuel. "The nature and use of sub-lexical inferences in early reading." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10020316/.
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This thesis considers the nature and use of orthographic sublexical inferences by 6 year old children. Previous research by Goswami (1986) appears to demonstrate that even young children are able to use sublexical inferences. Typically, Goswami has shown children a clue word such as 'beak' and then shown previously unknown analogous target words such as 'peak' sharing orthographic rimes (medial vowel and terminal consonant(s)) with clue words, 'bean' which shares the head (initial consonant(s) and medial vowel), and control words such as 'bank'. Children typically read more target words which share rimes with taught clue words than other targets, suggesting that rime inferences are privileged in early reading. One problem with Goswami's task is that both clue and target word are presented concurrently, possibly supporting the strategic use of inferences. Experiment 1 therefore contrasted inference use when clue words were either pretaught or concurrently presented. Inference use was evident in the presence of concurrent reminders of clue word pronunciation, but was not evident when a clue word was pretaught. Subsequent experiments investigated inference use when children were given greater prior exposure to clue words sharing orthographic and phonological patterns with targets, but where concurrent prompts were avoided. Rime inferences (e.g. 'leak' - 'peak') and vowel inferences (e.g. 'meat' - 'peak') were contrasted. Results revealed equivalent improvements for both sets of words, suggesting a) that children can make inferences in the absence of concurrent clue words as long as they have had substantial exposure to other words sharing analogous letter-sound patterns, and b) that there is no advantage for words sharing rimes over words sharing other orthographic units such as vowel digraphs when tested under such conditions. The results of these studies and parallel correlational studies are interpreted in terms of models of vowel digraph inferences.
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Souza, Iranéia Loiola de. "A competência leitora na perspectiva do SARESP: A habilidade de inferir informação implícita em texto escrito." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/14428.
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Previous issue date: 2007-04-11This research, under the perspective of SARESP test, analyses the main reasons that make students from Basic Education have difficulties in understanding inferences. Based in two targets, this research tries to verify what the approaching conferred by SARESP to the questions shows about reading ability and analyze how this evaluation approaches the texts and watches the questions that verify the inferences. The main question focuses in how the texts and questions presented in SARESP test verify the ability of inference from implicit information, and what it means in relation to reading ability required by this evaluation related to the analyzed ability. The corpus of this research is composed by texts and questions which focuses the ability of inferring implicit information from a text in SARESP evaluation, referring to the years of 2003 and 2004. The result of this research reveals that the difficulties present by the students related to the reading ability concerned to the deduction process aren t exclusively students responsibility. The way that the test is structured and the way the texts are proposed and questions developed also interfere negatively in reading ability, concerning to the inference process
Esta pesquisa, sob a perspectiva da prova do SARESP, trata da análise dos possíveis motivos que levam alunos do ensino fundamental a apresentar dificuldades no entendimento de inferências. Fundada em dois objetivos, a dissertação busca verificar o que a abordagem conferida pelo SARESP às questões inferenciais indica acerca da competência leitora e analisar de que forma essa avaliação aborda os textos e trabalha as questões que verificam a depreensão de inferências. A pergunta fundamental diz respeito a como se apresentam, nas provas do SARESP, os textos e as questões que verificam a habilidade de inferenciação de uma informação implícita, e o que isso indica acerca da competência leitora requerida por essa avaliação no que se refere à habilidade analisada. O corpus submetido à análise compõe-se de textos e questões que incidem sobre a habilidade de inferir uma informação implícita em um texto em provas do SARESP, referentes aos anos de 2003 e 2004. O resultado da pesquisa revelou que as dificuldades apresentadas pelos alunos em relação à competência leitora no que concerne ao processo inferencial não são exclusivamente responsabilidade do aluno. A forma como a prova se estrutura, como são propostos os textos trabalhados e como são elaboradas as questões, também dificulta a compreensão e, por conseguinte, interfere na competência leitora no que concerne à realização de inferências
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Rocha, Eleomarques Ferreira. "Exploring Storybook Illustrations in Learning Word Meanings." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/351.
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This study explores storybook illustrations in learning word meanings among English learners in a university intensive language program. The impact of children’s literature on the comprehension and vocabulary development of second language children is well-documented. However, the use of the literature with adults still needs to be researched. Therefore, a mixed-method study was designed (1) to investigate whether readers who read an authentic illustrated story differed from those who read the same story without illustrations; and (2) to learn more about the readers’ process of learning words from storybook illustrations. Results suggest that illustrations play an important role in both comprehending the text and learning individual words, however issues related to the accessibility of the text and readers’ ability to use context should also be taken into consideration. The findings support prior research that the benefits of learning from context take time to become robust. The study suggests that illustrated storybooks provide a rich context for adults to infer word meanings and recommends children’s literature as an alternative source of reading in programs serving adult English learners.
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Sable, Eileen D. "The effects of Junior Great Books literature discussion on reading comprehension achievement of gifted fifth graders: application of general linear model for cross-level inferences." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53657.
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Research findings emphasize the need for programs for the gifted reader, particularly the need to determine which methods or programs best benefit the gifted student. The purpose of this study was to assess the effectiveness of the Junior Great Books (JGB) literature program on reading comprehension achievement of gifted fifth grade students due to the factors of a) discussion/non-discussion and b) levels of students' experience in the JGB program. This study was replicated to determine if similar results in reading comprehension achievement occurred by using different JGB stories. In addition, the study explored methodological issues of cross-level inferences to determine if different results were obtained when applying the General Linear Model to individual-level and aggregate-level data.
The research was experimental in design. Seventy-eight fifth grade gifted students were randomly assigned to eight groups in two schools, four treatment groups with discussion and four control groups without discussion. Students in one school had no prior JGB experience; students in the other school had a range of one to three years JGB experience. Two different JGB literature stories, randomly selected, were read by all groups. Reading comprehension was measured, pre and post, by an instrument that emerged from the JGB stories using the cloze procedure. Additional data to measure students' achievement in the form of responses to openended questions about the JGB literature stories were collected. Observations of groups featuring discussions/non-discussions were taped and rated to determine whether appropriate formats were followed by the leaders. Individual-level data and aggregate—level data were analyzed using a two—way ANOVA with nesting using the General Linear Model of the Statistical Analysis System (SAS).
lt was found, and supported by study replication, that there were no significant differences between those fifth grade gifted students who participated in the JGB s program with discussion and those who did not. Nor were there differences due to level of experience in the JGB program. Similar results were obtained when applying the General Linear Model to individual—level and aggregate-level data.
Further investigation of the JGB program and related methods and procedures involved in the study were suggested.Ph. D.
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Marinho, Adriétt de Luna Silvino. "A compreensão de textos em crianças da educação infantil." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/16651.
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A compreensão de um texto envolve um conjunto de habilidades, a principal delas permeia todo o processo de construção do significado de um texto e sua efetiva compreensão e está na capacidade de elaborar inferências. Nesta pesquisa, buscou-se investigar como a compreensão acontece em sujeitos muito jovens e que ainda não sabem ler convencionalmente. Como base teórica desse estudo, adotou-se o Modelo de Construção-Integração proposto por Kintsch, em que as inferências têm lugar de destaque na compreensão de textos. Sendo assim, o presente estudo teve por principal objetivo investigar, por meio de diferentes recursos metodológicos, se as crianças da educação infantil estabeleciam inferências de diferentes tipos (causais, de estado e de previsão) enquanto ouviam um texto (metodologia on-line), no caso, uma história. Além disso, checou-se a compreensão global do texto através de tarefas realizadas após a leitura (metodologia off-line). Participaram desse estudo 60 crianças de 4 a 6 anos de idade, de classe média baixa, matriculadas em uma escola pública da Região Metropolitana do Recife. Foram divididos dois grupos de crianças (Grupo 1, composto por sujeitos da Educação Infantil 2, com idade entre 4 e 5 anos, e Grupo 2, crianças da Educação Infantil 3, com idade entre 5 e 6 anos). Cada criança foi entrevistada individualmente em duas sessões. A sessão 1 envolvia as tarefas 1 e 2. A tarefa 1 consistia na leitura interrompida de um texto narrativo pela pesquisadora dividido em partes, mediante as quais iam sendo feitas perguntas inferenciais (causais, de estado e de previsão). As respostas dadas nesta tarefa foram analisadas por dois juízes independentes, sendo classificadas nas seguintes categorias: Categoria I (não responde); Categoria II (incoerente e/ou improvável); e Categoria III (coerente e/ ou provável). Imediatamente após a audição da história, a Tarefa 2 foi aplicada, solicitando que a criança desse o tema da história ouvida. As respostas das crianças foram analisadas pelos mesmos juízes, de acordo com a seguinte classificação: T1 (não responde), T 2 (inapropriado), T 3 (apropriado/ vago), T4 (apropriado/ preciso). No dia seguinte, foi realizada a sessão 2, que dizia respeito à Tarefa 3, em que a criança era solicitada a recontar a historia ouvida no dia anterior. As reproduções elaboradas pelas crianças foram analisadas pelos dois juízes independentes de acordo com as seguintes categorias: R1 (reproduções desconectadas), R 2 (pouco fieis à historia original), R 3 (limitam-se a eventos de alguns blocos), R4 (reproduções globais), R5 (reproduções completas). De modo geral, comparações entre os diferentes tipos de inferências (causais, de estado e de previsão) mostraram que o tipo de pergunta realizada não influenciou o desempenho das crianças, uma vez que nos três tipos de inferências investigados e nos dois grupos de crianças houve maior frequência de respostas da categoria III. Verificou-se que a idade e o ano escolar não tiveram influência no desempenho das crianças. Considerando o desempenho nos dois grupos na elaboração dos temas para a história ouvida, a concentração de respostas esteve no tipo de tema T3 (apropriado/ vago), não se verificando diferenças entre os grupos para esta tarefa. Observou-se ainda uma grande dificuldade por parte das crianças de ambos os grupos na tarefa de reprodução oral da história. Contudo, as crianças do Grupo 2 demonstraram mais habilidade ao reproduzir do que as do Grupo 1. Uma comparação entre as tarefas demonstrou que as crianças da Educação Infantil tinham mais facilidade para propor um tema adequado e responder perguntas inferenciais do que reproduzir a história oralmente. O cruzamento dos dados de desempenho das crianças na Tarefa 1 com a Tarefa 2 revelou que responder perguntas inferenciais e elaborar tema da história parecem estar relacionadas, pois os participantes que tiveram melhor desempenho na Tarefa 1 também o tiveram em relação à Tarefa 2. Entre as tarefas 1 e 3, observou-se que houve alguma relação entre as duas habilidades, porém não se pode dizer que seja uma relação consistente devido a grande dificuldade na Tarefa 3 por parte dos participantes em geral. Entre as tarefas 2 e 3 não foi verificada relação entre as duas habilidades (indicação do tema e reprodução da história). Conclui-se que as crianças da Educação Infantil demonstraram certa compreensão de textos e que esta compreensão varia de uma tarefa para outra, não sendo uma habilidade que se manifeste igualmente em todas as situações de compreensão que são solicitadas a realizar.
Reading comprehension involves a set of abilities; the main one of these – the ability to elaborate inferences – permeates the whole process of constructing a text’s meaning, leading to effective comprehension. In this research we sought to investigate how comprehension happens in very young subjects that do not yet know how to read conventionally. As the theoretical basis of this study we adopted the Construction-Integration Model proposed by Kintsch, in which inferences play a crucial role in reading comprehension. Thus, the main objective of this present study was to investigate, using different methodological resources, whether pre-school children establish different types of inferences (causal, state, and predictive) while listening to a text (on-line methodology), specifically a story. Furthermore, we checked global comprehension of the text through tasks carried out after reading (off-line methodology). The subjects of the study were 60 lower middle-class children aged 4 to 6 enrolled in a public school in the greater Recife area. They were divided into two groups: Group 1, made up of subjects in pre-kindergarten, aged 4 to 5, and Group 2, of kids in kindergarten, aged 5 to 6. Each child was interviewed individually in two sessions. Session 1 involved tasks 1 and 2. Task 1 consisted of an interrupted reading, out loud by the researcher, of a narrative text divided into parts. At each break, inferential questions (causal, state, and predictive) were made. The answers given on these tasks were analyzed by two independent judges, and classified in the following categories: Category I (no answer); Category II (incoherent and/or improbable); and Category III (coherent and/or probable). Immediately after the reading of the story, Task 2 was applied, in which the children were asked to state the theme of the story they heard. The children’s answers were analyzed by the same judges, according to the following classification: T1 (no answer), T2 (inappropriate), T3 (appropriate but vague), T4 (appropriate and precise). On the following day, Session 2 took place, during which the children did Task 3, in which they were asked to retell the story they had heard the previous day. The reproductions the children elaborated were analyzed by the two independent judges, according to the following categories: R1 (unconnected reproductions), R2 (not very faithful to the original story), R3 (limited to the events of certain parts of the story), R4 (global reproductions), R5 (complete reproductions). Generally speaking, comparisons among the different types of inferences (causal, state, and predictive) showed that the type of question asked did not influence the children’s performance, since in all three types of inferences that were investigated and in both groups of children there was a preponderance of Category III answers. We observed that neither age nor grade in school influenced the children’s performance. Considering the performance of both groups on elaborating the themes of the story heard, most answers were of the T3 type (appropriate but vague). No difference between the two groups was found on this task. We observed, furthermore, great difficulty on the part of children in both groups with the task of orally reproducing the story. However, the children in Group 2 demonstrated a greater ability in this task than those in Group 1. A comparison between the tasks demonstrated that the pre-school children found it easier to propose an adequate theme and answer inferential questions than to reproduce the story orally. Cross-referencing the data on the children’s performance on Task 1 with that of Task 2 revealed that answering inferential questions and elaborating the theme of the story seem to be related, since the subjects who had the best performance on Task 1 also had the best on Task 2. Between Tasks 1 and 3, we observed that there was some relation between the two abilities, but we cannot say it is a consistent relation due to the great difficulty most subjects had with Task 3. Between Tasks 2 and 3, we found no relation between the two abilities (indicating the theme and reproducing the story). We conclude that the pre-school children demonstrated some reading comprehension, which varies from task to task, not being a skill which manifests equally in all comprehension situations they are asked to perform.
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Rai, Manpreet Kaur. "Understanding the role of the episodic buffer of working memory in inferential reading comprehension in L1 and L2 readers under varying conditions of cognitive load and domain knowledge." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18232.
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Doctor of PhilosophyDepartment of Psychological Sciences
Richard Jackson Harris
In recent years, Baddeley (2010) has added a new component, the episodic buffer, to his Working Memory (WM) model. The episodic buffer binds information from long-term memory (LTM) to the central executive but has been researched very little, especially with respect to its use with a second language. In fact, Juffs and Harrington (2011) stated, “To date there has been no research on the possible role of the episodic buffer in L2 learning and use” (p. 140). One goal of this study was to do just that. Domain knowledge (DK) in baseball (Experiment 1) and English proficiency levels (Experiment 2) were used as proxies for difficulty level to study how inference processing under different conditions of domain knowledge and cognitive load in native (L1) and non-native (L2) English readers contribute to understanding the episodic buffer. In Experiment 1, 67 participants varying in domain knowledge about baseball read stories related to baseball with or without a concurrent cognitive load task of responding to tones while reading; they then answered comprehension questions of varying degrees of inferential difficulty. In Experiment 2, three groups varying in English reading proficiency, split into groups based on their lexical decision task scores (72 native, 40 intermediate, 40 beginner readers) read general stories with or without cognitive load and answered comprehension questions requiring varying degrees of inferential difficulty. Accuracy and Reaction Time (RT) were differentially affected by working memory (OSpan), cognitive load, and inferential complexity. In Experiment 1, greater DK explained variance in effectiveness (accuracy) and efficiency (RT) as inferential complexity increased. In Experiment 2 OSpan was needed even at lower levels of inferential complexity for beginning readers. Surprisingly, for both experiments, participants responded faster under cognitive load conditions, although not at the expense of accuracy. This suggests that the episodic buffer is important for different levels of DK and proficiency, especially as the task becomes more difficult. Theoretical and practical implications of these findings are discussed.
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Potocki, Anna. "Approche longitudinale et différentielle de l’apprentissage de la lecture : Etude de l’impact d’aides adaptées aux profils des faibles lecteurs." Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20074.
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Cette thèse s’inscrit dans un double objectif. Il s’agit d’une part d’approfondir notre connaissance des processus de lecture et de compréhension au début de l’apprentissage de la lecture et d’autre part, de proposer des outils d’évaluation et des aides adaptées aux enfants en difficultés de lecture. Pour répondre à ces objectifs, plusieurs études ont été menées. Dans une première série d’études, les prédicteurs précoces de la réussite en lecture sont mis en évidence notamment grâce au suivi longitudinal d’une même population d’enfants depuis la grande section de maternelle jusqu’au CE1. Différents aspects de la lecture sont ici distingués, l’identification de mots écrits et la compréhension, ainsi que différents aspects de la compréhension de textes, la compréhension littérale et la production d’inférences. Un second axe de la thèse s’attache ensuite à développer des outils nouveaux permettant d’évaluer et de remédier aux difficultés de compréhension chez l’enfant. On observe en effet dans le contexte français actuel un manque certain de ce type d’outils. Ce travail de thèse se propose donc de combler ce manque en construisant 1/ une épreuve originale d’évaluation des capacités de compréhension écrite de récits chez l’enfant d’école primaire et 2/ un logiciel de remédiation des difficultés de compréhension pour les enfants apprentis lecteurs/ faibles compreneurs. La validité de ces instruments a été éprouvée auprès de vastes populations d’enfantsThe main objectives of this thesis are to deepen our knowledge about early reading and comprehension processes and to construct new instruments for assessing and remediating comprehension skills in children. First, in a three-years longitudinal study (from kindergarten to Grade 2), early predictors of reading achievement have been examined. Here, two aspects of reading have been distinguished, written words identification and comprehension, as far as two aspects of comprehension, literal comprehension and inference generation. Secondly, we aim to construct new instruments to assess comprehension skills and remediate comprehension difficulties in elementary-school children. Indeed obviously, there is currently a lack of such instruments in France. This second part of the thesis aims at filling this gap. A new test of reading comprehension has therefore been constructed and allows establishing a precise diagnosis of comprehension difficulties endured by some beginning readers. A computer-assisted learning program has then been proposed to less skilled comprehenders. This program specifically targets comprehension skills by stimulating 1/ literal information extraction, 2/ coherence inferences construction and 3/ knowledge-based inferences production. Efficiency and validity of each instrument have been tested with large population of children
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Stols, Jeanette. "The role of comprehension strategy practices in reading literacy achievement of Grade 4 and 5 learners." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27629.
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What is the role of reading comprehension strategy practices in Grades 4 and 5 learners’ reading literacy achievement in the South African Progress in International Literacy (PIRLS) 2006 study? Herein lies the main question of this study. South Africa’s participation and perpetually poor performance in more than one international study highlights literacy as a serious problem in South Africa. The results of literacy studies such as SACMEQ II 2000, the 1999 MLA study, and in particular, the South African PIRLS 2006 study, revealed the predicament in which South African primary education finds itself. The results of these studies emphasise the consistently poor reading literacy achievement by South African primary school learners. The findings that emanated from the South African Progress in International Literacy (PIRLS) 2006 study, showed considerable differences between the various groups of learners in South Africa. The following examples will indicate the differences in reading literacy achievement. The South African Grade 4 learners achieved an average score of 253 (SE=4.6). The Grade 5 learners achieved an average score of 302 (SE=5.6). Both these scores fall far below the fixed international average of 500 (Howie et al. 2007, p. 23). However, in an analysis of the eleven official languages in the PIRLS 2006 study, learners from the Afrikaans language group achieved the highest scores with the Grade 5 girls achieving an average of 427 (SE=11.6). The aim of the study was to identify the effective reading comprehension strategies used at a primary school where the highest scores in South Africa were achieved, then to determine the role that reading comprehension strategies played in literacy achievement as uncovered in the PIRLS 2006 study. This research was conducted at an Afrikaans speaking school in Gauteng where the learners achieved the highest scores in PIRLS 2006. Based on a review of the literature, the study focused on five reading comprehension strategies, namely, identifying main ideas; making inferences; questioning; mental imagery and summarising. These reading comprehension strategies were underpinned by the processes of comprehension outlined for PIRLS 2006 and the PIRLS 2006 model of Contexts for the Development of Reading Literacy was used as a conceptual framework for this study. A profile of Afrikaans Grade 4 and 5 teachers was compiled based on the analysis of the PIRLS 2006 Afrikaans teacher questionnaire data. Teacher profiles consisted of teachers’ biographical information such as age and gender, and their academic and professional background. The practice of reading comprehension strategies was tested on data from a case study of one Grade 4 and one Grade 5 Afrikaans teacher. The findings of the study showed that the use of teaching reading comprehension strategies are essential for learners to achieve any standard of reading literacy. A high standard of reading literacy mainly stems from teachers who perform reading comprehension strategy practices that will mirror the orchestration of instructional strategy activities and comprehension assessment activities. It appears that effective teachers of reading comprehension operate as conductors to guide learners during the reading comprehension process into a constant reader-text-activity dynamic, which enables readers to bring vocabulary and strategy knowledge to the act of reading. The role that reading comprehension strategy practice plays on learners’ reading literacy achievement is illustrated in PIRLS 2006. CopyrightDissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Puliezi, Sandra. "Fluência e compreensão na leitura de textos: um estudo com crianças do 4º ano do ensino fundamental." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16212.
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Previous issue date: 2015-12-10Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Current studies about reading show that there is a strong relationship between comprehension and reading fluency, to the extent that one influences another. In order to contribute to the growth of this knowledge, we conducted a study to investigate the relationship between reading comprehension and reading fluency of Brazilian children who attend the 4th year of elementary school. Objectives of this research were: verify the effects of an intervention in comprehension; verify the effects of an intervention in reading fluency; and create a series of activities for the improvement and stimulation of reading fluency and comprehension. To accomplish these objectives, we created two intervention groups (one in fluency and the other in comprehension) and a control group. At the beginning of the school year all the groups completed two tests: an assessment of fluency (accuracy, speed and prosody) and an assessment of comprehension. The intervention lasted three months. At the end of that time, every group completed the same assessments of fluency and comprehension, plus a test to evaluate inferential comprehension. We then analyzed the data to compare student performance between the three groups. The results showed that interventions helped to improve the performance of students in the skills that were being targeted, but not the other skill. Pearson's correlations allowed us to see that high performance in comprehension is accompanied by high performance in fluency, highlighting the importance of the two skills for success in reading. Our study indicated the need to direct teaching in order to fully develop the three dimensions of fluency and the different levels of comprehension, leading us to conclude that the teaching of one of these skills alone does not ensure success in the other
Estudos atuais sobre leitura mostram que existe uma relação muito forte entre compreensão e fluência na leitura, a ponto de haver influência de uma sobre a outra. Com o intuito de contribuir para o crescimento desse conhecimento, conduzimos um estudo para investigar relações entre a compreensão de textos e a fluência na leitura de crianças brasileiras que cursam o 4º ano do ensino fundamental. Os objetivos foram: verificar os efeitos de uma intervenção em compreensão; verificar os efeitos de uma intervenção em fluência e criar uma série de atividades para a melhoria e estimulação da fluência de leitura e da compreensão. Para tanto, foram constituídos dois grupos de intervenção (um em fluência e outro em compreensão) e um grupo controle. No início do ano letivo todos os grupos passaram pelo pré-teste que continha duas provas: uma para avaliar a fluência (precisão, velocidade e prosódia) e uma para avaliar a compreensão. A intervenção durou três meses. Ao fim desse tempo, todos os grupos passaram pelo pós-teste, constituído pelas mesmas provas do pré-teste, acrescido de uma prova que avaliou a compreensão inferencial. Na análise dos dados foram comparados o desempenho dos alunos dos três grupos. Os resultados mostraram que as intervenções ajudaram a melhorar o desempenho dos alunos nas habilidades que estavam sendo treinados, mas não na outra. As correlações de Pearson nos permitiram ver que o bom desempenho em compreensão é acompanhado do bom desempenho em fluência, evidenciando a importância das duas habilidades para o sucesso na leitura. Nosso estudo indicou que é preciso haver um ensino direcionado para podermos desenvolver ao máximo as três dimensões da fluência e os diferentes níveis de compreensão, fazendo-nos concluir que apenas o ensino de uma dessas habilidades é insuficiente para o sucesso da outra
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Santos, Sílvia Souza. "Entre crônicas : desenvolvendo a compreensão leitora." Universidade Federal de Sergipe, 2016. https://ri.ufs.br/handle/riufs/6430.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESBoth the acquisition of reading and the development of comprehension are fundamental in order for individuals to have autonomy in literate societies. And if we intend to contribute to students’ formation, it therefore becomes necessary to develop and increase these competences. This research report aims to present a new pedagogic intervention proposal for reading a literary text whose product is a Pedagogic Notebook. This research is an attempt to make interactive reading and inference construction viable in order for students to develop reading skills and broaden their comprehension. This paper contains the research sources which substantiate the didactic proposal, a summary of the procedure Didactic Sequencing, the actions which consolidated the proposed strategies, the final considerations and its references. The aim is to promote the development and the improvement of the students’ textual comprehension from reading the literary text, as literature contributes to one’s maturing process, helping us to say the world and say ourselves (COSSON, 2006). The sugges ted strategies justify themselves for the fact that the contemporary educational context demands the formation of proficient readers who are not limited to the text surface when building the text meanings, but who build meanings and mobilize a set of knowledge, in diverse linguistic communicating situations. This proposal has the studies of COSSON (2006), DELL’ISOLA (2001), KLEIMAN (2000a; 2000b), KOCH & ELIAS (2006), LEFFA (1996), MARCUSCHI (2008), SOLÉ (1998), among others as theoretical basis. The intervention occurred in a 7th grade group and its results demonstrated that creating opportunities in which students actively participate in the building of text meanings, use their previous knowledge and experiences to formulate hypothesis, reflect about the texts form and content in order to justify their own points of view, build inferences which are necessary to textual comprehension is strongly positive. At first, the theoretical aspects which support the proposal are explained; then, it presents the research proposing and how the basic sequence execution was mediated and at last, the intervention results are analyzed. The Leitura, interação, compreensão! notebook brings orientations as for developing the present intervention proposal.
Tanto a aquisição da leitura quanto o desenvolvimento da compreensão são fundamentais para agirmos com autonomia nas sociedades letradas. Sendo assim, se pretendemos contribuir para a formação dos estudantes, tornam-se necessários o desenvolvimento e a ampliação dessas competências. Este relatório de pesquisa tem por objetivo apresentar uma proposta de intervenção didática para a leitura do texto literário cujo produto é um Caderno Pedagógico. A pesquisa é uma tentativa de viabilizar a leitura interativa e a construção de inferências, a fim de que os estudantes desenvolvam habilidades de leitura e ampliem sua compreensão. Ele contém a fonte de pesquisa que fundamenta a proposta didática, uma síntese do procedimento Sequência Didática, as ações que concretizaram as estratégias propostas, as considerações finais e as referências utilizadas. O objetivo é promover o desenvolvimento e o aprimoramento da compreensão textual dos estudantes a partir da leitura do texto literário, uma vez que a literatura contribui para o amadurecimento de cada um, ao nos ajudar a dizer o mundo e a nos dizer a nós mesmos (COSSON, 2006). As estratégias sugeridas justificam-se pelo fato de o contexto educacional contemporâneo exigir a formação de leitores proficientes que não se limitem à superfície textual na construção dos sentidos do texto, mas construam sentidos e mobilizem um conjunto de saberes, em diferentes situações de comunicação linguística. Esta proposta tem como base teórica os estudos de COSSON (2006), DELL’ISOLA (2001), KLEIMAN (2000a; 2000b), KOCH & ELIAS (2006), LEFFA (1996), MARCUSCHI (2008), SOLÉ (1998), entre outros. A intervenção ocorreu em uma turma de sétimo ano do ensino fundamental e o resultado evidenciou que oportunizar situações em que os estudantes participem ativamente da construção de sentidos do texto, utilizem seus conhecimentos e as suas experiências para formular hipóteses, reflitam sobre a forma e conteúdo dos textos a fim de justificarem seus próprios pontos de vista e construam inferências necessárias à compreensão textual é algo construtivo. Inicialmente, os aspectos teóricos que fundamentam a proposta são explicitados; em seguida, a proposição da pesquisa e a maneira como a execução da sequência básica foi mediada é apresentada e, por fim, o resultado da investigação é analisado. No Caderno Leitura, interação, compreensão! constam orientações acerca de como desenvolver a presente proposta de intervenção.
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Alencar, SÃrgina AraÃjo de. "CompreensÃo da situaÃÃo-problema, do enunciado e das opÃÃes de resposta nas questÃes do ENEM." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4850.
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nÃo hÃEsta pesquisa objetivou avaliar a compreensÃo leitora das situaÃÃes-problema do Exame Nacional do Ensino MÃdio (ENEM), que contÃm em sua estrutura questÃes contextualizadas,creditando ao aspecto leitor o cerne de sua resoluÃÃo. Nossa base teÃrica fundamentou-se nos estudos de Alliende e Condemarin (2005), Brown (1980), Haberlandt (1988), Kintsch (1994),Van Dijk e Kintsch (1978), Rumelhart (1985), Silva (2005), Singer (1988), Smith (1989, 1999), Solà (1998), Spiro (1980), Van Dijk (1996), Kato (2004), Koch (2006a, 2006b) e Marcuschi (2008). A pesquisa foi realizada em duas etapas assim definidas: simulado e prova subjetiva. Para o simulado foram escolhidas dez questÃes das provas do ENEM entre 1998,ano de implantaÃÃo do exame, e 2007, que abordavam o conteÃdo de LÃngua Portuguesa e apresentavam como situaÃÃes-problema textos de gÃneros variados. A finalidade do simulado foi selecionar questÃes de nÃveis de dificuldade variados. Os resultados obtidos no simulado possibilitaram a elaboraÃÃo da prova subjetiva composta por quatro questÃes, assim discriminadas: 1 (uma) questÃo com o maior percentual de acertos no simulado, 1 (uma)questÃo com o menor percentual de acerto no Simulado e 2 (duas) questÃes com percentual de acerto mÃdio. Na prova subjetiva elaboramos perguntas com a finalidade de identificarmos a correlaÃÃo entre a compreensÃo leitora das situaÃÃes problemas e a resoluÃÃo das questÃes de LÃngua Portuguesa no ENEM, a partir da produÃÃo de inferÃncias e da identificaÃÃo do propÃsito dos enunciados das questÃes de LÃngua Portuguesa do ENEM. A anÃlise dos resultados obtidos na prova subjetiva evidenciou que nem sempre a compreensÃo da situaÃÃoproblema â o texto â que se apresenta na questÃo assegurou a identificaÃÃo do que està sendo inquirido no enunciado, apesar de os alunos terem produzido inferÃncias necessÃrias à compreensÃo leitora. TambÃm foi constatado que, por vezes, os alunos nÃo conseguiram estabelecer uma relaÃÃo lÃgica de sentido entre o texto (situaÃÃo-problema), o enunciado e as opÃÃes. A este fato, destacamos a maneira como a questÃo à apresentada e o enfoque que se faz do texto (situaÃÃo-problema) para a relaÃÃo de coerÃncia com o enunciado, o tipo de abordagem e as opÃÃes de resposta, ou seja, a prÃpria estrutura da questÃo.
The main purpose of this study was to evaluate the comprehension of texts which contextualize questions on the âNational High School Examâ (Exame Nacional do Ensino MÃdio â ENEM). The answers to the questions in this exam are, therefore, highly dependent on studentsâ reading skills. The study is theoretically grounded on the works of: de Alliende e Condemarin (2005), Brown (1980), Haberlandt (1988), Kintsch (1994), Van Dijk e Kintsch (1978), Rumelhart (1985), Silva (2005), Singer (1988), Smith (1989, 1999), Solà (1998), Spiro (1980), Van Dijk (1996), Kato (2004), Koch (2006a, 2006b) e Marcuschi (2008). The research was conducted in two parts: Practice Test and Open-Ended Questions. Ten multiplechoice questions from previous tests of the National Exam (from 1998 to 2005) were chosen for the Practice Test. The choice of the questions was based on two criteria: questions which dealt with Portuguese content and which used texts of different genres for contextualization. The goal of the Practice Test was to select questions of different difficulty levels to use for the Open-ended Questions. Based on the results of the Practice Test four questions were chosen for the Open-ended Questions: 01 (one) question with the highest scores in the Practice Test, 01 (one) question with the lowest scores, and 02 (two) questions with medium percentage of scores. The Open-ended questions were elaborated so as to allow for the identification of the correlation between the Reading comprehension; Inferences; Contextualized questions; National High School Exam (ENEM).based on the inferences made and on the identification of the purpose of the questions. The analysis of the results obtained for the Open-ended Questions demonstrated that the comprehension of the contextualizing texts is not always enough to guarantee the understanding of what is being asked in the question or the answering of the question, even when students make appropriate inferences and are able to establish logical relationships between the texts and the questions. Other factors such as the form and structure of questions and the degree of coherence among the text, the instructions to the question and the question itself also affect question responses.
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Sampaio, Ana Karina Barbosa. "A inferencia na compreensao do texto escrito : oficinas de oralidade, leitura e escrita para educandos do ensino fundamental em Picos no Estado do Piaui." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/14265.
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Previous issue date: 2005-11-21Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This Master essay deals with inductive understanding for local produced texts written by students in Basic Education Local Network, Picos, State of Piaui, Brazil. We deem local produced texts as those texts written by individuals involved in the research social-cognitive environment. Our purpose, from a comprehensive point of view, is to discuss the inductive process for local circulating text readers as a starting point for their social-cultural universe increasing. Therefore, in order to establish which induction types were performed by 8th grade students who read a sole text, we analyzed such induction types. In this essay, we deem reading as the knowledge building process which occurs through an interaction between text and reader. Reader gives meaning to his/her readings, i.e., he/she understands the written text using inferences, which inferences were defined by Marcuschi (1985) as being a reader cognitive capability for building new propositions from other given propositions. Inferences are methods performed by the reader in the reading interaction process. Inferences are basic for understanding, since reader fulfills at the interaction time holes left in text, when there occurs prior acknowledge activation which acknowledge is stored in memory, and it is organized into a structure forming a cognitive model. We performed the research in two schools: Frei Damião (inside city zone), and Acelino Araújo (rural zone). Data were collected from a social-cultural questionnaire, and from the performance of two reading workshops, writing and voicing, in which the understanding of poems Rios Guaribas and Rios sem Discurso was suggested. The major part of students performed analogical-semantic type inferences, and they exhibited a greater understanding interaction in connection with Rio Guaribas poem, a local produced text. Such event is explained for this text dealing with questions that are closer to students social-cognitive environment, while otherwise in relation to Rios sem Discurso poem understanding it was more difficult, which is explained by a fault in linguistic acknowledgement activation in relation to certain lexical items.
Esta dissertação de Mestrado versa sobre a compreensão inferencial do texto escrito dos alunos do Ensino Fundamental da Rede Municipal de Picos-PI em textos de produção local. Consideramos os textos de produção local aqueles que são produzidos contexto sociocognitivo dos sujeitos envolvidos na pesquisa. Objetivamos, num campo maior, discutir o processo inferencial dos leitores em textos de circulação local como ponto de partida para a ampliação do seu universo sociocultural. Para isso, analisamos quais os tipos de inferência foram realizados por educandos da 8ª série na leitura de um mesmo texto. Entendemos a leitura, nesta dissertação, como um processo de construção do conhecimento que se dá por meio da interação entre o texto e leitor. Este último produz sentidos para suas leituras, isto é, compreende o texto escrito utilizando-se das inferências, as quais Marcuschi (1985) as define como sendo uma capacidade cognitiva do leitor para construir novas proposições a partir de outras já dadas. As inferências são estratégias realizadas pelo leitor no processo de interação da leitura. Elas são fundamentais para a compreensão, uma vez que o leitor preenche as lacunas deixadas no texto no momento da interação, em que há uma ativação dos conhecimentos prévios que são armazenados na memória e são organizados em estruturas que formam um modelo cognitivo. Realizamos a pesquisa em duas escolas: Frei Damião (zona urbana) e Acelino Araújo (zona rural). Coletamos os dados a partir de questionário sociocultural e a aplicação de duas oficinas de leitura, escrita e oralidade, em que foram sugeridas a compreensão dos poemas Rio Guaribas e Rios sem Discurso, respectivamente. Os educandos realizaram, em sua maioria, inferências do tipo analógico-semânticas e apresentaram um maior grau de interação na compreensão do poema Rio Guaribas, texto de produção local. Este fato é explicado pelo fato deste texto abordar questões que estão mais próximas do contexto sociocognitivo dos alunos, enquanto que na compreensão do poema Rios sem Discurso houve um maior grau de dificuldade, justificado pela falha na ativação dos conhecimentos lingüísticos relacionados a determinados itens lexicais.
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Mirabile, Luciana. "Sequências textuais descritivas e inferências na avaliação de leitura do PISA." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21764.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This thesis is situated in the Reading, Writing and Portuguese Teaching research area of the Program of Postgraduate Studies in Portuguese Language at the Pontifícia Universidade Católica de São Paulo (PUC-SP) and its main subject is the descriptive textual sequences and their contribution to the inferences generation on reading. The hypothesis of this study is that descriptive textual sequences operate as textual indexes from which the reader can generate the necessary inferences in order to understand the text. Guided by this proposition, the following research question is defined: How do descriptive textual sequences contribute to the inferences generation on reading? The general objective of this research is establish a relation between the descriptive textual sequences and the inferences generation. In order to achieve this major purpose, the following specific objectives have been established: 1º) identify and describe the inferences requested in PISA questions; 2º) identify, describe and analyze the descriptive textual sequences present in the texts related to PISA questions and 3º) reflect on how the descriptive textual sequences contribute to the inference generation in reading. The theoretical contribution that underlies this research is mostly constituted by the assumptions of Text Linguistics (KOCH, 2002; 2004a; 2004b; KOCH, ELIAS, 2006), Textual Analysis of Discourses (ADAM, 2011; PASSEGGI et al., 2010; MARQUESI 2004 [1996]; 2013; 2014; 2016; 2017) and by the studies on inferences (MARCUSCHI, 1999; 2008; THURLOW & VAN DER BROEK, 1997; COLLINS, BROWN, LARKIN, 2010; GRAESSER, LOUWERSE, MCNAMARA, 2007; GRAESSER, SINGER, TRABASSO, 1994; DELL’ISOLA, 2001). The corpus consists of five PISA questions. The chosen categories of analysis are the descriptive categories in descriptive textual sequences and the inferences. The obtained results in the analysis demonstrate that descriptive textual sequences contribute to the inferences generation in reading
Esta tese situa-se na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa do Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo (PUC-SP) e tem como tema as sequências textuais descritivas e sua contribuição para a geração de inferências na leitura. Nossa hipótese é a de que as sequências textuais descritivas operam como índices textuais com base nos quais o leitor pode gerar as inferências necessárias para compreender o texto. Orientados por essa proposição, definimos a seguinte pergunta de pesquisa: Como as sequências textuais descritivas colaboram para a geração de inferências na leitura? Temos como objetivo geral relacionar as sequências textuais descritivas à geração das inferências. A fim de alcançarmos esse objetivo geral, estabelecemos os seguintes objetivos específicos: 1º) identificar e descrever as inferências solicitadas nas questões do PISA; 2º) identificar, descrever e analisar as sequências textuais descritivas presentes nos textos relacionados às questões do PISA e 3º) refletir sobre como as sequências textuais descritivas colaboram para a geração de inferências. O aporte teórico que embasa esta pesquisa é constituído, sobretudo, pelos pressupostos da Linguística Textual (KOCH, 2002; 2004a; 2004b; KOCH, ELIAS, 2006), da Análise Textual dos Discursos (ADAM, 2011; PASSEGGI et al., 2010; MARQUESI 2004 [1996]; 2013; 2014; 2016; 2017) e pelos estudos sobre inferências (MARCUSCHI, 1999; 2008; THURLOW & VAN DER BROEK, 1997; COLLINS, BROWN, LARKIN, 2010; GRAESSER, LOUWERSE, MCNAMARA, 2007; GRAESSER, SINGER, TRABASSO, 1994; DELL’ISOLA, 2001). O corpus é composto por cinco questões do PISA. Elegemos como categorias de análise as sequências textuais descritivas nas categorias descritivas e as inferências. Os resultados obtidos nas análises demonstram que as sequências textuais descritivas contribuem para a geração de inferências na leitura
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Stoller, Wesley A. "Genre effects on the generalization inference." 2010. http://liblink.bsu.edu/uhtbin/catkey/1612293.
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The constructionist theory has emerged as a leading perspective in the field of reading inferences and makes the assumption that readers cannot generate inferences when text is inconsiderate or lacking coherence. The generalization inference has been documented as allowing the reader to condense multiple, consecutive propositions into a singular macroproposition. Research has shown that the genre of a text can affect the perception and the set of processes used by the reader to comprehend text. In the present study, participants read ten short narratives, eight of which contained generalization inference lexical decision tasks with genre and coherence of text manipulated. Participants were shown to be no more likely to draw the generalization inference from incoherent text when primed by genre, but were shown to be capable of drawing the generalization inference from incoherent text. These results do not support the constructionist hypothesis and suggest that further research is needed.Department of Psychological Science
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Han, Pei-lun, and 韓佩倫. "English Reading Ability and Prior Knowledge Effect on Inference During Physical Text Reading." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/71953099781004310253.
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碩士國立中央大學
學習與教學研究所
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This study examined the EFL readers with high-low English reading ability and high-low prior knowledge by recording participants’ on-lined reading Physical text processing. The experimental design was 2 ( group: high prior knowledge low English ability, low prior knowledge high English ability) × 2 ( material : with / without bridging inference sentences). The participants were recruited from the undergraduate students of NCU. The Engineering undergraduate students form a high prior knowledge group; whereas, the college of Liberal Arts, and the school of Management students form a low prior knowledge group. In order to check the participants’ English ability, GEPT was conducted. Two Physic articles were read, which differ in the existence of bridging inference sentences. The existence of bridging inference sentences act as support to enhance participants’ making inferences during reading. There are three reading comprehension questions in each article. Every participant has to answer those questions to examine their comprehension of the article, as well as make sure the effect of the bridging inference sentences. The result of the study provided that the domain knowledge is the main factor to affect readers’ making inference. High prior knowledge participants generated elaborative inferences by reading context. Low prior knowledge participants generated explanation-based inferences by reading word-by-word. When reading domain vocabulary, low prior knowledge participants attempted to construct a meaningful referential with real world knowledge. Due to the lack of domain knowledge, the number of incorrect inference which low prior knowledge participants generated was more than correct inference. Comparing two groups reading comprehension question scores, the articles with inference sentences showed to help low prior knowledge participants gained higher scores. The result suggested that the teachers should provide supporting knowledge to suit students’ domain knowledge as well as fill the gap between sentences, which would help learners comprehend the article effectively.
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PIN, HUANG CHIN, and 黃金萍. "Developing Reading Materials of Inference Strategies for Fifth Graders." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/2h56th.
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碩士國立臺東大學
進修部暑期國語文補救教學碩士班
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The study intends to develop materials suitable for teaching inference strategies to fifth graders, and helps students improve their reading comprehension effectively by instructing inference strategies. The materials contain two self-compiled texts based on inference strategies: one narration article named “People’s Characteristics” and one exposition article named “Secrets of Animals.” The teaching activities include “finding supporting reasons in texts,” “inferring people’s characteristics,” “inferring cause and effect,” and “inferring main ideas of the article” to assist students to exercise inference strategies. Teachers can use the teaching manual to guide students on inference strategies while students can learn them by using the learning manual. The developed reading materials contain: (1) one textbook, including two story texts and two exposition articles (2) one teaching manual, including four lessons of text analyses and design of teaching activities (3) one learning manual, including four worksheets of inference strategies.