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1
Hood, Nicholas Robert. "Under which conditions does reading attitude most influence reading achievement?" Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/339022.
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Educational Psychology<br>Ph.D.<br>Reading is an essential skill for academic and workforce success; however, recent data-driven accountability initiatives have led to schools’ overreliance on reading achievement data for tracking and placement purposes. Such limited data do not give a comprehensive representation of the reader, and instructional decisions based on this narrow view can undermine students’ motivation and weaken achievement. Attitude has been associated with achievement, but using reading attitude data could be more useful if the relationship between reading attitude and reading achievement were better understood. This study sought to expand on the reading attitude-reading achievement relationship by exploring specific teacher and student gender related conditions. The study culminated in investigation of the strength of the relationship between reading attitude and reading achievement for girls and boys with gender matched and unmatched teachers. The findings revealed that reading attitude only predicted reading achievement for students with gender matched teachers. The strongest link was for boys taught by male teachers.<br>Temple University--Theses
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YAMASHITA, JUNKO. "Influence of L1 Reading on L2 Reading : Different Perspectives from the Process and Product of Reading." 名古屋大学大学院国際言語文化研究科, 2002. http://hdl.handle.net/2237/7964.
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Rees, Kathryn. "Reading Gosse's reading : a study of allusion in the work of Edmund Gosse." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/552643/.
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Gosse’s reputation, both during his lifetime and thereafter, was compromised by his propensity for error, a trait that Henry James famously described as ‘a genius for inaccuracy’. Though much of his biographical and critical writing justifies this criticism, my study of Gosse’s use of the device of allusion, mainly in his fictional writing, reveals a strategy of misprision that is creative and innovative. Since the concepts of Modernism and Postmodernism have changed the way in which texts are read, it is now time to re-read Gosse, and to explore the potential meaning of passages that would hitherto have been dismissed as error or exaggeration. Using Ziva Ben-Porat’s characterisation of allusion ‘as a device for the simultaneous activation of two texts’ as my methodology, I explore the complex and often subversive resonances of Gosse’s allusive practice. Allusion requires four participants: author, reader, the source text by the precursor, and the alluding text. Because a phrase does not ‘become’ an allusion until all four parties have been ‘activated’, many of Gosse’s allusions have for a long time lain dormant in the palimpsest of his writings. I argue that Gosse’s evangelical, tract-writing mother, rather than his father, exerted primary influence on him. I foreground the impact of her prohibition of fiction as the genesis for Gosse’s idiosyncratic vision, showing that its legacy was more bewildering, and ironically more creative, than has hitherto been recognised. Using the revisionary ratios of Bloom’s theory of the anxiety of influence, I establish a trajectory of charged interactions between the texts of Gosse as ephebe and those of his mother as precursor. Many hitherto puzzling and unresolved aspects of Gosse’s writing now make sense in the context of his ‘answering back’ the spectral Bowes. Although Gosse never fully extricates himself from his maternal precursor, he metaphorically orphans himself, and transfers his ephebe allegiance to a host of literary fosterfathers, constantly invoking them in his texts. He thus secures his ‘mental space’ through the covert mode of allusion, and the zenith of this practice is manifested in Father and Son. My thesis demonstrates the potential of allusion as a methodological tool in literary analysis. By his acts of re-reading, Gosse achieves the paradoxical act of simultaneously arresting and promoting a sense of cultural continuity. On the one hand, Gosse arrests tradition by fragmenting texts: by importing a phrase or a passage from a past work into his present text, he engenders textual instability in both. On the other hand, Gosse promotes cultural continuity by importing into his work fragments that serve as allusive bridges forging connections through space and time. I hope that this exploration of his practice will initiate a reassessment of Gosse’s role in relation to the allusive mode as employed by the early Modernists.
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Cates-Darnell, Denise Michelle. "Three key factors that influence reading comprehension." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2160.
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This study explores the factors that influence the ways in which intermediate students learn comprehension strategies. A substantial scholarship offers evidence of the success of three factors: the teacher, Support structures, and the efficacy of the specific comprehension strategies taught.
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VanLoocke, Jamison P. "The Influence of Spacing on Reading Comprehension." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1472048017.
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Harris, Loretta Faith. "Evaluating a Daily 90-Minute, Remedial Reading Intervention for Influence on Students’ Reading Achievement." Thesis, NSUWorks, 2011. https://nsuworks.nova.edu/fse_etd/47.
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Evaluating a Daily 90-Minute, Remedial Reading Intervention for Influence on Students’ Reading Achievement. Loretta Faith Harris, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Achievement Level, High School, Reading Fluency, Remedial Reading, Criterion Referenced Tests.
The goal of NCLB educational reform was to bring all students to a level of academic proficiency by 2014-2015. Tenth-grade students are expected to show success in meeting the state standards by achieving a passing score of 1926 DSS on the reading section of the criterion-referenced test. Level 1 students demonstrating need in the areas of decoding or fluency are required to have an extended block of reading intervention with the same teacher for the entire 90-minute period of instruction. The research examined the effects of such extended time on Level 1 tenth-grade students’ reading-achievement levels as indicated by the state-mandated criterion-referenced test scores and oral reading fluency.
The study revealed a daily 90-minute high school remedial reading program influenced Level 1 tenth-grade students’ fluency scores as measured by oral-reading fluency probes. On the other hand, a daily 90-minute high school remedial reading program did not adequately prepare students to demonstrate success in terms of state standards as measured by the state criterion-referenced test. A recommended change to the current reading program included the use of grade-level texts with increasing levels of complexity during whole-group and small-group instructions. Exposure to grade-level texts heightens students’ comprehension proficiency, essential for the increasingly complex texts encountered on the state-mandated criterion-referenced test. Overall, the results of the 90-minute high school remedial reading program confirmed the sustainability of the program.
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Buckley-Foster, Philippa. "What factors influence the evolution of beginning teachers' reading programmes?" Thesis, University of Canterbury. Christchurch College of Education, 2005. http://hdl.handle.net/10092/3799.
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What influences the evolution of junior school reading programmes in the classrooms of
beginning teachers?
Of all the classroom skills required of beginning teachers, those contributing to the
implementation of an effective instructional reading programme perhaps represent some
of the most complex and sophisticated challenges that will be encountered. Add to this
the critical importance to young children of successfully learning to read and the very
obvious picture of reading progress revealed by modern assessment practices, and the
result is an aspect of teaching that can assume a position of significant focus. This is
especially true for teachers working with junior school children.
This study investigated the current practices of three junior school teachers during their
first two years teaching, how these practices have evolved over time and identifies the
factors that have influenced each teacher. Participants' stories were gathered during
individual interviews to establish current practices and these were compared with a
typical sample of classroom reading instruction that had been captured on video prior to
the initial interviews. Each teacher also participated in an individual follow up interview
during which they were able to observe the sample video excerpt and comment
reflectively upon their practice in the light of their observations.
This study found that developing effective junior school reading programmes generated
considerable angst for these beginning teachers. While they were able to draw upon preservice
preparation when articulating their intentions, the transition from the abstractions
of theory to the realities of classroom practice challenged their teaching skills in this
fledgling stage of their career. Despite an apparent commitment to guided reading as
emphasized in pre-service literacy courses, each participant implemented round robin
reading as their initial teaching strategy. In order to implement reading pedagogy as
advocated within their pre-service experiences, the emergence of a professional
conscience appears to have been critical.
The way that teachers' understanding of literacy acquisition consolidates is greatly
influenced by their practical classroom experiences and the personal capacity that they
bring to the teaching role. The findings of this study support Berliner (1994) and
Huberman (1989) because each of the teachers could be placed on a trajectory of teacher
development. However stage related views of professional development do not fully
reflect the complexity of individuals combined with the uniqueness of their contexts. The
broader perspective highlighted in the work of Nias (1989) provided a framework more
accommodating of the realities encountered during this study.
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Kim, Jeung Deok. "The Influence of Reading-Writing Connections on Korean EFL College Students’ Reading Process and Reading Comprehension during a Summarization Task." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469775445.
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Beres, Tibor. "DAIRSACC - Do Acronyms Influence Reading Speed and Content Comprehension?" Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/438.
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Acronyms, initialisms and other types of abbreviations are frequently used in scientific, academic, governmental and administrative setting to shorten lengthy terminology and nomenclature. While they can make a text easier to read for people familiar with the abbreviations, they can add to the text’s inherent difficulty and impede comprehension for those who are not familiar with their meaning. The phenomenon of acronym polynymy (multiple definitions associated with the same acronym) can create confusion and add to the cognitive load associated with understanding the text. The current practice of defining acronyms only once, when introduced can result in readers scrolling back and forth in the text looking for acronym definitions, increasing the cognitive load and negatively affect reading speed and content comprehension. The purpose of this research was to study if the presence of a large number of acronyms in a text impedes reading performance. The current study also investigated if providing easy access to acronym definitions via hover text would alleviate comprehension problems caused by unknown acronyms in the text. The hypothesis was that by enabling fast acronym disambiguation, and eliminating the need to scroll for acronym definitions, the hover functionality would enhance reading speed and content comprehension. The results of the experiment are analyzed and recommendations for future investigations of the acronym problem are formulated.
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Jayes, Lewis T. "Investigating the influence of boundedness and negation during reading." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/422161/.
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It has previously been suggested that a bounded adjective (e.g., dead) must be interpreted as its antonym (e.g., alive) when negated (e.g., not dead), in contrast, unbounded entities (e.g., wide) when negated, an unbounded entity (e.g., not wide) can refer to multiple states and is not necessarily interpreted as its antonym (e.g., narrow). How readers interpret such expressions is largely unknown. Accordingly, the research within this thesis investigated the processing of boundedness in four experiments. Experiment 1a-c used off-line judgment tasks to assess whether readers were sensitive to boundedness when judging negated sentences. These showed readers judged bounded negation as similar to its antonym, whereas unbounded negation is seen as being less similar than their antonym. Experiment 2 used eye movements to investigate on-line processing of boundedness. Experiment 3 examined the influence of bounded on the facilitatory effect of connectives on establishing discourse coherence. Experiment 4 investigated the specificity of representations of bounded and unbounded negation. By measuring eye movements, we can gain insights into the on-going cognitive processing that is occurring during the reading of text. Eye movements have been used extensively to help us to understand the cognitive processing that occurs during reading, but there has been very little research into how our reading differs when we read bounded and unbounded negation. In this thesis the influences of boundedness on reading is examined. Bounded items appear to be interpreted as categorical, whereas unbounded items are interpreted in a more ambiguous manner. These experiments are the first to provide evidence that boundedness has an early influence on the online processing of negation during natural reading.
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Metcalfe, Benjamin. "The Influence of Cogntive Style on Navigational Map Reading." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12987.
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In this thesis, I discusses my recent research on the potential relationship between cognitive style and navigational map reading ability. Behavioral geography researchers investigate navigation and a person's knowledge of their environment. These activities have led to and continue to lead to theories about the underlying cognitive processes associated with map use and navigation. Previous research has shown a positive relationship between geographic education and a person's ability to understand the environment around them. Navigation, cognitive maps, mental rotation, map-based knowledge vs. route-based knowledge, and way-finding have all been identified as potential processes that people employ to travel around their environment. By understanding how people behave, process information, solve problems, and make decisions this research hopes to bring to light traits that may be useful in furthering geographic education and, as a result, environmental understanding.
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Ashiurakis, M. A. "The influence of the socio-educational reading environment in an Arab University upon English reading performance." Thesis, Aston University, 1987. http://publications.aston.ac.uk/14821/.
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Research into FL/EFL macro-reading (the effect of the broader context of reading) has been little explored in spite of its importance in the FL/EFL reading programmes. This study was designed to build on previous work by explaining in more depth the influence of the socio-educational reading environment in an Arab university (Al-Fateh University in Tripoli, Libya) - as reported by students, upon these students' reading ability in English and Arabic (particularly the former). Certain aspects of the lecturers' reading habits and attitudes and classroom operation were also investigated. Written cloze tests in English and Arabic and self-administered questionnaires were given to 125 preliminary-year undergraduates in three faculties of Al-Fateh University on the basis of their use of English as a medium of instruction (one representing the Arts' stream and two representing the Science stream). Twenty two lecturers were interviewed and observed by an inventory technique along with twenty other preliminary-year students. Factor analysis and standard multiple regression technique were among the statistical methods used to analyse the main data. The findings demonstrate a significant relationship between reading ability in English and the reading individual and environmental variables - as defined in the study. A combination of common and different series of such predictors were found accountable for the variation (43% for the first year English specialist; 48% for the combined Medicine student sample) in the English reading tests. Also found was a significant, though not very large, relationship between reading ability in Arabic and the reading environment. Non-statistical but objective analyses, based on the present data, also revealed an overall association between English reading performance and an important number of reading environmental variables - where many `poor' users of the reading environment (particularly the academic one) obtained low scores in the English cloze tests. Accepting the limitations of a single study, it is nevertheless clear that the reading environment at the University is in need of improvement and that students' use of it also requires better guidance and training in how to use it effectively. Suggestions are made for appropriate educational changes.
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Schuster, Jonathan G. "The influence of reader's goals on organizational signals in text comprehension." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1347735.
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This study researched the question as to whether reading goals and organizational signals interact to affect comprehension. Organizational signals are literary instruments that make the topic structure more salient and increase the recall for the majority of the topics in a text. Readers have specific goals that they wish to accomplish during reading. Participants read one of two texts, which contained one of three levels of signals: no signals, half signals, and full signals. The participants were assigned a specific goal from one of two main categories of goals: reading for school or reading for pleasure. Significant Text and Goal differences were found, but there was no effect of headings. Participants with the school goal recalled more than did the participants with the pleasure goal. It appears that reading goals do have an effect on the processing characteristics that people use while reading, which affects the amount recalled.<br>Department of Psychological Science
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Sollars, Valerie. "The influence of conditions of reading on early literacy development /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60099.
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This study examines the influence of home, classroom and book-reading conditions on emergent and early readers' developing literacy abilities. The study, done with 60 grade 1 children from the inner-city and more affluent areas of Montreal uses complex multivariate designs to assess how these three conditions influence children's developing literacy abilities. Results indicate that variations in the home environment and children's interactions with print have a significant effect on book and code knowledge and print awareness before school instruction. The combined effect of the classroom and home environments have a significant influence on print awareness and reading fluency. After 4 months of instruction children improve significantly in book and code knowledge, print awareness, accuracy and fluency. Across classrooms, children differ in print awareness, fluency and word-reading accuracy. Assisted and unassisted reading conditions with an unfamiliar, patterned book indicate that use of strategies changes as a function of time and assistance given.
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Place, Nancy A. "Policy in action : the influence of mandated early reading assessment on teachers' thinking and practice /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7798.
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Sharber, Shelli K. "Blogging and Tweens: Communication Portal to Reading Selection and Engagement." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115155/.
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The ethnographic study utilized the research techniques of observations, content analysis, and semi-structured interviews with tween participants (i.e., 9 through 13 year-old youth) during an 8-week literary blog project. Twenty-six participants created individual blog pages within a member-only classroom blog site that allowed for online communication between members. the blog project incorporated social networking applications with which youth frequently engage. the research questions ensured data regarding what facets participants found appealing and motivating during the project was collected. the questions allowed for determining if participants utilized peer blogs for reading material selection or repurposed the blogs to discuss other topics. Components of self-determination theory and engagement theory underlay the project design and aided in identifying motivational aspects of the data. Frequency tables outlined the identified patterns and structures of participants’ online activity. Participants found the ability to change the colors of their blog backgrounds and to design their individual blogs and the giving and receiving of feedback to be the two most appealing features of the project. Participants chose books from peer suggestions in the online world but also selected materials from recommendations they received in face-to-face interactions with their peers, their teacher, and the school librarian. Little evidence of repurposing the blog for social topics was observed. Participants engaged in discussions predominantly based around the books they were currently reading or had read. Implications for incorporating social networking applications within the classroom environment are discussed.
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Whitaker, Westry Allen. "We Became Teachers| The Influence of Personal Reading on Curriculum Understanding." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630632.
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<p> The books we care about are part of us (Sumara 1996, 2002). It is the story of this literary experience as told by three currently practicing English teachers that interests me when I ask, "How does a teacher's personal reading inform his or her understanding of curriculum?" Seeking the representation of this story, I employ qualitative methods that value unique perspectives, interpretations, and the presence of my subjectivity (van Manen, 1990; Seidman, 2006; Jardine, 2006). The combined use of autobiography—in the tradition of <i>currere</i> (Pinar, 1975)—and the hermeneutic method (Heidegger, 2008; Nakkula & Ravitch, 1998) best matches this responsibility. By representing the profound impact of personal reading on my teaching of literature, I contribute my autobiographical voice and story to this study. </p><p> This dissertation is influenced by contemporary literary theory, Sumara's (1996, 2002) scholarship on reading and curriculum, and Rosenblatt's (1994, 1995) reader response theory. Data collection follows Seidman's (2006) discussion of semi-structured conversations, analysis is performed with attention to van Manen's (1990) qualitative human science design, and representation is carried out following Seidman's (2006) description of participant narrative profiles. I begin this analysis by exploring two super-ordinate themes: personal reading and curriculum understanding. Sub-themes in the area of personal reading are unique. Sub-themes representing curriculum understanding are consistent across participants. These sub-themes include a teacher's definition of curriculum, professional identity, and teaching of literature. Analysis reveals a recognizable relationship between each teacher's personal reading and curriculum understanding: each teacher's personal reading experience is reflected in his or her teaching of literature. </p><p> Through its exploration of the relationship between personal reading and curriculum understanding, this study provides a glimpse into the tangled intricacies of curriculum. Since many reading experiences described in this work were born outside of the classroom, this study confirms the perspective that curriculum includes all learning opportunities inside <i>and</i> outside the classroom. Beyond this confirmation, this study reaffirms several key components of teaching and learning: the fundamental function of literature to interrupt familiarity, the role of teacher as interrupter, and the respect for existential experience as a source of scholarship.</p>
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Vieira, Renata Jorge. "The influence of reading upon writing in efl students' summarising process /." Florianópolis, SC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77556.
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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.<br>Made available in DSpace on 2012-10-17T05:19:30Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T00:40:20Z : No. of bitstreams: 1
142399.pdf: 2428143 bytes, checksum: 03da4d1cdeff56ad0ee149f8f250160f (MD5)
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Crum, Catherine Elizabeth. "Influence of Technology on English Language Learners' Vocabulary, Reading, and Comprehension." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3290.
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Researchers have shown that vocabulary development is a challenge for English Language Learners (ELLs) as they are less prepared to use contextual and linguistic clues to decode unfamiliar vocabulary. Beginning in the upper elementary grades, reading in content areas becomes lengthier and more complex. Technology-supported vocabulary instruction to teach social studies to ELLs is a relatively new concept in the 5th grade classroom. The purpose of this comparative study was to assess the vocabulary and reading comprehension outcomes of ELLs in the content area of 5th grade social studies when taught using technology-supported versus traditional textbook instruction. Mayer's cognitive theory of multimedia learning provided the theoretical foundation for the study. A quasi-experimental approach with a nonequivalent pretest and posttest comparison group design was used. All 99 5th grade ELL students at an elementary school in the southeastern United States served as the study sample. Pre-existing classroom groups were taught using technology-supported or traditional textbook instruction. Instructional groups' vocabulary test scores were compared using ANCOVA with pretest social studies vocabulary scores serving as the covariate. Results revealed that 5th grade ELL students in the technology-supported instruction group scored significantly higher on the social studies vocabulary posttest as compared to the traditional textbook instruction group. The findings of this study suggest that technology-supported instruction in social studies is an effective teaching approach for ELL students at the 5th grade level. This study could be used to guide future research in the areas of ELL language acquisition, content area learning and comprehension, and equitable instruction for all students.
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Puharich, Katherine C. "The influence of story schema on reading response and writing process." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28455.
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The purpose of the study was to investigate the influence of story schema on reading response and the writing process. Although a small number of researchers suggest that cognitive structures (schemata) influence reading and writing, the various schemata that affect both processes have not been characterized. The current study: 1) identified the components of story schema; and 2) described the influence that this schema had on students’ reading responses and their writing processes.
Using a case-study approach with five honour-roll, eighth-grade students, subjects participated in five one-hour sessions requiring them to: 1) read William Saroyan's short story "The Great Leapfrog Contest" in 12 segments; 2) write a conclusion to Saroyan's story; 3) discuss the short story genre; 4) write a short story using think-aloud procedures; 5) revise their stories using think-aloud procedures; and 6) agree or disagree with the investigator's proposed changes to their stories.
Forty pieces of datum (25 hours of transcription and 15 written products) were analyzed using six traditional elements of story: plot, character, setting, theme, point of view, tone and mood. Three general findings emerged: 1) bright, grade-eight students' overall story schema was comprised of four constituent schemata: concepts of plot, character, setting and theme; point of view, tone and mood were not accounted for; 2) the variables which characterized each schemata were similar for both reading and writing; and 3) these schemata, in addition to helping students construct meaningful representations of print, interfered with students' reading and writing.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Culbreth, Phyllis Devan. "How does extraneous textbook material influence the reading comprehension of normal and impaired college students? /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/culbrethp/phyllisculbreth.pdf.
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Movérare, Lina, and Ida Gunstad. "”Hen”delserik påverkan : Påverkanskraft på deltagare, språklig kvalité och attityd till författaren." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27443.
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Hen beskrivs som ett könsneutralt pronomen som används när könstillhörigheten är okänd, oväsentlig eller ska otydliggöras samt där människan inte vill kategoriseras i grupperna “man” eller “kvinna”. Syftet med studien är att undersöka vilken inverkan det könsneutrala pronomenet hen har på människor. Tre frågeställningar användes ”påverkas attityden till författaren när pronomenet hen används i text?”, ”hur upplevs den språkliga kvalitén när författaren väljer att använda pronomenet hen?”, ”är en text med hen mer påverkande än en text utan hen?”. Experiment utformades där fyra fiktiva insändare utdelades med medföljande egenkonstruerad enkät. Två vinjetter med “hen” och två med ”han”, där författarens kön varierade. Deltagare var 133 personer varav 69 kvinnor, i åldrarna 18-73. Genom variansanalys visades att attityden till författaren var mindre positiv och den språkliga kvalitén uppfattades som lägre då hen förekom i texten. Hen rekommenderas att nyttjas med försiktighet då pronomenet ger en negativ inställning till texten samt författaren.
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Connelly, Vincent. "The influence of instructional approach on the reading strategies of beginning readers." Thesis, University of St Andrews, 1995. http://hdl.handle.net/10023/15464.
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There are a number of models of reading development which propose that reading develops in a set sequence of stages (e.g. Frith 1985, Marsh et al 1981), and that each child must pass through one stage before it can move onto the next. It is been pointed out that these models very rarely take into account external factors such as the method of instruction that the children receive (Stuart and Coltheart 1988, Goswami and Bryant 1990) and what effect such factors would have on progression through the stages. This study investigated how the factor of instruction influenced how children read. Young children taught by two different methods were studied. Scottish five and six year olds taught by a phonics method, where they were shown the correspondences between letter segments and their sounds, were compared with New Zealand children of the same age taught by a language experience approach. Samples were matched for reading age, chronological age, time at school, vocabulary knowledge and digit span. Error analyses of responses to single words showed a marked divergence in reading strategies. The Scottish children were much more likely to attempt to read unfamiliar words, whereas the New Zealand children often failed to attempt to read items they did not know. The errors the Scottish children made were also qualitatively different to those of the New Zealand children. The Scottish children were better at pronouncing nonwords and were more advanced in spelling performance. The Scottish children were also superior at a test of simple phonological segmentation. They also produced a word length effect when reading words. The New Zealanders, however, were better at pronouncing irregular words and were faster readers, especially with familiar classroom words. They did not produce a word length effect even when words were distorted. Overall the Scottish children showed more evidence of a grapheme to phoneme conversion strategy, which in turn was correlated with good reading performance. The New Zealanders displayed signs of a more visual approach to reading. There was some overlap between the national groups particularly regarding the prevalence of errors incorporating beginning and end letters. The older children in each national group also showed a greater convergence of strategy use than the younger readers. This work therefore has implications for the efficacy models of reading, such as Frith's (1985). Matched groups of children should display the same reading strategies if reading skill is accomplished in universal stages, in this study they do not. Future models of reading development will need to take into consideration how the child is taught to read.
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Hazamy, Audrey A. "The influence of pictures on word recognition." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/audrey_a_hazamy/Hazamy_Audrey_A_200901_MS.pdf.
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Thesis (M.S.)--Georgia Southern University, 2009.<br>"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Lawrence Locker. ETD. Includes bibliographical references (p. 40-44) and appendices.
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Jones, Manon Wyn. "Investigating which processes influence reading fluency in dyslexic and non-dyslexic groups." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/2646.
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This thesis reports an investigation of the component processes underlying reading fluency. A current controversy in reading research is whether reading ability and development is determined solely by linguistic processes such as phonological (sound-based) skill, or whether it can also be influenced by non-linguistic processes such as visual processing of print, attention and general timing capacity. One way of addressing this problem is to investigate naming speed; the speed with which objects, colours, letters or digits can be named. Letter naming in particular represents a ‘microcosm’ of the processes required for fluent reading. The experiments in this thesis systematically manipulate the letter naming process to investigate a) what determines naming-speed performance and b) which processes, when aberrant, cause slower naming in dyslexic readers. Results suggest that non-dyslexic readers are better able to process multiple letter items simultaneously than dyslexic readers. Further, we find evidence suggesting a strong role for phonological retrieval in determining naming latencies and contributing to the naming-speed deficit. We also identify a strong attentional component and a role for visual processing in naming speed which discriminates dyslexic and non-dyslexic reading groups. The results support models emphasising the multi-componential nature of reading fluency and suggest that naming deficits in dyslexia reflect processing difficulties in non-phonological, as well as phonological domains.
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Smith, Nathanial B. "Dreams of influence embodied reading in late medieval and Renaissance English literature /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330817.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of English, 2008.<br>Title from PDF t.p. (viewed on Jul 22, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3963. Adviser: Judith H. Anderson.
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Fitzsimmons, Gemma. "The influence of hyperlinks on reading on the Web : an empirical approach." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/404612/.
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We increasingly spend a vast amount of time on the Web and much of that time is spent reading. One of the main differences between reading non-Web based text and reading on the Web is the presence of hyperlinks within the text, linking various related Web content and webpages together. Some researchers and commentators have claimed that hyperlinks hinder reading because they are a distraction that may have a negative effect on the reader’s ability to process the text. However, very few controlled experiments have been conducted to verify these claims. In the experiments documented here we utilise eye tracking as a new methodology for examining how we read hyperlinked text. During reading we move our eyes in order to bring new information into our fovea where the highest visual acuity is present. There is a well-documented tight link between when and where we look and what we process. By measuring eye movements, we can gain insights into the ongoing cognitive processing that is occurring during a task. Eye movements have been used extensively to help us to understand the cognitive processing that occurs during reading, but there has been very little research into how our reading differs when we read information on the Web. Therefore, in this thesis we examine the influences of hyperlinks on reading on the Web.
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Ramos, Alani. "Teacher Perceptions Regarding the Influence of Secondary Phonics Instruction on Student Reading." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7065.
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In a Southern state at a rural high school, leadership staff implemented phonics-based strategies with 9th grade English teachers to improve students' Lexile reading scores. The absence of formative data related to program implementation left stakeholders without a clear understanding of the influence of the phonics-based strategies. The purpose of this qualitative exploratory case study was to obtain formative information from teachers to discern the perceived influence of the phonics-based strategies on reading. Dual coding theory was used to examine teachers' perceptions of the influence of phonics-based strategies on students' motivation, fluency, and self-efficacy. Data were collected using interviews with 9 purposefully selected English teachers who taught Grade 9 students and had at least 1 year of experience using the phonics-based strategies. Data were coded in NVivo and analyzed using thematic analysis. Results indicated that phonics-based strategies were perceived to benefit students' extrinsic motivation and fluency; conversely, teachers perceived the strategies had a limited effect on students' intrinsic motivation and self-efficacy. Implementation of recommendations presented in a white paper based on these findings could result in positive social change by strengthening students' reading and promoting their academic success.
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Stryk, Diane Marie. "Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6133.
Full textAbstract:
Community college leaders have spent years trying to improve success rates for students in developmental mathematics (DM) courses, but with little progress. This quantitative study, using a pre-experimental static-group research design, examined if a change in a community college district's policy and practices for student placement into DM courses could improve student success in online DM courses. Bounded rationality theory provided the lens to view how students' decision making is influenced by the lack of timely and appropriate information during the placement process. The study addressed whether a composite placement score, the result of combining the ACCUPLACER placement scores for elementary algebra and reading comprehension, would improve predicting student success in the online DM courses of basic arithmetic and introductory algebra. Logistic regression was used to analyze archival data from a student population of 39,585 students from which 767 participants were identified using a stratified random sampling method. The findings indicated that the composite score was a statistically significant predictor of the likelihood of student success only for the online basic arithmetic course (β = .024, Exp(β) = 1.024, p < .0005), which means the higher the composite placement score, the greater the likelihood of success. Providing DM students with information on reading proficiency's influence can increase student success rates. The social change implications are that when students are placed properly in a DM course they complete the sequence in less time, reach their academic goals sooner, and spend less money. In turn, the community college and local community also benefit.
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Saletta, Meredith Sue. "Orthography and modality influence speech production in skilled and poor readers." Thesis, Purdue University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3669542.
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<p> The acquisition of literacy skills influences both the perception and production of spoken language. The connection between spoken and written language processing develops differently in individuals with varying degrees of reading skill. Some specific phonological and orthographic factors which play a role in this developmental course include neighborhood density, orthographic transparency, and phonotactic probability. In the current study, nonword stimuli which contain manipulations of the above factors were created. Participants repeated or read aloud the nonwords. Three groups of readers participated: adults with typical reading skills, children developing reading skills typically, and adults demonstrating low levels of reading proficiency. Analyses of implicit linguistic processing, including measures of segmental accuracy, segmental variability, and articulatory stability, were conducted. Results indicated that these three groups followed a consistent pattern on all three measures, in that the typical adults demonstrated the strongest performance, the children demonstrated the weakest performance, and the adults with low levels of reading skill demonstrated intermediate performance. All three groups improved in both phonological and motor learning with practice, but only the adults with low reading skills demonstrated learning as a direct consequence of orthographic transparency. Finally, reading skill was correlated with articulatory stability in both groups of adults. These data make an important contribution to the understanding of the typology of reading disorders, as well as the influence of orthographic factors on typical language and reading development.</p>
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Dittman, Cassandra. "Does practice make perfect? : the influence of print exposure on word readings skills in grade five children /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16880.pdf.
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McAllister, Jacqueline A. "Performance Anxiety Amongst Middle School-Aged Wind Instrumentalists as Influenced by Variations in Delivery of Instructional Script Given by Adjudicators During Sight Reading." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/402.
Full textAbstract:
The primary purpose of this research paper was to study performance anxiety among middle school students during a sight-reading audition. Furthermore, this sutdy asks whether the manner in which directions are presented by the sight-reading adjudicator during the course of an audition has significant impact on the performance outcome.
Participants (n=75) were middle school students attending a highly rated band program in the Miami-Dade County (Miami, FL) area. By use of investigator-derived surveys, levels of trait and state anxiety were determined before and after the sight-reading performance.
Means and standard deviations were calculated for perceived anxiety and for the resulting scores of the performance. A t-testcompared the control and experimental groups perceived level of anxiety, where statistically significant results were found at the pp
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Cankaya, Zeynep. "Influence of working memory capacity and reading purpose on young readers' text comprehension." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19247.
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Reading comprehension processes are assumed to be influenced by reading purpose and working memory capacity (WMC). However, it is still unknown how these factors affect comprehension processes in young readers. The aim of this study was to explore whether cognitive processes varied as a function of reading purpose (test versus game) and WMC (high versus low) in young readers. The 39 participants completed the Working Memory Test Battery for Children (WMTB-C), a verbal protocol and a free-recall task. Separate ANOVAs on cognitive processes response categories detected medium effect sizes. In the free recall task, test condition readers exhibited more paraphrasing and recalled more idea units than readers in the game condition. In the verbal protocol task, readers in the game condition uttered more evaluative comments than in the test condition. Furthermore, low WMC readers produced more predictive inferences than the high WMC group. Possible contributions of reading purpose and WMC to text comprehension for educational practice were discussed.<br>Les processus cognitifs impliqués dans la compréhension de textes sont influencés par le but de la lecture et la capacité de mémoire de travail (CMT). Toutefois, nous ignorons toujours comment ces facteurs influencent la lecture chez les jeunes lecteurs. Le but de cette étude était de vérifier si les processus cognitifs varient en fonction du but de la lecture (test versus jeu) et de la capacité de la mémoire de travail (faible versus élevée) chez les jeunes enfants. Les trente-neuf participants de l'étude ont complété le Working Memory Test Battery for Children (WMTB-C), un protocole verbal et une tâche de rappel libre. Les analyses statistiques comparant les différentes catégories de processus cognitifs ont révélé des effets de taille moyenne. Pour le rappel libre, les lecteurs ont paraphrasé davantage et ont mémorisé plus de groupes d'idées dans la condition test que la condition jeu. Lors du protocole verbal, les lecteurs de la condition jeu ont fait plus de commentaires évaluatifs que dans la condition test. Finalement, les enfants ayant une CMT plus faible ont prononcé plus d'inférences de prédiction que ceux ayant une CMT plus élevée. La contribution des processus cognitifs et de la CMT à la compréhension de lecture dans un contexte éducatif fut considérée.
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Leou, Yea-mei, and 柳雅梅. "Influence of Balanced Reading Instruction on Students’ Reading Ability and Reading Motivation." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74582787726923052248.
Full textAbstract:
博士<br>國立臺南大學<br>教育經營與管理研究所博士班<br>93<br>Abstract
This study was designed to find out the principles for designing a balanced
reading program for the elementary school students in Taiwan, and to test how this
balanced reading program influence on the students’ reading ability and reading
motivation. The participants were seventy-two fifth graders. Thirty-six students were in
the experimental group, including 18 boys and 18 girls, and 36 fifth- grade students in the
controlled group, including 18 boys and 18 girls. The experimental teaching lasted for
nine weeks. The reading ability in this study meant the ability of word recognition and
reading comprehension. The reading subtest and the spelling subtest of The Wide Range
Achievement Test, the sound subtest of the English Word Recognition and the meaning
subtest of the English Word Recognition were used to test the students’ word recognition
ability. The sentence comprehension subtest of the English Achievement Test was used
to evaluate the students’ comprehension ability. The Motivation for Reading
Questionnaire was used for reading motivation. Pretests and posttests were used before
and after the intervention. Ancova was used to analyze the data. Besides, questionnaires
of learning, questionnaires of reading, interviews and the teaching journals were used to
gather further information about the program.
From the review of literature, the consideration of the national education policy
and the practical teaching in the classrooms, the researcher suggested that five factors
should be taken into consideration when creating a balanced reading program. First, as
for environment, the classroom should be abundant with learning materials and posters.
There should be a reading corner for the kids. Second, as for the choosing of the reading
materials, connecting with the children’s life experience, predicative, fitting the kids’
language ability, having useful and attractive pictures, being interesting, having suitable
length and clear layout, being able to act as a play and being able to extend the school
learning were the principles. Third, as for the principles of phonics, the combinations
between the most common words announced by the Ministry of Education and Fry (2001)
common phonics rules were good choices. Fourth, as for the strategies of reading
comprehension, prediction, asking, looking for related clues, summary and review, and
ministering were strategies worthy of teaching.
The results showed that the experimental group scored significantly higher than
the controlled group in reading subtest, sound subtest, meaning subtest, comprehension
subtest, and reading motivation test after the intervention. Besides, the main findings
from the data of the questionnaires, interviews and the teaching journals were consistent
to the above statistic results. This study proved that a balanced reading instruction had
positive influences on students’ reading ability and reading motivation. Suggestions were
provided to the administrators and English teachers according to the research results.
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Lin, Che-Hung, and 林哲弘. "The Influence of Reading Motives on Blog Reading Behaviors." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/45087196249986276519.
Full textAbstract:
碩士<br>輔仁大學<br>管理學研究所<br>95<br>This study explores the motives of reading blogs and discusses the effects of these motives on the behaviors of reading blogs. Four hundred and sixty eight respondents who had ever browsed blogs participated in the survey. The results of factor analysis suggest that the motives of reading blogs can be classified as affective exchange, information search, reducing boredom, and getting on the bandwagon. Four major behaviors that reflect the influence of blogs were measured, including opinion acceptance, active participation, opinion exchange and word-of-mouth (WOM) intention after reading the blogs.
The regression results show that the behaviors of opinion acceptance and active participation were affected by the motive of information search, affective exchange and getting on the bandwagon. Then the behavior of opinion exchange was affected by the motive of information search, affective exchange, and reducing boredom. Finally, the behavior of WOM was affected by all of the four motives of reading blog.
The results of cluster analysis suggest that respondents can be classified into four groups, including blog expert, bandwagon follower, blog novice, online community user. Blog expert who has most experience on using blog and also be influenced by blog. Bandwagon follower is influenced by fashion to read blog and often read commercial bolg. Blog novice only has few experience of reading blog and be influenced by blog. Online community user is mostly affect by the motive of affective exchange to read and often browse some relatives and friends’ blogs.
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Wang, Yun-Shan, and 王韻珊. "THE INFLUENCE OF READING MOTIVATIONS ON COSMETIC BLOG READING BEHAVIORS." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/30107916105106012276.
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陳怡君. "Reading comprehension for scientific articles under the influence of listening reading." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/15444612665550847121.
Full textAbstract:
碩士<br>國立新竹教育大學<br>人資處應用科學系教學碩士班<br>95<br>Abstract
This study investigated the impacts of listening reading and the impressions students had when they read scientific articles. 76 fourth grade primary students from Miao Li County served as the target of this study. Students were from three different classes. One class was chosen at random as the control group and the others were in the experimental group. Scientific articles were given to students from the experimental group with the help of listening reading while those in the control group go without it. The tools applied in this study include reading comprehension tests, language comprehension tests and questionnaires. One-way ANCOVA, two-way ANCOVA and the percentage were used to analyze the data. Findings of the study are:
(1) How listening reading helps students better understand the text is determined by the nature of the articles. It helps when the text is novel or difficult for the students.
(2) The nature of the articles affects the reading comprehension for the students with higher or lower achievements in the field of science and technology. Those with higher achievement have relatively better reading comprehension on simple articles.
(3) The nature of the articles affects the performance of the students with different listening comprehension competence. Listening reading helps students who belong to the listening oriented category better performance in articles that are more difficult.
(4) How gender controls the outcome of the reading comprehension is determined by the nature of the articles. Girls significantly comprehend better than boys in the articles
that are less difficult.
(5) Students in general embrace the listening reading rather than paper reading.
Based on the findings, this study proposes some feasible advice and topics for further study.
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Ming, Huang Min, and 黃敏鳴. "The Analysis of the Influence of Extensive Reading on Learners' Reading Motivation and Reading Performance." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/06713442546228263488.
Full textAbstract:
碩士<br>大葉大學<br>應用外語研究所<br>96<br>ABSTRACT
The study aims to examine whether the practice of extensive reading can help college students improve their reading performance and motivation to read. Subjects were freshman students majoring in English at Da-Yeh University. Students in the experimental group were required to read 4 extensive readers and allowed to select their preferred reading materials from the Penguin Readers Series. To keep track of these participants’ reading process, students were requested to write books reports and give a presentation of their reflection on one of the books they read. A questionnaire was developed to measure students’ reading habit and motivation to read. The intermediate level GEPT reading test was used to measure students’ reading performance. To better understand the effect of extensive reading, interviews with the participants in the experimental group were also conducted.
Analysis of students’ responses to the questionnaire showed that extensive reading gained the popularity of the subjects in the experimental group. They not only developed a more positive attitude toward the practice of freely selecting their own reading materials and but also improved their reading speed after the implementation of the program. No significant difference was found for the effect of extensive reading on students’ overall GEPT reading scores. However, after dividing students’ reading performance into three categories, vocabulary, cloze, and comprehension, further analysis of their reading scores showed some noteworthy results. First, both the experimental group and control group made a significant improvement in their vocabulary. This implies that extensive reading does help students gain more vocabulary; nevertheless, it may not be the only factor that contributes to the gaining of students’ vocabulary. Second, extensive reading fails to produce a significant difference between the pre- and posttest reading comprehension scores for the experimental group in the study. On the other hand, a significant difference was found for the control group. Unexpectedly, students’ posttest comprehension scores were found to be significantly lower than their pretest scores. The result may suggest that extensive reading could have at least exerted its influence on maintaining participants’ reading comprehension ability. One of the reasons that extensive reading fails to improve students’ reading performance may be due to limited time for the implementation of the program.
During the interviews with the subjects in the experimental group, students demonstrated high expectation and eagerness to express their opinions. This indicated that their motivation and spontaneity in reading have been fairly enhanced. The most salient finding of the present study was that most participants felt that extensive reading was interesting and helpful.
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Edwards, Nancy A. "Inside the black box the influence of Reading First on reading instruction /." 2008. http://purl.galileo.usg.edu/uga%5Fetd/edwards%5Fnancy%5Fa%5F200808%5Fphd.
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Su, Wang-ling, and 蘇琬鈴. "A Study of How Reading Environments Influence the Second Graders’ Reading Comprehension." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/73x9a8.
Full textAbstract:
碩士<br>玄奘大學<br>應用外語學系碩士班<br>102<br>The study aims to investigate the current status and differences between home reading
environment and school reading environment and reading comprehension of the second graders, as well as to analyze the influence between reading environment and reading comprehension.
This research adopts questionnaire method. The research objects are the second graders from the public elementary schools of Taoyuan County. Sample among 5 schools out of 2 type─the city school,the country school. Analysis and test are undergone by means of the statistic methods such as percentage frequently distribution, t-test, oneway analysis of variance and product movement correlation.The results of this study are as follow:
1.The reading comprehension is over the mid level.
2.The higher level of father’s education comes along the higher level of student’s reading comprehension.
3.The current status of home reading environment and school reading environment was good.
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Zheng, Shuei-Rou, and 鄭水柔. "The Influence of Family Reading Environment on High School Students' Reading Behavior." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/7d7qek.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>圖書資訊學研究所<br>106<br>Nowadays, the importance of reading ability is not merely concerned with literacy but also viewed as the indication of competiveness. In order to promote lifelong education, the importance of reading education become more significant and require more attention. Teenagers will be the backbone of our country in the future. However, students’ reading attitude has been decreased when they grew up to the stage of secondary education. Progress in International Reading Literacy Study (PIRLS) conducted by The International Association for the Evaluation of Educational Achievement (IEA) also pointed out that family is the most influential element that may impact students’ reading achievement. Therefore, the present study firstly explored secondary school students’ reading behaviors and their family reading environments. Secondly, the impact that the family reading environments have on secondary school students’ reading behaviors will also be discussed in the study.
The research was conducted as a case study in New Taipei Municipal Shuang-Xi High School. Data was collected through questionnaire combined with semi structure interview. Shuang-Xi High School is classified as the rural School by Minister of Education and it is a Comprehensive Junior-Senior High Schools. The students include the junior and senior high students living in this district or the senior high school students come from Taipei city. It is a secondary school that provide both general high school education and vocational education. 300 questionnaires were distributed and 287 questionnaires were returned. The return rate was 95.67%. On the other hand, 6 secondary school students were recruited as the respondents in semi-structure interview.
The results were found as follows:
Secondary school students’ reading behaviors: (1) Secondary school students embrace positive attitude toward reading but junior high school students dislike to receive books as gift. ; (2) Junior high school students report high frequency of visiting the library but senior high school prefer bookstore more than library. ; (3) Secondary school students read extracurricular reading materials actively. ; (4) Secondary school students mostly read at home. ; (5) The school’s library is the primary place for junior high school students to obtain reading resources. However, senior high school students prefer to buy the books on their own.
Secondary school students’ family reading environment: (1) Most of the secondary school students’ family prefer to read at home. It presents low frequency of visiting the libraries or bookstores. ; (2) Comparing to junior high school students, senior high school students receive richer reading resources from their family. ; (3) The parent-child interaction while reading is seldom for secondary school students.
The relationship between home literacy environment and students’ reading behaviors. : (1) More often the parents visit bookstore or library, more active will the students be in making use of the reading resource of those places. ; (2) There are significant different between the quantities of a family’s reading resource and the amount of time that junior high school students commit to reading activities. The richer reading resource the family provides, the better performance will the senior high school students have on their reading behaviors.; (3) Whether the reading content has been selected by the parents will influence junior high school students’ reading attitude and the way they obtain reading material and they also showed significant difference in this case. There were significant difference between parent-child interaction while reading and senior high school students’ reading attitude.
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Hou, Chiu-ai, and 侯秋愛. "Influence of Narrow Reading on EFL Junior High School Students’ English Reading Comprehension and Reading Attitude." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73809971606467816315.
Full textAbstract:
碩士<br>雲林科技大學<br>應用外語系碩士班<br>99<br>The purpose of this quasi-experimental study is to investigate the influence of Narrow Reading (NR) on EFL junior high school students’ reading comprehension and reading attitude. The participants of this study were 105 eighth graders from three intact classes in a private junior high school in Taichung City in Taiwan. Three intact classes were respectively assigned as an experimental group—Narrow Reading Group (NR Group), and two control groups—Extensive Reading Group(ER Group) and Regular Classes Group(RC Group). The total time of English classes of the three groups was all six hours a week, but NR Group and ER Group used part of the class time--30 minutes per week to do the in-class supplementary reading. NR Group read eight stories of the same topic while ER Group read eight stories of various topics during the eight-week treatment.
This study is both quantitative and qualitative. As for the quantitative part, all the participants of the three groups were administered an English reading comprehension test, an English paragraph writing test, and a reading attitude questionnaire before and after the treatment. Two statistical methods, Paired-Samples T-Test and one way ANOVA were used to probe the influence of NR on the students’ reading comprehension and reading attitude. The qualitative data were gathered from NR Group’s and ER Group’s feedback in the after-reading worksheets and the follow-up questionnaire with open-ended questions. The qualitative analysis was used to further explore the learners’ perception toward the implementation of NR.
The main findings of this study were briefly listed as follows.
(1)After the implementation of NR, the participants improved their reading comprehension significantly. However, ER Group’s and RC Group’s reading comprehension performance did not achieve a significant difference in the posttest.
(2)After the treatment, it was found that the participants of the experimental group and control groups did not have any significant difference in reading attitude. However, NR Group’s mean scores of reading interest, reading confidence and NR attitude all slightly gained. On the contrary, ER Group’s mean scores all decreased in these three scales. RC Group’s mean scores all increased in these three scales; nevertheless, their mean scores still lower than NR’s and ER’s.
(3)After the implementation of NR, NR Group made a significant improvement in English paragraph writing of the posttest. However, no significant difference was shown in the control groups.
(4)After the implementation of NR, 30 out of 38 students in the experimental group preferred NR instead of traditional reading assignment. The students also reported a lot of positive influence brought by NR, including the gains in the following items: vocabulary acquisition, sentence patterns, grammar, reading comprehension, overall English proficiency, speaking, writing, listening, reading fluency and reading speed.
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Yu, Min-Hua, and 余敏華. "The Influence of Elementary School Teacher’s Reading Guidance Style on Student’s Reading Motivations and Reading Behaviors." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/15030818154014965952.
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碩士<br>大葉大學<br>教育專業發展研究所<br>98<br>The purposes of this study are to survey the status about elementary school teachers’ reading guidance styles, students’ reading motivations, and students’ reading behaviors; and to analyze the relationship among the above variables; furthermore, this study explores the influence of elementary school teachers’ reading guidance styles on students’ reading motivations and reading behaviors. A sample of 608 elementary students throughout Taiwan was selected through stratified sampling method. The data was analyzed by descriptive statistics, t-test, Pearson correlation, canonical correlation, K-means clustering method and one-way ANOVA. The results of this study were as follows: (1)Students usually read at home and in school, and the main sources of their extracurricular books are school and home. (2)Roughly, elementary school students have good reading motivations. Generally speaking, they approve the importance of reading but won’t read for academic grades. Most of them love reading, however, they have no strong will to buy extracurricular books for themselves. The main categories of extracurricular books that students most like to read are “comic books” and “literature and story books”. The reading behavior “to share” needs to strengthen. (3)Girls are more fond of reading and have more “to share” than boys. On the other hand, boys have higher “reading breadth”. They read more and read broader category than girls. (4) Four types of elementary school teachers’ reading guidance styles were found, including “Transformational and Transactional Style”, “Transformational and Passive Management Style”, “Active Management and Reward Style” and “Indifferent Style”. (5)Students who perceived their teacher as being the “Transformational and Transactional Style” were the most enthusiastic student with reading; however, the students who perceived their teachers as being the “Indifferent Style” were the most negative about reading. (6)There were some types of canonical correlation among teachers’ reading guidance, students’ reading motivations, and students’ reading behaviors.
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Lai, Shu-Chuan, and 賴淑娟. "The Influence of Using E-books in Sustained Silent Reading on Children’s Reading Attitude and Reading Comprehension." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4f225y.
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碩士<br>健行科技大學<br>資訊管理系碩士班<br>105<br>In a new era of digital time, the development of information technology improves dramatically fast and the development of digital publication has become sophisticated. Using E-books in sustained silent reading has become a trend. We are hoping that we can make the most advantage of digital resources and enhance the promotion of reading education so that children’s reading comprehension gets improved. The research is to discuss the usage of E-books on sustained silent reading and the influence on children’s reading attitude and reading comprehension in the 4th grade of one elementary school. Based on the quasi-experimental design, this study applies the pretest-posttest on non equivalent groups. The research targets are two 4th grade classes in one Taoyuan elementary school. This experiment undergoes 12 weeks. Sustained silent reading is done 3 days a week. The experimental group proceeds with E-books. The controlled group; on the other hand, proceeds sustained silent reading with paper books. Questionnaires of reading attitude and reading comprehension are used as research tools. Moreover, the interview of experimental group and teachers’ observation logs triangulate qualitative data analysis and quantitative data analysis before and after the experiment. Based on the results, the major findings of this study were summarized as follows: In terms of reading attitude , sustained silent reading can enhance 4th grader’s reading attitude; the experimental group and control group make obvious difference before and after the test. As for the reading comprehension, sustained silent reading can enhance 4th grader’s reading comprehension; the experimental group and control group makes no obvious difference in terms of reading comprehension before and after the test 4th grader’s students have a positive attitude on using E-books in sustained silent reading. According to the findings, suggestions are offered to the elementary school teachers and future researchers. Hopefully, it helps those teachers who encourage reading and those who study in relevant area.
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LIANG, FANG-YU, and 梁芳瑜. "The Influence of Reading Self-Concept and Reading Interest on Reading Literacy of Taiwan Elementary School Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xz4966.
Full textAbstract:
碩士<br>銘傳大學<br>教育研究所碩士在職專班<br>107<br>The purpose of this study is to explore the impact of reading self-concept and reading interest on reading literacy of fourth-grade students. The mediational process was discussed at the same time. The research data used the Taiwan survey data of the 2011 Student Questionnaire released by the Progress in International Reading Literacy Study (PIRLS) as a sample of the survey. The study sample was 150 schools with 4,293 students. By applying structural equation modeling, the results shows that: (1) Reading self-concept has a direct effect on reading interest and reading literacy, and can also indirectly affect reading literacy through the intermediary of reading interest; (2) Reading interest has a positive effect on reading literacy directly; (3) The theoretical model constructed in this study is agree with the empirical data. Finally, based on the research results of the study, some suggestions for further study and recommendation in teaching are made.
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Chen, Ming-Li, and 陳名莉. "The Influence of Reading Strategy APP on Students’ Reading Ability and Cognitive Load." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/jtzemu.
Full textAbstract:
碩士<br>臺北市立大學<br>教育學系<br>107<br>This study focused on the impact of reading ability and cognitive load on sixth-grade students of different genders and abilities through the use of Oxford Reading Comprehension Strategies in conjunction with the APP system. The study was conducted for 5 weeks, and 161 students (11.8 years old to 12.8 years old) completed reading comprehension and cognitive load pre- and post- tests, as well as a system satisfaction scale. Students were also given access to a reading strategies APP. Statistics were performed on paired sample t-tests and independent sample t-tests, and data on students' reading activities in the APP were analyzed. The results of the study show that the reading strategy APP helped to improve the overall reading ability of the lower level students, and there was a significant impact in reducing students' external cognitive load. After the boys and girls of different reading abilities used the reading strategy APP to learn, the higher level group also showed significant differences in cognitive load.
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Chen, Yi-ling, and 陳怡陵. "The Influence of Types of Reading Groups and Genders on Fourth-Grader'' Reading Motivation, Reading Attitude and Reading Behavior." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/72646039381318837689.
Full textAbstract:
碩士<br>國立臺南大學<br>教育學系科技發展與傳播碩士班<br>98<br>This research was mainly concerned with whether various types of reading groups (e.g. on-line reading groups and class reading groups) interrelated with and respectively influenced reading motivation, reading attitude and reading behavior of different-gendered primary school students of the fourth grade. It was examined by quasi-experimental designs, targeting two classes of fourth-grade students in a primary school in Tainan, totaling seventy. The experimental group undertook the process of reading discussion through an on-line reading group, while the control group dealt with that through a class reading group. The entire activity was divided into four units, one of which encompassed four classes, totaling up to sixteen classes, or eight weeks.
With a view to understanding the respective interrelation between diverse types of reading groups and reading motivation, reading attitude and reading behavior of students of different genders, pretest and posttest were processed based upon those three parts, including reading motivation, reading attitude and reading behavior. This, thus, contributed to a better understanding of the differences between those two tests. The last but not the least important, the experimental group needed to fill in the questionnaire concerning on-line reading groups. By means of two-way ANCOVAs, numbers of subjects and percentage analysis, the results of this research indicated as below:
1.No obvious interrelation was shown between different types of reading groups and reading motivation, reading attitude and reading behavior of students of different genders.
2.Different types of reading groups had a great impact on reading motivation instead of reading attitude and reading behavior. On-line reading groups are more helpful than class reading groups on promoting the reading motivation of students.
3.There was no significant effect from different-gendered students on reading motivation, reading attitude and reading behavior.
4.The implementation of on-line reading groups had a positive and significant effect on reading motivation, reading attitude and reading behavior of students.
5.The students of experimental groups set high values on the implementation of the on-line reading groups, and most of them are willing to participate again.
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Tu, Chun-wei, and 杜峻偉. "The Action Research on the Influence of Fourth Graders’ Reading Comprehension and Reading Attitude with Digital Reading Instruction." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/56565668309756972071.
Full textAbstract:
碩士<br>國立臺南大學<br>教育學系課程與教學碩士班<br>101<br>The purpose of this study was to explore the influence of fourth grader’ reading comprehension and reading attitude with digital reading instruction. The study subjects were 9 elementary school fourth graders. The instruction lasted two periods a week for 8 weeks. The researcher adopted the action research. The digital reading instruction was conducted by teaching students to complete reading comprehension worksheets to prompt students’ comprehension of the story. The questions of reading comprehension worksheets include understanding and integrating essentials of the context, summarization and the relation between story and personal experience. The digital reading instruction was divided into 3 stages: “teacher modeling”,”teacher guiding”,”students operation”. During research time, by analyzing recordings of teaching activities, reading comprehension worksheets, teacher’s observation records, the researcher’s notes, digital reading attitude scale, interview, the researcher obtained the following results:
1.The digital reading instruction helps students’ reading comprehension.
2.The digital reading instruction has a positive impact on students’ reading attitude.
3.After the digital reading instruction, the researcher believes that this digital reading teaching mode is feasible. Through the guidance of teacher and constant correction, students could eventually self-digital reading to reading comprehension.
Based on the conclusions, some suggestions were made for reference to the teaching applications and future research.
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Podolak, Olivia Magdalena. "The Influence of Tonality on Sight-reading Accuracy." Thesis, 2013. http://hdl.handle.net/1807/43303.
Full textAbstract:
The present study investigated how knowledge of tonality is used in sight-reading by comparing sight-reading accuracy across three tonal constructs: major, minor and atonal. It was hypothesized that sight-reading performance would be the worst in instances with no tonal information, as participants would be unable to generate appropriate top-down expectancies to guide their sight-reading. To test this, twelve pianists sight-read major, minor and atonal versions of monophonic, homophonic and polyphonic excerpts. The results indicated that pianists performed the major excerpts with greater accuracy than the atonal excerpts. Furthermore, the errors made within the major excerpts were significantly biased towards diatonicism, and there was a global shift towards tonality in participants’ atonal performances, providing a clear demonstration of how pianists’ expectations might have contributed to their sight-reading performance. The diatonic bias was not found in the minor excerpts, suggesting that the minor hierarchy does exert as strong of an influence during sight-reading.
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Huang, Yi-In, and 黃怡音. "How the Reading Habits Influence the Attentional Blink." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/24365041991894484957.
Full textAbstract:
碩士<br>輔仁大學<br>心理學系<br>96<br>Attentional blink (AB) phenomenon is that when we present two targets and insert some distractors in between. If the SOA are between 200ms to 500ms, then the detection of 2nd target (T2) will be backward influenced by 1st target (T1). When SOA of T1 and T2 is very short, then there will have Lag 1 (about 70ms) sparing effect. And if SOA is longer than 100ms, then the correct rate of recall will become a U curve.
The present study based the AB paradigm used digit numbers as targets and English characters as distractors to examine how the temporal and spatial relationship between two visual targets affects the AB deficit, Lag 1 sparing, and attention allocations. In experimental 1 we presented the stimulus horizontally or vertically. Targets are the digits and distractors are English characters. And experimental 2 we used the traditionally radical of Chinese characters as the distractors.
The basic discoveries of this study were that attentional blinks and Lag 1 sparing are independent of the spatial relationship in the two visual target detection tasks. But when stimulus presented at vertical location there isn’t Lag 1 sparing. This result illustrates the attentional zone is oval-shaped. And when used the Chinese characters to be the distractors, we found the two targets at location incongruence situation no matter T1 presented at left part, or upper there isn’t Lag 1 sparing. It means attention engagement are influenced by distractors and reading habits.