Current Search: Reading, Psychology of (x)
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- Title
- The role of protagonist perspective in text comprehension.
- Creator
- Baldwin, Stella Bocholis., Florida Atlantic University, O'Brien, Edward J.
- Abstract/Description
-
The present study examined two models of text comprehension. The first was the propositional representation proposed by Kintsch and van Dijk (1978), in which coherence is determined by coreference and consistency. The second model was a mental model which incorporates readers' world knowledge, goals, and plans in the comprehension of text. In Experiment 1, subjects were told to assume the protagonist perspective while reading a series of short passages. Results showed that when instructed to...
Show moreThe present study examined two models of text comprehension. The first was the propositional representation proposed by Kintsch and van Dijk (1978), in which coherence is determined by coreference and consistency. The second model was a mental model which incorporates readers' world knowledge, goals, and plans in the comprehension of text. In Experiment 1, subjects were told to assume the protagonist perspective while reading a series of short passages. Results showed that when instructed to do so, subjects formed an image that includes information regarding protagonist location. When this location information was violated, a slowdown in reading time of a target sentence occurred. Experiment 2 showed that when subjects are not instructed to assume the protagonist perspective, they apparently are not aware of inconsistencies in location information.
Show less - Date Issued
- 1988
- PURL
- http://purl.flvc.org/fcla/dt/14457
- Subject Headings
- Reading comprehension, Reading, Psychology of
- Format
- Document (PDF)
- Title
- The retrieval of antecedents during reading.
- Creator
- Plewes, Pamela Sandeau., Florida Atlantic University
- Abstract/Description
-
Two experiments examined the nature of the search for antecedents during reading. Students read passages that contained two possible antecedents: One appearing early in the passages and the other appearing late. The degree of elaboration was varied with one antecedent receiving additional elaboration for half of the passages and the other antecedent receiving additional elaboration for the remaining half. Reading time differences from Experiment 1 demonstrated that late antecedents are...
Show moreTwo experiments examined the nature of the search for antecedents during reading. Students read passages that contained two possible antecedents: One appearing early in the passages and the other appearing late. The degree of elaboration was varied with one antecedent receiving additional elaboration for half of the passages and the other antecedent receiving additional elaboration for the remaining half. Reading time differences from Experiment 1 demonstrated that late antecedents are reinstated more quickly than early antecedents and elaborated antecedents are reinstated more quickly than nonelaborated antecedents. Experiment 1 also showed that this activation is restricted to concepts that are from the same general category as the target antecedent. Experiment 2 demonstrated that there was no difference in the activation level of either antecedent prior to reinstatement. The results of both experiments are discussed in terms of an automatic spread of activation through an integrated network representation.
Show less - Date Issued
- 1988
- PURL
- http://purl.flvc.org/fcla/dt/14462
- Subject Headings
- Reading, Psychology of
- Format
- Document (PDF)
- Title
- THE IMPLICATIONS OF STUDENT LEARNING STYLES FOR PRESCRIBING READING SKILL DEVELOPMENT STRATEGIES FOR COMMUNITY COLLEGE STUDENTS.
- Creator
- ROBERTSON, PIEDAD F., Florida Atlantic University
- Abstract/Description
-
This study established the effectiveness of matching prescriptions in an individualized reading program to the learning styles of students at the Community College level. The study was made at Miami-Dade Community College (South) during the Winter Term, 1977. Two questionnaires were administered to measure the experimental and control group 1 students' perception of the learning experience and to measure the experimental and control group 1 instructors' perception of the students. It was...
Show moreThis study established the effectiveness of matching prescriptions in an individualized reading program to the learning styles of students at the Community College level. The study was made at Miami-Dade Community College (South) during the Winter Term, 1977. Two questionnaires were administered to measure the experimental and control group 1 students' perception of the learning experience and to measure the experimental and control group 1 instructors' perception of the students. It was concluded that the tests selected were valid and reliable for this study. The results obtained by the experimental group students showed that matching produced higher means in posttest scores. The sex and age factors did not influence the students' final scores to the degree that the ethnic factor did. It was recommended that further similar research be done in the matching of student learning style and reading materials.
Show less - Date Issued
- 1977
- PURL
- http://purl.flvc.org/fcla/dt/11696
- Subject Headings
- Reading (Higher education), Reading, Psychology of
- Format
- Document (PDF)
- Title
- The self-reported use of metacognitive reading strategies of community college students.
- Creator
- Munro, Sophia., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
College requires students to read strategically in order to be academically successful (Caverly, Nicholson, & Radcliffe, 2004). Strategic readers utilize a variety of strategies, including metacognitive reading strategies (Mokhtari & Reichard, 2002; Pressley & Afflerbach, 1995). However, not all students use the same strategies when reading academic text. The purpose of this study was to explore whether students enrolled in a developmental reading course report using different metacognitive...
Show moreCollege requires students to read strategically in order to be academically successful (Caverly, Nicholson, & Radcliffe, 2004). Strategic readers utilize a variety of strategies, including metacognitive reading strategies (Mokhtari & Reichard, 2002; Pressley & Afflerbach, 1995). However, not all students use the same strategies when reading academic text. The purpose of this study was to explore whether students enrolled in a developmental reading course report using different metacognitive reading strategies than students who are enrolled in a college-level English course. The Metacognitive Awareness of Reading Strategies Inventory (Mokhatari & Reichard, 2002) was administered to 423 students at a community college in the southeastern United States. The results of the Tests of Between-Subjects Effects indicated that the main effect for group membership was not significant. The results of the Tests of Within-Subjects Effects indicated that problem solving was reportedly used relatively equally by the two groups, but global and support reading strategies were used less by the English group,with the interaction effect even stronger for support strategies. The implications of this study on teaching and further research were also explored.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333057
- Subject Headings
- Reading, Psychology of, Cognitive learning, Inquiry-based learning
- Format
- Document (PDF)
- Title
- The Phonological Constraints on the Assembly of Skeletal Structure in Reading: Grammatical or Statistical?.
- Creator
- Marom, Michal, Florida Atlantic University, Berent, Iris, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Much evidence suggests that readers assemble phonology in reading, yet little is known about the structure of these phonological representations. Linguistic research suggests that speakers represent prosodic structure via skeletal frames and that unmarked frames are preferred to marked frames. Seven experiments explore the role of the skeleton in reading focusing on these three questions: (a) do readers assemble the skeleton of printed words? (b) do readers prefer certain frames to others? (c...
Show moreMuch evidence suggests that readers assemble phonology in reading, yet little is known about the structure of these phonological representations. Linguistic research suggests that speakers represent prosodic structure via skeletal frames and that unmarked frames are preferred to marked frames. Seven experiments explore the role of the skeleton in reading focusing on these three questions: (a) do readers assemble the skeleton of printed words? (b) do readers prefer certain frames to others? (c) are skeletal preferences due to grammatical markedness and/or to the statistical properties of the language? Experiments I and 2 showed that in a forcedchoice task, readers favor non-words with unmarked eve and cvcc frames (e.g. , GOM/ TUSP) to non-words with marked VCC frame (e.g., ELM), regardless of segment similarity. Li!Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000869
- Subject Headings
- English language--Phonology--Research, Reading--Remedial teaching, Reading, Psychology of, Reading--Phonetic method, Autosegmental theory (Linguistics)
- Format
- Document (PDF)
- Title
- Reading strategies in secondary social studies: teacher reported practice and professional development.
- Creator
- Newstreet, Carmen L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active...
Show moreThis quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active prereading, during-reading, and postreading strategies. Additionally, the survey asked teachers to self-report their observations of student independent implementation of the same active reading strategies. These data were used to provide an in-depth look that expanded on high school social studies teachers' self-reported classroom practices relating to reading. The results of this study indicated that there was no significant relationship between teachers' reading professional development through CRISS and their self-reported classroom practices in the implementation of active pre-, during, and postreading strategies. Further findings indicated no significant relationship between teachers' reading professional development through CRISS and their self-reported observations of student independent implementation of the same active reading strategies. Lastly, there were no correlations that indicated that years teaching in the classroom moderated these relationships. Implications and suggestions for future research were offered for future reading professional development for secondary teachers and educational researchers who intend to utilize survey instruments.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3333061
- Subject Headings
- Social studies, Study and teaching (Secondary), Reading, Psychology of, Teacher effectiveness, Achievement in education, Content area reading, Reading comprehension, Reading (Secondary)
- Format
- Document (PDF)