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Crossing the Final Frontier: Exploring the Numeracy Demands of Texts Read in English Language Arts
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In: Numeracy (2019)
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| 62 |
The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance
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| 63 |
The importance of early phonics improvements for predicting later reading comprehension
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| 64 |
Disseminating and Hiding Information in Technical Communication Courses: The Case of Patents from the Perspective of Digital Humanities
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| 65 |
Effects of Difficult-to-Read Materials on Learning
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In: Doctoral Dissertations (2019)
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Abstract:
Some researchers have found difficult-to-read, disfluent materials can improve learning. Thus, this dissertation is comprised of three studies investigating the effects of difficult-to-read materials on learning. In Study I, we used an adapted alternating treatments design to compare sight-word learning in three students with intellectual disability when flashcards were presented in easy-to-read (i.e., fluent) and difficult-to-read (i.e., disfluent) fonts. All students learned words presented in both fonts; however, two learned more words presented in fluent font, and the third experienced no differences between conditions. Another area where difficult-to-read material could affect learning is multicultural reading curricula, which often include diverse names that differ phonetically from a student’s native language. Study II was designed to determine whether diverse names in grade-level reading passages impact early elementary students’ reading outcomes. We used a mixed-factors experimental design to evaluate and compare reading comprehension and comprehension rate on grade-level passages with simple, common names verses unfamiliar diverse names. Results indicated diverse names significantly reduced comprehension levels and rates. Effect sizes were moderate. Considering the far-reaching benefits of multicultural education, we wanted to find a solution to the reading difficulties we found to be associated with unfamiliar diverse names. We designed Study III to evaluate the effectiveness of a simple pre-teaching intervention familiarizing students with diverse names before they read those names embedded in passages (i.e., constant time delay presented paired with a brief description and pictures). We used a between-subjects experimental design to compare the reading comprehension and comprehension rate of students who did and did not receive the intervention. Results indicated students who received the intervention comprehended significantly more of the passage than students who did not. The effect size was large, supporting practical significance. Overall, our findings demonstrate difficult-to-read material can hinder learning, particularly in unskilled readers. There is a need for aptitude-treatment interaction research, in addition to studies designed to evaluate academic outcomes in relation to multicultural content. Most importantly, researchers should validate simple and efficient methods teachers can use to familiarize their students with phonetically unfamiliar words, allowing students to benefit from multicultural content without hindering reading.
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Keyword:
cognitive disfluency; cognitive load; disfluent text; diverse names; reading comprehension; reading comprehension rate; sight-words
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URL: https://trace.tennessee.edu/cgi/viewcontent.cgi?article=8476&context=utk_graddiss
https://trace.tennessee.edu/utk_graddiss/6778
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| 66 |
Vocabulary instruction: impacts of using a science notebook in a dual language setting to teach science vocabulary and content.
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2019)
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| 67 |
The Use of Infographics to Enhance Reading Comprehension Skills among Learners
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In: Colombian Applied Linguistics Journal, Vol 21, Iss 2, Pp 230-242 (2019) (2019)
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| 68 |
Applying Metacognitive Strategies in Comprehending English Reading Texts
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 19, Iss 1, Pp 138-159 (2019) (2019)
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| 69 |
Correlation of Students’ Vocabulary Mastery and Reading Comprehension at the Second grade of SMP Negeri 1 Kolaka
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In: ELT Worldwide: Journal of English Language Teaching, Vol 6, Iss 1, Pp 93-104 (2019) (2019)
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| 70 |
Improving Students' Reading Comprehension of Report Text with KWL Strategy
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In: ELT Forum: Journal of English Language Teaching, Vol 8, Iss 1, Pp 25-36 (2019) (2019)
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| 71 |
Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1
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In: ELT Forum: Journal of English Language Teaching, Vol 8, Iss 1, Pp 60-77 (2019) (2019)
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| 72 |
The Correlation between Students’ Reading Comprehension and Their Paraphrasing Ability in Narrative Text
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In: ELT Forum: Journal of English Language Teaching, Vol 7, Iss 2, Pp 40-46 (2019) (2019)
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| 73 |
THE EFFECTIVENESS OF “THIEVES” TEACHING STRATEGY IN TEACHING READING COMPREHENSION AT THE SECOND GRADE OF MA NIPI RAKHA IN THE ACADEMIC YEAR OF 2018/2019
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 9, Iss 2, Pp 265-275 (2019) (2019)
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| 74 |
From grammar to reading: a study on referential dependencies
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 (2019)
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| 75 |
Examining Elementary Students' Purposeful and Ancillary Prior Knowledge Activation When Reading Grade Level Texts
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In: Reading Horizons: A Journal of Literacy and Language Arts (2019)
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| 76 |
MORPHOLOGICAL AWARENESS AND ITS CORRELATION WITH EFL READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS
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In: TEFLIN Journal, Vol 30, Iss 1, Pp 121-136 (2019) (2019)
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| 77 |
Comparing growth in linguistic comprehension and reading comprehension in school-aged children with autism versus typically developing children.
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In: Autism research : official journal of the International Society for Autism Research, vol 11, iss 4 (2018)
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| 78 |
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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| 79 |
A Case Study of Literature Discussions with Spanish-English Emergent Bilingual Children
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In: Dissertations (2018)
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| 80 |
The Effect of Reciprocal Mapping on Third-Grade Students’ Reading Comprehension Achievement and Reading Attitude
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In: FIU Electronic Theses and Dissertations (2018)
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