Peer tutoring with ESL and below-average readers

1993 ◽  
Vol 3 (2) ◽  
pp. 125-142 ◽  
Author(s):  
Stephen Houghton ◽  
Alan Bain
Keyword(s):  
Peer Tutoring ◽  
Average Readers ◽  
Below Average Readers

Audiovisual Equivalence of Stimuli in Acquisition of Associations at Two Reading Levels

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
Robert M. Alworth
Keyword(s):  
Visual Information ◽  
Paired Associate ◽  
Stimulus Presentation ◽  
Second Grade ◽  
Delayed Presentation ◽  
Associate Learning ◽  
Reading Levels ◽  
Average Readers ◽  
Element Sequence ◽  
Below Average Readers

This research was intended to investigate the difficulty experienced by retarded readers in acquiring associations between auditory and visual information. First- and second-grade above- and below-average readers ( ns = 41, 42) were presented paired-associate tasks involving: (a) simultaneous and delayed stimulus presentation, (b) visual-visual and visual-auditory stimuli, and (c) stimuli in which within-stimulus element sequence was and was not relevant in determining the associated response. Inferior paired-associate learning was noted in below-average readers, delayed-presentation tasks, and sequence-relevant tasks. No significant interactions were noted.

The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties

2019 ◽  
Vol 41 (5) ◽  
pp. 259-270
Author(s):  
Colby Hall ◽  
Sharon Vaughn ◽  
Marcia A. Barnes ◽  
Alicia A. Stewart ◽  
Christy R. Austin ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Language Arts ◽  
English Learners ◽  
English Language ◽  
Inference Generation ◽  
Language Arts Instruction ◽  
Rigorous Research ◽  
Business As Usual ◽  
Average Readers ◽  
Below Average Readers

Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension difficulties. The current study investigated the effects of small-group inference instruction on the inference generation and reading comprehension of sixth- and seventh-grade students who were below-average readers ( M = 86.7, SD = 8.1). Seventy-seven percent of student participants were designated limited English proficient. Participants were randomly assigned to 24, 40-min sessions of the inference instruction intervention ( n = 39) or to business-as-usual English language arts instruction ( n = 39). Membership in the treatment condition statistically significantly predicted higher outcome score on the Gates-MacGinitie Reading Test Reading Comprehension subtest ( d = 0.60, 95% confidence interval [CI] [0.16, 1.03]), but not on the other measures of inference skill.

Children's Monitoring of Another's Comprehension: Effects of Reading Ability and Context

1987 ◽  
Vol 31 (1) ◽  
pp. 73-85 ◽  
Author(s):  
John R. Kirby ◽  
Warwick R. Teasdale
Keyword(s):  
Empirical Study ◽  
Reading Ability ◽  
Comprehension Monitoring ◽  
Skilled Readers ◽  
Prior Context ◽  
Comprehension Skills ◽  
Average Readers ◽  
Below Average Readers

Previous research has shown that children do not monitor their own comprehension very well when reading. Theories have been advanced which emphasize the roles of capabilities and strategies in inhibiting monitoring; at least one crucial factor is that children often do not perceive that errors are possible in text. This paper describes the development of a task, the inserted cloze task, in which children are required to judge the correctness of another child's comprehension. This task elicits comprehension monitoring quite easily. An empirical study of above and below average readers in Years 3 and 4 is reported. Their performance indicates that use of prior context within the sentence poses little difficulty for either group of readers. However use of within-sentence following context is most likely in simple texts, and is the only measure which differentiates the better readers from the less able. These results demonstrate that comprehension can be elicited from even less skilled readers, but that the amount of context which must be considered is an important factor. A possible hierarchy of comprehension skills is discussed, and suggestions for the teaching of these skills are presented. It is concluded that the inserted cloze task would be useful in teaching comprehension monitoring.

scholarly journals Use of Conjunctions in Expository Texts by Skilled and Less Skilled Readers

1985 ◽  
Vol 17 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Esther Geva ◽  
Ellen Bouchard Ryan
Keyword(s):  
Expository Text ◽  
Linguistic Knowledge ◽  
Expository Texts ◽  
Reading Levels ◽  
And Control ◽  
Average Readers ◽  
Implicit Condition ◽  
Shed Light ◽  
Below Average Readers ◽  
Selection Of

The present study was designed to shed light on whether some of the problems that average and below average readers have in comprehending expository texts stem primarily from lack of familiarity with conjunctions or a tendency to ignore these markers. On the basis of Gates-MacGinitie reading comprehension scores, 93 students in grades 5 and 7 were classified into high, medium, and low reading levels. All students read short expository texts under four conjunction manipulation conditions and answered comprehension questions. The conjunction manipulations within the texts were designed for examination of the roles of analyzed linguistic knowledge and cognitive control in comprehension. Analyses indicated that all groups benefited from the highlighting of explicit conjunctions. The comprehension of interpropositional relationships by average and below average readers was enhanced when explicit conjunctions were available, relative to an implicit condition. Furthermore, the deep processing manipulation (conjunction multiple-choice cloze) actually hindered, rather than facilitated, comprehension for all students. Data on appropriate selection of conjunctions in this condition revealed less knowledge of these important cohesive indicators among average and below average readers than above average readers. Together with the comprehension findings, we conclude that average and below average readers exhibit problems with both knowledge of conjunctions and control over their use in comprehending expository text.

Amount of Verbal Information and Ear-Differences in 5- and 6-Year-Old Boys and Girls

1976 ◽  
Vol 43 (1) ◽  
pp. 31-39 ◽  
Author(s):  
H. John Van Duyne ◽  
Bruno J. D'Alonzo ◽  
David Scanlan
Keyword(s):  
Reading Ability ◽  
Motor Task ◽  
Brain Lateralization ◽  
Verbal Information ◽  
Verbal Instructions ◽  
Reading Abilities ◽  
Task Conditions ◽  
Average Readers ◽  
Below Average Readers ◽  
Better Than

Two experiments were performed. The first was to determine the effects of varying the amount of information in verbal instructions presented monaurally on differences between ears and sexes in 5-yr.-old boys and girls. Verbal instructions were given for the performance of a visual-motor task. The results indicated that the amount of verbal information affects ear-asymmetry in girls and not boys. The second experiment was performed to determine the effects of varying the amount of verbal information in verbal instructions presented monaurally on differences between ears, sexes, and reading ability of 6-yr.-old boys and girls. The findings indicated that above average readers performed better than below average readers. Ear-asymmetry was observed across sex and reading abilities for sentences containing 7 and 8 stimulus attributes. No ear-asymmetry was observed in sentences containing 9 stimulus attributes. The results appear to support the progressive lateralization hypothesis which states that ear-asymmetry is dependent on task conditions. The results also support sex differences in the development of brain lateralization.

Children Read Normal and Reversed Letters: A Simple Test of Reading Skill

1975 ◽  
Vol 27 (4) ◽  
pp. 539-550 ◽  
Author(s):  
Joshua Staller ◽  
Robert Sekuler
Keyword(s):  
Mirror Image ◽  
Poor Readers ◽  
Naming Time ◽  
Good Readers ◽  
Skilled Readers ◽  
Normal Orientation ◽  
Good And Poor Readers ◽  
Image Orientation ◽  
Average Readers ◽  
Below Average Readers

Above- and below-average readers in grades 3, 5 and 7 named letters under two conditions. In one condition, letters were presented in normal orientation. In the other condition, letters were presented in left-right mirror image orientation. The ratio of (1) naming time on normal letters to (2) naming time on mirror image letters was calculated for each child. Good readers had lower ratios than poor readers. This was due primarily to the faster naming of normal letters by good readers. Good and poor readers named mirror image letters at similar speeds. Two possible explanations for the results are discussed. One explanation is that the skilled readers have a better memory for the normal orientation of the letter shapes. A second explanation is that skilled readers process more peripheral information, when naming, than their less skilled counterparts, but that this peripheral processing is curtailed when transformed text is presented.

The Use of Graphic and Contextual Information by Average and Below-Average Readers

1980 ◽  
Vol 12 (2) ◽  
pp. 139-149 ◽  
Author(s):  
Lauren Leslie
Keyword(s):  
Oral Reading ◽  
Contextual Information ◽  
Second Grade ◽  
Reading Levels ◽  
Reading Abilities ◽  
Rate Effects ◽  
Unknown Words ◽  
Reading Miscues ◽  
Average Readers ◽  
Below Average Readers

The use of graphic and contextual information by average and below-average readers was inferred by examining their oral reading miscues. It was hypothesized that inconsistent findings of previous studies comparing children of differing reading abilities were due to unequal miscue rates between the groups. The present study equated miscue rate of average and below-average readers and examined the effects of different miscue rates on the use of graphic and contextual information. Forty second-grade average readers and forty below-average readers in third to sixth grades read two selections of second grade readability. Three levels of miscues per hundred words which span the functional reading levels were examined: 1–5, 6–10, and 11–15. The results show that miscue rate effects the use of contextual information: miscues which are not syntactically correct increase as miscue rate increases, and miscues which are syntactically correct but change the author's meaning decrease as miscue rate increases. Below-average readers made proportionally more miscues which changed the author's meaning and showed greater dependence on graphic cues; a dependence which was unsuccessful in decoding unknown words. Average readers made proportionally more miscues which made no changes in the author's meaning. Instructional implications were discussed.

scholarly journals A Comparison of the Test Performance of Average and below Average Readers on the Mccarthy Scales of Children's Abilities

1976 ◽  
Vol 8 (4) ◽  
pp. 397-403
Author(s):  
David A. Johnson ◽  
Janet P. Wollersheim
Keyword(s):  
Socioeconomic Status ◽  
Reading Achievement ◽  
Test Performance ◽  
Second Grade ◽  
Achievement Scores ◽  
Matched Group ◽  
Scale Scores ◽  
Diagnostic Usefulness ◽  
Average Readers ◽  
Below Average Readers

The MSCA was used to compare the pattern of tests results for below average readers distinct from a matched group of average readers. Two groups of 24 second-grade boys were selected and differentiated on the basis of their reading achievement scores. The two groups were carefully matched according to age level, IQ and socioeconomic status. Each S was individually administered the MSCA and a comparison of mean scale scores between the groups on each of the six MSCA scales was attempted. Analyses revealed non-significant differences between groups on all scales. The possible influence of methodological factors on the present results as well as the implications for diagnostic usefulness of the MSCA with reading disabled subjects were discussed.

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