The impact of grammatical markers on sentence and text comprehension

1997 ◽  
Author(s):  
Beverly Colwell Adams ◽  
Megan McLaughlin ◽  
Aimee Field
Keyword(s):  
Text Comprehension ◽  
The Impact

scholarly journals Perception and Text Comprehension. It’s a Matter of Perception!

2018 ◽  
Vol 13 (07) ◽  
pp. 228
Author(s):  
Aglaia Tourimpampa ◽  
Athanasios Drigas ◽  
Alexandra Economou ◽  
Petros Roussos
Keyword(s):  
Cognitive Processes ◽  
Text Comprehension ◽  
Sensory Information ◽  
Cognitive Skill ◽  
The World ◽  
The Subject ◽  
Communicative Act ◽  
Linguistic Approach ◽  
The Impact ◽  
Scientific Achievements

This study is a comprehensive attempt to assess the impact of the cognitive skill of perception in the ability to comprehend a text. More specifically, it investigates the function of perception as a primary structure of the human brain to contact the world and examines the certain cognitive processes of perception that affect text comprehension. It is also presented the relation between cognitive perception and the linguistic approach of pragmatics in order the subject to comprehend the text. Perception is the organization, identification and interpretation of sensory information in order to represent and understand the environment. Pragmatics is the linguistic field that studies how people comprehend and produce speech or a text as a communicative act. Furthermore, it features the current scientific achievements on the ICTs processes and tools, which exploit the assessment of perception in text comprehension.

The impact of elaborated feedback on text comprehension within a computer-based assessment

2015 ◽  
Vol 39 ◽  
pp. 123-136 ◽  
Author(s):  
Stefanie Golke ◽  
Tobias Dörfler ◽  
Cordula Artelt
Keyword(s):  
Text Comprehension ◽  
Computer Based ◽  
The Impact

scholarly journals Argumentative Text Comprehension and its Relation with Cognitive Abilities: The Impact of Age and Education Levels

2011 ◽  
Vol 23 ◽  
pp. 205-206
Author(s):  
Lilian Cristine Scherer ◽  
Rochele Paz Fonseca ◽  
Onici Flôres ◽  
Rosângela Gabriel ◽  
Camila Oliveira ◽  
...  
Keyword(s):  
Cognitive Abilities ◽  
Text Comprehension ◽  
Argumentative Text ◽  
Education Levels ◽  
The Impact

scholarly journals Do text discussions improve the academic skills of students of HE? Andorra University case.

2020 ◽  
Author(s):  
Helena Prieto Sanz
Keyword(s):  
Text Comprehension ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Peer Interactions ◽  
Participant Observation ◽  
Core Competency ◽  
Academic Skills ◽  
Dialogic Reading ◽  
Student Groups ◽  
The Impact

Reading is a core competency in learning processes of higher education as a tool for accessing discipline-specific knowledge. The aim of this case study is to analyse the impact of text group discussions on the academic skills of students at the Universitat d’Andorra (UdA). Qualitative techniques -non-participant observation, interviews and discussion groups- were applied to UdA students and faculty. Five student groups belonging to the Bachelor of Teaching and Learning (BTL), Bachelor of Computer Science (BCS) and Bachelor of Business Administration (BBA) were studied. After processing the data with Atlas.ti, the first results were obtained. Evidences of a positive impact on the academic skills are identified. Firstly, both students and faculty indicated an improvement of the text comprehension mainly because of the peer interactions. Improvement of the critical and analitycal attitude, the own speech as well as the metacognitive learning are also highlighted as areas on which dialogic reading has positive impact.

scholarly journals Arising reading patterns in understanding literary texts

2020 ◽  
Vol 7 (2) ◽  
pp. 407-420
Author(s):  
Revathi Gopal ◽  
Charanjit Kaur Swaran Singh
Keyword(s):  
Secondary School ◽  
Oral Reading ◽  
Reading Ability ◽  
Text Comprehension ◽  
Literary Texts ◽  
Lower Secondary School ◽  
Reading Patterns ◽  
The Impact ◽  
Best Fit ◽  
Frequency Counts

This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.

The impact of paper-based versus computerized presentation on text comprehension and memorization

2016 ◽  
Vol 54 ◽  
pp. 569-576 ◽  
Author(s):  
Alexandre Porion ◽  
Xavier Aparicio ◽  
Olga Megalakaki ◽  
Alisson Robert ◽  
Thierry Baccino
Keyword(s):  
Text Comprehension ◽  
The Impact

The Effects of Expertise and IQ on Children's Memory: When Knowledge is, and When it is Not Enough

1996 ◽  
Vol 19 (4) ◽  
pp. 773-796 ◽  
Author(s):  
Wolfgang Schneider ◽  
David F. Bjorklund ◽  
Wolfgang Maier-Bruckner
Keyword(s):  
Text Comprehension ◽  
Domain Knowledge ◽  
Memory Task ◽  
Testing Procedure ◽  
Text Recall ◽  
Rich Domain ◽  
Within Subjects ◽  
Children's Memory ◽  
Strategic Memory ◽  
The Impact

Two experiments were conducted to investigate the assumption that rich domain knowledge can compensate for low overall aptitude on domain-related cognitive tasks. Whereas previous research dealing with text recall and text comprehension tasks has provided evidence supporting this assumption, recent studies examining the effects of both expertise and intelligence on a strategic memory task (sort-recall task) found that the effects of domain knowledge were not strong enough to eliminate performance differences between high-and low-aptitude experts. In our experiments, both text-recall and sort-recall measures related to the game of soccer were presented to high-and low-aptitude fourth-grade children who were either soccer experts or novices, using a within-subjects design. The main difference between the two studies concerned the testing procedure: Whereas in Study 1 testing was conducted in small groups, in Study 2 children were tested individually. Both studies confirmed the outcome of previous research; that is, effects of aptitude on text recall and comprehension were eliminated when the impact of expertise was considered simultaneously. However, they also replicated the earlier finding that this pattern of results does not generalise to other memory tasks. That is, expertise does reduce but not eliminate the relationship of IQ to memory tasks involving deliberate strategies.

scholarly journals The Impact of Video-based Materials on Chinese-Speaking Learners’ English Text Comprehension

2016 ◽  
Vol 9 (10) ◽  
pp. 1
Author(s):  
Lu-Fang Lin
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learners ◽  
Text Comprehension ◽  
Second Language Learners ◽  
Second Language Reading ◽  
Treatment Groups ◽  
Reading Comprehension Instruction ◽  
Second Language Reading Comprehension ◽  
The Impact

<p>This study investigated whether video-based materials can facilitate second language learners’ text comprehension at the levels of macrostructure and microstructure. Three classes inclusive of 98 Chinese-speaking university students joined this study. The three classes were randomly assigned to three treatment groups: on-screen text (T Group), concurrent narration with on-screen text (NT Group), and video with concurrent narration and on-screen text (VNT Group). The data were collected through the macrostructure and microstructure reading comprehension pre- and post-tests and the immediate test. The statistic results of the immediate test and the post-tests showed that the VNT group performed significantly better on the macrostructure comprehension than the T and NT groups. Armed with the perspectives of multiliteracies and the significant results, the study makes instructional recommendations to integrate video in second-language reading comprehension instruction.</p>

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