A Study on Reading Strategy in Multimodal Text Reading

2020 ◽  
Vol 168 ◽  
pp. 79-116
Author(s):  
Ji-Yun Pyun
Keyword(s):  
Reading Strategy ◽  
Multimodal Text ◽  
Text Reading

A Study on the aspects of Multimodal Text Reading in ‘Languages and Media’ Textbook

2021 ◽  
Vol 58 (0) ◽  
pp. 143-167
Author(s):  
hyuk Suh ◽  
Xin Li ◽  
Ji-yun Pyun ◽  
Eun-ji Byeon
Keyword(s):  
Multimodal Text ◽  
Text Reading

THE IMPLEMENTATION OF CLOZE STRATEGY TO TEACH DESCRIPTIVE TEXT READING FOR EIGHTH GRADE STUDENT OF SMP NEGERI 1 WONOASRI

2016 ◽  
Vol 4 (1) ◽  
pp. 64
Author(s):  
Diani Rochmawati ◽  
Brigitta Septarini Rahmasari
Keyword(s):  
Reading Strategies ◽  
Research Method ◽  
Teaching And Learning ◽  
Reading Strategy ◽  
Grade Student ◽  
Motivation To Read ◽  
Descriptive Research ◽  
Eighth Grade Student ◽  
Qualitative Descriptive ◽  
Text Reading

<p>Reading is one of the abilities of the students to master in English lessons. In reading a text students must be able to absorb the information conveyed by the author to the reader, because the essence of reading is knowing the information expressed in the text. Achieving the goal of reading in the application encounters several obstacles, including vocabulary mastery and low motivation to read to students. Knowing this, researchers used a reading strategy, cloze strategy. The purpose of this study was to determine the application of reading strategies using cloze strategy in reading descriptive text along with weaknesses and excesses. The researcher used qualitative descriptive research method to answer the hypothesis in the formulation of the problem. It can be concluded that the application of this reading strategy in the teaching and learning process has three steps, namely: pre-activities, whilst-activities and post-activities. While the advantages of this strategy are students enjoy reading lessons and students can absorb information in the text easily, while the weakness is the class becomes noisy in some activities.</p>

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Predictive Inference Activation

2012 ◽  
Vol 71 (3) ◽  
pp. 141-148 ◽  
Author(s):  
Doriane Gras ◽  
Hubert Tardieu ◽  
Serge Nicolas
Keyword(s):  
Naming Task ◽  
Word Naming ◽  
Predictive Inference ◽  
Text Reading ◽  
Predictive Inferences

Predictive inferences are anticipations of what could happen next in the text we are reading. These inferences seem to be activated during reading, but a delay is necessary for their construction. To determine the length of this delay, we first used a classical word-naming task. In the second experiment, we used a Stroop-like task to verify that inference activation was not due to strategies applied during the naming task. The results show that predictive inferences are naturally activated during text reading, after approximately 1 s.

The DUT task: A novel experimental paradigm to investigate the variability of eye movements in whole-text reading for meaning

2018 ◽  
Vol 4 (2) ◽  
pp. 124-143
Author(s):  
Tobias Alf Kroll ◽  
A. Alexandre Trindade ◽  
Amber Asikis ◽  
Melissa Salas ◽  
Marcy Lau ◽  
...  
Keyword(s):  
Eye Movements ◽  
Experimental Paradigm ◽  
Text Reading

Promoting students’ critical thinking through reading strategy instruction in a reading class

2016 ◽  
Vol 11 (2) ◽  
pp. 133-151
Author(s):  
K.R. Vinitha Rani
Keyword(s):  
Critical Thinking ◽  
Language Learners ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Thinking Skills ◽  
Reading Strategy ◽  
Critical Thinking Skills ◽  
Reading Strategy Instruction ◽  
Two Stages ◽  
Bilingual School

This study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

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