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Mean Proportion Correct Responses to Listening and Reading Comprehension Tests as a Function of Grade Level and Text Type
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This study examined the hypotheses that (a) the relationship between listening and reading comprehension becomes stronger after decoding mastery; (b) the difference between listening and reading decreases with increasing grade level; and (c) similar patterns of relationship and difference are obtained with narrative and expository texts. The sample...
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Context 1
... can be seen from Table 2 that, whereas Expository Compre- hension increases steadily with increasing Grade level, Narrative Comprehension decreases at Grade 8, with this decrease being more pronounced when narrative text is presented orally. Over- all, however, Expository Comprehension is significantly lower than Narrative Comprehension ( p < .05) ...
Citations
... Reading comprehension has been accepted as a product of the reader's interaction with a text to create meaning (Al-Jamal et al., 2013). It also refers to the cognitive process consisting of different components: physical actions, psychological factors, and social environment (Diakidoy et al., 2005). To connect with the text, readers should respond to the ideas in the text by asking some questions about the text, organizing the ideas in the text, and linking these ideas with their previous knowledge (Irvin et al., 2007). ...
This study aimed to investigate the relationship between metacognitive, multiple intelligence, and reading comprehension of elementary and intermediate EFL learners. To this end, the researchers recruited 60 elementary students of Hasanzadeh high school in grade 10th and 60 intermediate English learners from Bilan-Taymaz English institute in Kazeroun using the Oxford Placement Test. Afterward, the researchers administered the researcher-made reading comprehension test. Furthermore, the Multiple Intelligence Questionnaire and Metacognitions Questionnaire tests were conducted. Participants were asked to complete these questionnaires and to take the reading comprehension test through separate sessions on the Rubika app. The results revealed a significant relationship between the metacognition and reading comprehension of both elementary and intermediate EFL learners. Furthermore, there was a significant relationship between the multiple intelligences of Iranian elementary and intermediate EFL learners and their reading comprehension. According to the next results obtained through SPSS, the researchers found that there is a significant difference between the metacognition of the elementary and intermediate participants. The same result was obtained for multiple intelligence. Keywords: Iranian elementary EFL Learners, Iranian intermediate EFL learners metacognition, Multiple intelligence, Reading comprehension;
... From research, it is evident that young readers with L1 comprehension difficulties simultaneously experience L1 listening comprehension deficits (Nation, Clarke, Marshall, & Durand, 2004). Furthermore, deficits in listening comprehension are also associated with poor reading comprehension in older students (Catts, Hogan, & Adlof, 2005;Compton, Fuchs, Fuchs, Lambert, & Hamlett, 2012;Catts, Adlof, & Weismer, 2006), resulting from the fact that the relationship between reading comprehension and listening comprehension gets stronger with older readers (Diakidoy, Stylianou, Karefillidou, & Papageorgiou, 2005;Tilstra, Mc-Master, van den Broek, Kendeou, & Rapp, 2009;Verhoeven & van Leeuwe, 2008). Interestingly, Palmer, MacLeod, Hunt, & Davidson (1985) found that among adult readers, reading comprehension ability was indistinguishable from listening comprehension ability. ...
Reading comprehension is a complex, multi-dimensional activity, which depends on a range of cognitive and linguistic processes. This article aims to provide a state-of-art review of linguistic factors which influence learners’ L2 reading comprehension. The focus is on variables which have been posited to be key determiners of L2 reading variance in previous narrative reviews: L2 grammar knowledge, L2 vocabulary knowledge, L2 listening comprehension and L2 decoding. This choice of variables was based on Jeon and Jamashita’s (2014) meta-analysis of 59
studies, in which they identified L2 grammar knowledge (r=.85), L2 vocabulary knowledge (r=.79), L2 listening comprehension (r=.77) and L2 decoding (r=.56) as the strongest correlates of L2 reading comprehension.
... As reading and listening are receptive skills, they are believed to share the same features in learning and acquisition. These two language skills rely heavily upon the predictive process (Chang, 2009;Diakidoy et al., 2005;Meyer et al., 2016;Tschirner, 2016), and they are also processed in the same part of the human brain (Dunlosky & Bjork, 2013;Mankinen et al., 2015). Both reading and listening comprehension were also found to have shared the same linguistic contributors (Wolf et al., 2019). ...
... Similarly, some studies claimed that vocabulary was the main input factor in listening and reading comprehension (Safitri et al., 2021;van Zeeland & Schmitt, 2013;Zhang & Zhang, 2020). Meanwhile, word decoding, which is closely related to word fluency, was significant in listening and reading comprehension for higher levels of learners (Diakidoy et al., 2005;Hogan et al., 2014). The relationship between L2 vocabulary knowledge (VK) and second-language (L2) listening and reading comprehension, argued that vocabulary knowledge had a very important role in L2 listening and reading comprehension (Zhang & Zhang, 2020). ...
Reading and listening as receptive skills have been investigated from multiple angles. The current research is a descriptive study aiming to find the correlation between the two receptive skills. In addition, it investigates the strengths and weaknesses in terms of four subskills (finding the main idea, answering stated-detail questions, answering implied-detail questions, and identifying the meaning of the expressions used in an oral or written discourse) performed by the respondents who were grouped as the high achievers and the low achievers. The research findings confirmed a significantly positive correlation between reading and listening skills. In the listening test, the high achievers had strengths in all of the subskills, whereas the low achievers’ performance in all the subskills was below 50%, which implied that they had weaknesses in all of the listening subskills. In the reading test, the high achievers had strengths in all subskills. The low achievers showed strong reading performance in the subskills of finding main ideas and answering stated-detail questions. At the same time, they had weaknesses in the subskills of answering implied-detail questions and identifying the meaning of the expressions used in the written discourse. This result implies that vocabulary is the most important factor to upgrade to anticipate the weakness in the subskills of answering implied-detail questions and identifying the meaning of the expressions used in the written discourse.
... Reading, on the other hand, is less dependent on grade-specific knowledge, and reading has also shown as a skill measurable across multiple grades in both English and other languages (e.g. Australian Curriculum, Assessment and Reporting Authority, 2014;Beaton & Johnson, 1992;Diakidoy, Stylianou, Karefillidou, & Papageorgiou, 2005;Rodrigues et al., 2020). Within the Norwegian context, it is natural to assume the other national tests measuring reading in Norwegian and reading in English could be vertically scaled post-hoc. ...
Enabling comparable scores across grades is of interest for policymakers to evaluate educational systems, for researchers to investigate substantive questions, and for teachers to infer student growth. This study implemented a vertical scaling design to numeracy tests given in grades 5 and 8 as part of the Norwegian national testing system. Our design bridges the gap between grades 5 and 8 with a linking test tailored for grades 6 and 7, without the need for new item development. The design combines the existing administration for all grade 5 and 8 students with additional tests for samples of grade 6 and 7 students. The findings indicate that vertically scaling existing tests is possible through a cost-effective design and that numeracy, as measured by the Norwegian national tests, is comparable across four grades. We discuss the implications of our study for creating vertical scales in the context of national assessment systems.
... Specifically, better working memory (Daneman & Merikle, 1996;Hasher & Zacks, 1988;Kim & Petscher, 2020;Schuh et al., 2016), vocabulary (Åsberg, 2010;Kim & Petscher, 2020;Schuh et al., 2016), grammatical knowledge (Mecartty, 2000;Kim, 2016;Van Dijk, 1979), inference (Kintsch, 1993;Niehaus & Young, 2014;Rader & Sloutsky, 2002), word identification (Graesser et al., 1997;Kim & Petscher, 2020;Robertson et al., 2000), metalinguistic knowledge (Åsberg & Sandberg, 2010;Bianco et al., 2010;Norris et al., 2006), content knowledge (McKeown et al., 2009;McNamara et al., 1996;Swanson et al., 2017), text category (Diakidoy et al., 2005;Wu et al., 2020;Primor et al., 2011) and text structure (Akhondi et al., 2011;Cain et al., 2004;Roehling et al., 2017) positively predict text comprehension performance. ...
This study compared the sentence hyperbole comprehension performance of Chinese poor readers with various levels of arithmetic proficiency. A total of 168 Chinese poor readers in Grade 1 were recruited, and their nonverbal intelligence, verbal working memory, Chinese receptive vocabulary, Chinese grammatical knowledge, character reading and morphological awareness were controlled. The reaction times of these students in correctly answering literal and inferential questions was selected for further comparison. Results of a mixed-effect model analysis show that the participants with good and poor arithmetic proficiency levels demonstrated similar levels of literal information comprehension, regardless of the presentation form of the quantifier construction that was built by the quantifier location of the sentences, the number of numeric characters in a single quantifier and the hyperbole function applied in the sentence quantifier. Students with good arithmetic proficiency also demonstrated faster response in comprehending quantifier inferential information. Primary school students with good arithmetic proficiency outperformed those with poor proficiency in the inferential reading of verbal numeric information. In addition, differences in arithmetic proficiency did not significantly affect the students’ word/character semantic representation cognition and shallow literal information processing. Overall, the results distinguish the interaction and independent numerical information processes at the literal and inferential levels of text quantifier comprehension for young primary school students with poor reading proficiency.
... Dies ändert sich, wenn die Kinder die Dekodierfähigkeit erworben haben (vgl. Diakidoy, Stylianou, Karefi llidou & Papageorgiou, 2005). Wann genau der Umbruch von besserer Hörverstehens-zu besserer Leseverstehenskompetenz stattfi ndet, ist nicht eindeutig geklärt. ...
Die Frage nach Begabungen und Begabten beschäftigt die Bildungs- und Kulturwissenschaften bereits seit geraumer Zeit: Was heißt es, begabt zu sein? Welche unterschiedlichen Formen von Begabungen gibt es? Und wie kann eine gelingende Förderung aussehen? Die Forschung zeigt aber auch, dass Begabung nicht zuletzt ein Konstrukt ist, das in Abhängigkeit von unterschiedlichen Perspektiven mehrere Modellbildungen zulässt.
Dass Begabungen und begabte Figuren eine zunehmende Bedeutung in der Kinder- und Jugendliteratur gewonnen haben, ist von der Forschung trotz früher Untersuchungen erst in den letzten Jahren in den Blick genommen worden. Ausgehend von bekannten Figuren, wie Andreas Steinhöfels Rico und Oskar, werden literarisch und medial verarbeitete
Konstrukte von Begabung untersucht und das Wechselspiel von gesellschaftlichem Diskurs und künstlerischer Reflexion in den Blick genommen.
Aus lese- und literaturdidaktischer, aber auch aus pädagogischer Sicht bietet die Beschäftigung mit der Kinder- und Jugendliteratur neben wichtigen Einblicken in eine aktuelle Thematik vor allem neue Lernmöglichkeiten für eine intensive Beschäftigung mit besonderen literarischen Figuren und den ihnen zugeschriebenen Fähigkeiten und Eigenarten.
Die deutsch-schweizerische Forschungsgruppe Begabung in Literatur und Medien (BegaLuM) möchte mit diesem Band die Begabungsforschung und Begabtenförderung in literar- und medienästhetischen Bereichen vorantreiben und sie zugleich stärker in der Literaturvermittlung etablieren. Damit leistet sie einen Beitrag sowohl zur Systematisierung literarischer Darstellungen von (hoch)begabten Figuren als auch zur Nutzung bislang unbeachteter didaktischer Potenziale.
... According to parents' reports, children have limited experience with technology at school and digital books at home, but much accumulated experience of storybook reading at home. We can also speculate that this outcome is mainly due to the children's greater familiarity with independent reading of narrative text from paper at school, which is what they are mainly asked to do in the first grade as soon as they have learned to read (Diakidoy et al., 2005). Furenes and colleagues (2021) found no differences when considering book genre (fictional or non-fictional) as a moderator of medium effect. ...
Research on text comprehension in relation to the reading medium (paper or screen) has mainly involved undergraduate or high school students. To advance current knowledge on the effects of reading medium, this longitudinal study focused on beginner readers, specifically, the role of precursors in first graders' comprehension of narrative and expository linear texts from reading on paper and computer screen. Working memory and inference skills as cognitive precursors and basic digital skills were measured at the end of preschool (T1); reading text comprehension and word reading, as a control variable, were measured at the end of the first grade (T2). Sixty-three children participated in total. The first graders read four texts, one narrative and one expository, on both paper and computer screen, in a counterbalanced order. Results showed no main effects of the reading medium or text genre, but the interactive effect of these variables was significant. At T2, the children had higher comprehension scores after reading narrative than descriptive texts from paper. In addition, reading from the screen was preferred at post-test, after all texts were presented. As precursors, working memory and inference skills predicted both printed and digital text comprehension. In contrast, basic digital skills predicted only digital text comprehension after controlling for medium, text genre, and word reading.
... De esta forma, los textos expositivos generan mayores demandas por su mayor complejidad estructural, densidad de información y demanda de conocimiento previo. Por el contrario, los textos narrativos resultan más familiares, en especial para los niños (Gardner, 2004), que cuentan con más conocimiento de fondo para su comprensión (Graesser et al., 2003) y cuya exposición se inicia a una edad más temprana (Diakidoy et al., 2005). Por su parte, la evidencia empírica indica: 1) mejor desempeño en la comprensión de textos narrativos (para un meta-análisis reciente, véase Mar et al., 2021) y 2) diferencias en la contribución de habilidades lingüísticas y cognitivas a la comprensión de cada tipo de texto (Best et al., 2008;Clinton et al., 2020;Diakidoy et al., 2005;Eason et al., 2012;Muijselaar et al., 2017;Santos et al., 2017). ...
... Por el contrario, los textos narrativos resultan más familiares, en especial para los niños (Gardner, 2004), que cuentan con más conocimiento de fondo para su comprensión (Graesser et al., 2003) y cuya exposición se inicia a una edad más temprana (Diakidoy et al., 2005). Por su parte, la evidencia empírica indica: 1) mejor desempeño en la comprensión de textos narrativos (para un meta-análisis reciente, véase Mar et al., 2021) y 2) diferencias en la contribución de habilidades lingüísticas y cognitivas a la comprensión de cada tipo de texto (Best et al., 2008;Clinton et al., 2020;Diakidoy et al., 2005;Eason et al., 2012;Muijselaar et al., 2017;Santos et al., 2017). ...
La comprensión de textos depende de habilidades lingüísticas específicas (como el vocabulario y la fluidez de lectura) y procesos cognitivos de dominio general, como las funciones ejecutivas. Si bien existe evidencia de la participación del control inhibitorio en la comprensión en niños de escolaridad primaria, hay aún cierta controversia en cuanto al rol de procesos específicos, como la inhibición perceptual o la supresión de respuestas prepotentes. Por otra parte, los modelos teóricos y la evidencia empírica sugieren que el tipo de procesamiento y la demanda cognitiva sería diferente al comparar textos expositivos y narrativos. El presente estudio se propuso: 1) analizar y comparar la contribución del vocabulario, la eficacia lectora y el control inhibitorio (resistencia a distractores e inhibición de respuesta) a la comprensión de textos expositivos y narrativos, en niños de cuarto grado; 2) examinar la contribución de estas variables al rendimiento académico.Participaron del estudio 57 niños de 9 a 10 años de edad. Se encontraron mayores efectos del vocabulario, la eficacia lectora y la inhibición de respuestas verbales sobre la comprensión de textos expositivos, indicadores de una mayor demanda cognitiva en este género. La facilidad del acceso léxico-semántico y la inhibición perceptual contribuyeron a la comprensión de ambos tipos de texto, siendo este último efecto mediado por la eficacia lectora. Por último, la comprensión del texto expositivo fue la variable más relevante para explicar el rendimiento académico.
... Dal punto di vista della ricezione, sappiamo ormai che il grado di comprensione varia tra i diversi tipi e generi testuali (Diakidoy et al., 2005;Saadatnia et al., 2017). Appare dunque evidente come l'educazione alla comprensione del testo non possa prescindere da una riflessione di tipo metatestuale e metacognitiva che guidi gli studenti e le studentesse al riconoscimento dei fattori tipologico-testuali coinvolti nel processo di significazione e consenta loro di sviluppare un controllo attivo sulle tre fasi della comprensione (focalizzazione, inferenziazione e interpretazione) attraverso il riconoscimento degli schemi e delle informazioni veicolate dal tipo testuale. ...
LeCo (Leggere e comprendere) appartiene ad un percorso di sperimentazione sulla comprensione di testi di vario tipo e genere (testi narrativi, funzionali, narrativi e poetici, saggi, multimedia, teatro, cronaca) per il recupero e il potenziamento delle risorse cognitive, informative e linguistiche degli studenti (1376 ) del biennio di scuole secondarie superiori delle province di Salerno e Avellino. L’articolo illustra le premesse teoriche di LeCo, le caratteristiche e le difficoltà di comprensione dei testi proposti, il curricolo e il protocollo sperimentale del progetto, i descrittori delle competenze necessarie per un’efficace comprensione del testo da parte degli studenti, la formazione dei docenti, le aree di intervento, la disposizione degli argomenti scelti nelle varie unità didattiche di lavoro e i primi dati di valutazione e risultati generali della sperimentazione. LeCo: a proposal for the remedial and reinforcement of reading and text comprehension skills LeCo (Reading and Comprehension) belongs to a pilot roadmap for comprehension of texts of various types and genres (narrative, functional, narrative and poetic, essays, multimedia, theatre, news) for the recovery and empowerment of the cognitive, informative, and linguistic resources of students (1376) in the secondary schools in the provinces of Salerno and Avellino. The article illustrates the theoretical premises of LeCo, the characteristics and comprehension difficulties of the proposed texts, the curriculum and experimental protocol of the project, the descriptors of the needed skills for adequate student comprehension of the text, the training of teachers, the areas of intervention, the arrangement of the topics selected within the various didactic units, and the first evaluation data and general results of the experimentation.
... Existe cierto consenso de que la comprensión de textos narrativos y expositivos difiere en cuanto a su complejidad y demanda cognitiva. Algunos autores señalan que determinadas variables -como por ejemplo, el vocabulario-contribuyen diferencialmente a la comprensión lectora en función del tipo de texto (Diakidoy et al., 2005;Eason et al., 2012;Santos et al., 2017). ...
La comprensión de textos es una habilidad que resulta esencial para el aprendizaje a lo largo de
la vida. Al tratarse de una habilidad compleja, son distintos los factores que contribuyen a que los
niños sean capaces de comprender lo que leen. Entre los procesos cognitivos que contribuyen
al éxito en la comprensión de un texto, se han destacado las funciones ejecutivas (memoria de
trabajo, inhibición y flexibilidad cognitiva). Sin embargo, aún resta esclarecer la contribución
diferencial de cada proceso ejecutivo a la comprensión de distintos tipos textuales, así como
la incidencia de dificultades en el funcionamiento ejecutivo en la comprensión del texto. Por
tanto, el objetivo del presente trabajo es aportar evidencia al estudio de la relación entre las
funciones ejecutivas y la comprensión de textos expositivos y narrativos en una muestra de
niños y niñas argentinas de escolaridad primaria. Los resultados revelaron mejores desempeños
en el texto narrativo en comparación con el expositivo, a la vez que mejoras en el desempeño
asociadas a la edad. Con respecto al funcionamiento ejecutivo, no se halló una contribución de
la inhibición ni de la flexibilidad cognitiva al desempeño en comprensión de textos, sin embargo,
las dificultades en memoria de trabajo se presentaron como un predictor potente de diferencias
en comprensión. Se discuten los resultados en función de la literatura previa, así como las
implicancias de los mismos para los ámbitos educativo y clínico.
