No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Processing Strategies for Reading and Listening
... Unitary process views assume a general ability of receptive language comprehension and therefore assume the same cognitive processes to underlie reading and listening comprehension. In contrast, III dual process views assume cognitive processing and mental representations to differ depending on whether someone reads or listens to a text (e.g., Danks & End, 1987). ...
... Dualistische Positionen hingegen nehmen an, dass sich kognitive Verarbeitungsprozesse und dementsprechend auch die mentalen Repräsentationen unterscheiden, je nachdem, ob ein Text gelesen oder gehört wird (z. B. Danks & End, 1987). Studien, die Hör-und Leseverstehen systematisch verglichen haben, lassen allerdings keine eindeutige Befundlage erkennen. ...
... In contrast, the dual process view assumes that cognitive processing and mental representations differ depending on whether someone reads or listens to a text. Advocates of this view argue that different presentation modes make different and specific demands on the recipient, especially in terms of the demands made on working memory (e.g., Danks & End, 1987;Spearritt, 1962). Reading and writing require different processing strategies because style, grammar, and vocabulary differ between spoken and written language. ...
In drei Studien wurde untersucht, wie sich unterschiedliche Darbietungsformate (schriftlich, auditiv, audiovisuell (auditiv + Bilder) auf das Verständnis semantisch identischer Inhalte auswirken. Dabei interessierte insbesondere der Entwicklungsverlauf von der ersten Klasse bis zum Erwachsenenalter. Dass sich Bilder förderlich auf die Verständnisleistung auswirken können, gilt als gut untersucht (z.B. Carney & Levin, 2002). Anders als viele bisherige Studien erfassen wir Textverstehen mit impliziten Maßen, die differenziertere Rückschlüsse auf die, gängigen Theorien zufolge, zugrundeliegenden Prozesse zulassen: Textverstehen geht mit der Konstruktion von drei Ebenen mentaler Repräsentationen einher (vgl. Kintsch, 1998). Weiterhin bedeutet erfolgreiches Textverstehen, eine auf lokaler und globaler Ebene kohärente mentale Repräsentation zu konstruieren (z.B. Schnotz & Dutke, 2004). Mit einem Satz-Rekognitionstest (vgl. Schmalhofer & Glavanov, 1986) untersuchten wir, ob sich das Gedächtnis für die Textoberfläche, die Textbasis und das Situationsmodell bei 103 8- und 10-Jährigen zwischen schriftlicher, auditiver und audiovisueller (Studie 1) und bei 106 7-, 9- und 11-Jährigen zwischen auditiver und audiovisueller Darbietung narrativer Texte (Studie 2) unterscheidet. Weiterhin (Studie 3) untersuchten wir mit 155 9- und 11-Jährigen, inwieweit sich die Fähigkeit der Inferenzbildung zur Herstellung lokaler und globaler Kohärenz zwischen schriftlicher, auditiver und audiovisueller Darbietung unterscheidet. Als Indikator dienten die Reaktionszeiten auf Wörter, die mit einem über (global)- oder untergeordneten (lokal) Protagonistenziel assoziiert sind. Insgesamt zeigte sich, dass Schüler bis zu einem Alter von 11 Jahren nicht nur die Textoberfläche besser erinnern, sondern auch besser in der Lage sind ein Situationsmodell zu konstruieren, wenn einem Text Bilder beigefügt sind. Dies zeigte sich sowohl im Vergleich mit auditiver als auch mit schriftlicher Darbietung. Bei Erwachsenen zeigte sich kein Effekt der Darbietungsform. Sowohl 9- als auch 11-Jährigen gelingt außerdem die Herstellung globaler Kohärenz bei audiovisueller Darbietung besser als bei auditiver. Die schriftliche Darbietung zeigte sich im Vergleich zur auditiven sowohl im Hinblick auf lokale als auch auf globale Kohärenz überlegen.
... An oral text exists at a particular point in time and easily fades away. This means that '[t]he listener has limited control over speech rate' (Danks and End, 1987, p. 273) and cannot refer back to the texts if in doubt (Danks and End, 1987;Buck, 2001;Field, 2003). This feature has three important implications for word comprehension in listening. ...
... This feature has three important implications for word comprehension in listening. Firstly, considering that what is retained by the listener is the encoded information in memory (Danks and End, 1987), words which leave more traces in memory (such as heavily repeated words or words holding prominent positions in a text) may be more easily understood than those leaving fewer traces in memory in listening comprehension. Secondly, '[l]isteners must focus more intently on understanding the central themes of discourse because the input fades quickly' (Danks and End, 1987, p. 285). ...
This study examines the effect of contextual clues on the use of strategies (inferencing and ignoring) and knowledge sources (semantics, morphology, world knowledge, and others) for processing unfamiliar words in listening comprehension. Three types of words were investigated: words with local co-text clues, global co-text clues and extra-textual clues. Data were collected from 20 participants using the procedures of immediate retrospection without recall support and of stimulated recall. The results indicate that contextual clues are an important factor in learners' treatment of unfamiliar words in listening comprehension. Contrary to what some theories of inference generation predict, this study reveals that learners use the inferencing strategy more frequently for words with global co-text clues and words with extratextual clues than for words with local co-text clues. In terms of the use of knowledge sources for inferring word meaning, the learners in this study use the knowledge sources in accordance with the different types of contextual clues.
... The reader brings to bear the same cognitive and linguistic skills used in oral language processing. This view has been called a "unitary comprehension process" (Danks, 1980(Danks, , 1981Danks and Fears, 1979), and it is evidenced in theoretical writings on language processing. Fries (1963) expressed this view when he noted: ...
... Even when the reader is automatic at decoding and can pronounce printed words with accuracy and speed, there are differences between reading and listening comprehension. This view of comprehension has been called a "dual comprehension process" (Danks, 1980), and it has been supported by a growing body of essays and research, much of which demonstrates quantitative and qualitative differences between oral and written communication (Chafe, 1982;Danielewicz & Chafe, 1981;Danks, 1980Danks, , 1981Drieman, 1962a, b;Hildyard, 1978;Hildyard & Olson, 1982;Horowitz, 1984;Leu, 1982;Redeker, 1984;Rubin, 1980;Schallert, Kleiman, & Rubin, 1977). ...
Poor reading comprehension may result from a general comprehension problem, a decoding problem, or a combination of these problems. Using a counterbalanced design, 38 good and poor sixth-grade readers read aloud and listened to easy and hard texts. Immediately after reading and listening, students orally retold what they had read or heard. Their recalls were scored for number of idea units produced. Results indicated no difference in listening comprehension between good and poor readers for either easy or hard texts, but a significant difference in oral reading comprehension in favor of good readers on both easy and hard texts. The finding of no difference in listening suggests that the poor readers in this sample did not have a general comprehension problem, while their poor oral reading performance indicates that they did have a decoding problem. These findings support a more complex comprehension process model of listening and reading than has typically been described in the literature.
... The ability to enter diapause enables insects to survive adverse conditions, take advantage of seasonally fluctuating resources, diversify in tropical habitats, and colonize temperate and polar regions. The research community now broadly recognizes diapause as a dynamic process rather than a static state, a perspective supported by studies on insects and other organisms [25][26][27][28][29][30][31][32][33][34]. Diapaused eggs remain in the egg phase for an average of 154.5 days for M. spectabilis [6], 196.2 days for Aeonolamia varia (Fabricius, 1787) [35], 241 days for Deois schach (Fabricius, 1787) [36], and 288 days for Deois flavopicta (Stål, 1854) [37]. ...
The spittlebug Mahanarva spectabilis (Distant, 1909) (Hemiptera: Cercopidae) is an important pest that causes significant losses in the production of forage crops for cattle feed. Information on the thermal requirements of this insect during the egg stage is crucial in assessing the interaction between insects and forage. The aim of this research was to evaluate the effects of constant and oscillating (diurnal/nocturnal) temperatures on the viability of M. spectabilis eggs and the duration of the egg stage. Temperatures of 20 °C to 30 °C were ideal for the development of this insect pest, resulting in greater viability and faster development of the embryos. In addition, it should be noted that a variation of up to 8 days is feasible for synchronizing the phenological stages of the forage plants and the eggs to be laid on these plants when subjected to 30 °C (16.6 days) or 20 °C (25.7 days) without significantly altering the viability of the eggs. Notably, a temperature oscillation of 25 °C during the day and 15 °C at night increased the viability of the eggs after exiting diapause. These results are essential for the rearing of M. spectabilis in the laboratory, allowing for the supply of eggs for experiments and contributing to advances in studies aimed at developing effective integrated management strategies for this pest.
... In the L1 literature, Danks and End (1987) emphasized the important role of text in comprehension, arguing that the cognitive demands imposed by text features on listening and reading are different and thus result in different processing strategies. One would expect the cognitive demands imposed by text features on L2 readers and L2 listeners are also different. ...
With technology being an increasingly important presence in modern life, children, adolescents and L2 learners are exposed to more and more digital materials, such as audio books, interactive posters with sound files and videos, and TED talks, in classrooms and daily life. These digital audio-visual materials are increasingly becoming a major source of information and learning (Khabbazbashi, Chan, & Clark, 2022). Herring (2019) argues that education is now operating within a communication paradigm that is “fundamentally multimodal”. The affordances of new digital platforms (e.g., Google classroom, Zoom, Microsoft Teams) mean that L2 learners can now more easily collaborate with their peers to complete group work at home. Such a shift means that L2 listening comprehension is playing a more prominent role in social and educational contexts. Nevertheless, it has not received as much attention as reading comprehension has in second language acquisition, assessment, and pedagogical research, especially in relation to the processes involved in L2 listening (Field, 2008, 2013). Furthermore, listening comprehension is often conflated with reading comprehension and operationalized in a similar way in pedagogical and assessment practice (van Zeeland & Schmitt, 2013). To contribute to the discussion of how the processes of L2 reading and listening comprehension differ, this chapter provides an overview of cognitive models of L2 reading and listening, and discusses how input modality may affect the process of comprehension, followed by a discussion of the differences between L2 reading and listening. Based on the account of the nature of L2 reading and listening, the chapter will discuss the implications for task design by contrasting some key characteristics in reading and listening texts and their impact on comprehension.
... Nach der Theorie modalitätsabhängigen Verstehens reichen die mit den Darbietungsmodalitäten verbundenen verschiedenen Anforderungen (insbesondere differente Gedächtnisbeanspruchungen) aus, differente Prozesse anzunehmen (vgl. Danks & End, 1987;Samuels, 1987). Zudem könnten beim Lesen vermehrt metakognitive Strategien eingesetzt werden (→ Metakognition). ...
Geschichte und Konstrukt (S. 507-508) - Produkt vs. Prozess (S. 508) - Quellen von Leseverständnisvarianz (S. 508-513) - Leseverständnis bei PISA und IGLU (513-514) - Lese- und Hörverständnis (514-516) - Förderung (516-517) - Literatur (517-520).
--------------------------------
[History and construct (pp. 507-508) - Product vs. process (p. 508) - Sources of reading comprehension variance (pp. 508-513) - Reading comprehension in PISA and PIRLS (513-514) - Reading comprehension and listening comprehension (514-516) - Training (516-517) - References (517-520)]
... Cada uno de los canales sensoriales que está detrás de las tres vías de acceso a la información mencionadas (vista, tacto y oído), supone un momento inicial distinto de los demás, no sólo por el tipo de estímulo sensorial a descodificar, sino también por la velocidad de procesamiento que cada uno implica, lo que afecta a factores como la discriminación sensorial, la precisión, la fatiga, la atención y la concentración... y, con ellos, a la velocidad lectora. Todo ello podría afectar, además, a la comprensión lectora, puesto que los procesos psicológicos que regulan el funcionamiento cognitivo no siguen un patrón único, de modo que necesidades y recursos diferentes originan procesos neuropsicológicos distintos (Danks y End, 1987). ...
... Lesenlernens. Nach doppelter Minderungskorrektur, also bei messfehlerfreier Erfassung, korrelieren unterschiedliche Leseverständnisskalen fast perfekt (Rost, 1993 & End, 1987;Samuels, 1987). Zudem könnten beim Lesen vermehrt metakognitive Strategien eingesetzt werden. ...
1 Geschichte und Konstrukt (S. 121) — 2 Produkt und Prozess (S. 121–123) — 3 Quellen von Leseverständnisvarianz (S. 123–130) — 4 Leseverständnis bei internationalen Schulleistungsvergleichen (S. 130–132) — 5 Lese- und Hörverständnis (S. 132–134) — 6 Förderung von Leseverständnis (S. 134–138) — Literatur (S. 138–144) — Fragen und Aufgaben zu „Leseverständnis“ (S. 171)
--------------------
[1 History and construct (p. 121) — 2 Product and process (pp. 121–123) — 3 Sources of reading comprehension variance (pp. 123–130) — 4 Reading comprehension in international school performance studies (pp. 130–132) — 5 Reading and listening comprehension (pp. 132–134) — 6 Reading comprehension Trainings (pp. 134–138) — References (pp. 138-144) – Questions on "reading comprehension" (p. 171)]
... Reading and listening also necessitate flexible processes in respect to comprehension. The listener and the reader mentally construct a mental image or representation of what has been comprehended (Danks & End, 1987). Finally, both reading and listening are influenced by factors beyond the texts themselves, such as student motivation, interest and so on (Samuels, 1987). ...
This paper reports on a study exploring the relationship between the manner in which listening content is presented and the results of listening tasks in EFL classes. The study involved university level first-year students in an English foundations program at the intermediate level. The participants were Arabic-speaking students learning English language in a core English class. The students completed four listening tasks presented through a recording and through live reading in the class, which required them to listen to authentic conversations, reports, and lectures and to complete a number of comprehension exercises of various types.
... Reading and listening also necessitate flexible processes in respect to comprehension. The listener and the reader mentally construct a mental image or representation of what has been comprehended (Danks & End, 1987). Finally, both reading and listening are influenced by factors beyond the texts themselves, such as student motivation, interest and so on (Samuels, 1987). ...
... Nach der Theorie modalitätsabhängigen Verstehens reichen die mit den Darbietungsmodalitäten verbundenen verschiedenen Anforderungen (insbesondere differente Gedächtnisbeanspruchungen) aus, unterschiedliche Prozesse anzunehmen (vgl. Danks & End, 1987;Samuels, 1987). Zudem könnten beim Lesen vermehrt metakognitive Strategien eingesetzt werden (Õ Metakognition). ...
Inhalt:
1 Geschichte und Konstrukt - 2 Produkt und Prozess - 3 Quellen von Leseverstädnisvarianz - 4 Leseverständnis bei PISA und IGLU - 5 Lese- und Hörverständnis - 6 Leseverständnisförderung
... Damit lassen die Studien einen zentralen Aspekt für die Verarbeitungs-und Verstehensleistung unbeachtet. Dabei weisen bereits verschiedene ältere Studien darauf hin, dass gesprochene Texte durch prosodische Parameter wie Intonation, Pausen und Betonung zusätzliche Mittel zur Analyse der syntaktischen Struktur und der Informationsstruktur bereitstellen, die das Textverständnis im Vergleich zum Lesen erleichtern (s.Kleiman & Schallert 1978, Danks 1980, Danks & End 1987, Samuels 1987. Ein weiterer Aspekt, in dem sich Sprech-und Hörfassung desselben Texts unterscheiden, ist nachDanks (1980) die Zeit, die Leser_innen bzw. ...
This paper investigates the effect of the mode of reception (listening vs. reading) on the comprehension of literary texts of different degrees of linguistic complexity in German, testing schoolchildren in Grade 8. To this end, two texts were used: the grammatically and lexically comparatively more complex novella Das Erdbeben in Chili by Heinrich von Kleist, and the comparatively less complex novella Kleider machen Leute by Gottfried Keller. Thus, in contrast to previous studies on schoolchildren’s reading and listening comprehension, which often use very short texts composed specifically for the purpose of the study, a major aim of the current study is to test authentic literary material, which German students are regularly confronted with at school. Students read or listened to excerpts of these novellas and subsequently filled in a questionnaire containing questions on the correct comprehension of the respective texts, thereby addressing both local and global aspects of comprehension. The results are twofold: First, listening comprehension is better than reading comprehension, regardless of the complexity of the text (i.e. for both the Kleist and the Keller text). Second, the first effect is even stronger for global text comprehension than for comprehension of local details.
... Beyond multimedia learning, there is a long tradition of research focusing on general differences between auditory and visual text unrelated to pictures (Danks 1980;Massaro 1979;Rubin et al. 2000;Sticht and James 1984). Auditory texts include prosody, but have a transient nature (Danks and End 1987). Visual texts lack prosody, but are relatively stable. ...
... On the other hand, auditory information is known to draw people's attention more strongly and is less susceptible to distractions than visual information (Baddeley, 1986), which can be particularly advantageous in an informal learning setting (Novey & Hall, 2006). Furthermore, spoken text can provide listeners with auxiliary information by means of pitch, prosody, speed, and pauses that can aid their understanding (Danks & End, 1987;Kürschner et al., 2007). On top of that, as museums require the combined processing of text and images, the modality principle (Mayer & Moreno, 1998) comes into play. ...
Visitors to modern science museums are likely to encounter exhibitions presenting conflicting information, such as risks and benefits of new scientific developments. Such exhibitions encourage visitors to reflect upon different sides of a story and to form or adjust their attitudes toward the topic on display. However, there is very little evidence of museum visits influencing visitors’ attitudes. Using a risk–benefit museum text, we set out to explore this blind spot of attitude change in a science museum, with visual and auditory text as information conditions. Our results show a small average change in visitors’ attitude toward the text topic after information (N=225). No significant differenceswere found between participants’ attitude change in the two information conditions.We also explored whether participants’ attitude change can be predicted based on presentation
modality and four dimensions of attitude strength (prior knowledge, attitudinal certainty, attitudinal importance, and attitudinal ambivalence) that are known to play a role in attitude change. Results indicate that this model explained a small part of the variance, but only ambivalence added statistically significantly to the prediction. Overall, our findings suggest that risk–benefit information can on average change visitors’ attitudes and that prior attitudinal ambivalence can influence that change.
... Por otro lado, el punto de inflexión que, entre las personas ciegas, se produce en la comprensión de textos al finalizar la ESO, también ha sido identificado en: a) el patrón de desarrollo psicológico general de niños y adolescentes ciegos (Ochaita y Rosa, 1986), b) el desarrollo de las habilidades lectoras de niños con baja visión (Douglas, Grimley, Hill, Long y Tobin, 2002), c) el momento de mayores progresos en la capacidad de la memoria de trabajo (Withagen, Kappers, Vervloed, Knoors y Verhoeven, 2013), y d) el patrón de desarrollo de la comprensión verbal de personas sordas usando lengua de signos (Rodríguez-Ortiz, 2007). Estas evidencias contribuirían a consolidar la idea de la existencia de un factor general de comprensión (Danks y End, 1987;Gernsbacher, 1991), que trascendería la vía de acceso. ...
Se presentan los resultados de un estudio comparativo de los rendimientos en comprensión de textos de un grupo de 122 personas ciegas y otro grupo de 133 personas videntes, utilizando textos impresos en braille y en tinta, respectivamente, y textos en modalidad de voz natural. Sus niveles educativos iban desde el final de Educación Primaria hasta titulados universitarios.
Lo niveles de comprensión lectora de ambos grupos son similares, pese a que la velocidad lectora de las personas ciegas representa entre la mitad y un tercio de la velocidad lectora de las personas videntes. En el caso de los textos presentados oralmente, las personas ciegas presentan mejores niveles de comprensión que las personas videntes, lo que sería consecuencia de la mejor memoria auditiva de los primeros.
El patrón de desarrollo de la comprensión lectora de los dos grupos evoluciona de forma distinta: aunque al final de la Educación Primaria los niveles de comprensión lectora de ambos grupos son similares, durante la Educación Secundaria Obligatoria (ESO) los progresos de los adolescentes ciegos son más lentos que los de sus pares videntes, por lo que los segundos presentan mejores niveles de comprensión lectora; esa ventaja desaparece al final de la ESO, cuando los niveles de comprensión lectora de ambos grupos se vuelven a igualar. Exactamente lo contrario sucede con la comprensión oral utilizando grabaciones de voz natural.
El punto de inflexión que se produce al finalizar la ESO es común al desarrollo psicológico general de niños y adolescentes ciegos, al desarrollo de las habilidades lectoras en niños con baja visión, y al desarrollo de la comprensión verbal de personas sordas usando lengua de signos.
Estos resultados contribuirían a consolidar la idea de la existencia de un factor general de comprensión, que trascendería la vía de acceso a la información.
... Firstly, readers can choose their desired reading rate by slowing down or increasing their reading rate to facilitate more understanding (Byrne and Curtis 2000). Secondly, readers have the ability to re-read sections of the text, which allows the reader more time to study difficult and/or confusing text passages (Danks and End 1987;Furnham et al. 2002). Thirdly, the reader has the ability to skip or skim text passages which are difficult or not necessary to understanding the topic, allowing the learner to focus on relevant or complex elements of the task (Bazerman 1985). ...
Two experiments involving 125 grade-10 students learning about commerce investigated strategies to overcome the transient information effect caused by explanatory spoken text. The transient information effect occurs when learning is reduced as a result of information disappearing before the learner has time to adequately process it, or link it with new information. Spoken text, unless recorded or repeated in some fashion, is fleeting in nature and can be a major cause of transiency. The three strategies investigated, all theoretically expected to enhance learning, were: (a) replacing lengthy spoken text with written text (Experiments 1 and 2), (b) replacing lengthy continuous text with segmented text (Experiment 1), and (c) adding a diagram to lengthy spoken text (Experiment 2). In both experiments on tasks that required information to be integrated across segments, written text was found to be superior to spoken text. In Experiment 1 the expected advantage of segmented text in reducing transitory effects was not found. Compared with written continuous text the segmented spoken text strategy was inferior. Experiment 2 found that adding a diagram to spoken text was an advantage compared to spoken text alone consistent with a multimedia effect. Overall, the results suggest that spoken text is a cause of the transient information effect, which can be best avoided by substituting written text for spoken text on tasks that require integration of information.
... Instead, it was predicted that L2 syntax would have a significant effect on L2 reading comprehension given that these adolescents were still in the process of acquiring complex structures in the L2. Furthermore, while aural comprehension has strong predictive value in the early stages of reading acquisition, in adults this predictive value fades, and listening and reading comprehension rates level out (Baddeley, Logie, & Nimmo-Smith, 1985;Danks & End, 1987;Duker, 1965;Dymock, 1993;Sinatra & Royer, 1993). ...
Via a variety of measurements, 64 Hungarian native speakers in the 12th grade learning English as a foreign language in Slovakia were tested in a cross-sectional correlational study in order to determine the relationship between the ability to process complex syntax and foreign language reading comprehension. The test instruments involved a standardized reading comprehension test in English, and a test of syntactic knowledge in both Hungarian and English, in addition to a background questionnaire in Hungarian. Power correlations and regression analyses rendered results that showed syntactic knowledge to be a statistically significant estimator for foreign language reading comprehension. The study provides evidence that the ability to process complex syntactic structures in a foreign language does contribute to one?s efficient reading comprehension in that language.
... El estudio de estas actividades ha ocupado largamente tanto a la psicología como a la pedagogía (Adams y Collins, 1985;Crowder, 1985;Danks y End, 1987;Just y Carpenter, 1987;Perfetti, 1986;Robeck y Wallace, 1990;Sainz, 1991;Valle, Cuetos, Igoa, y Viso, 1990;Vega, Carreiras, Gutiérrez-Calvo, y Alonso-Quecuty, 1990), que nos han ofrecido una gran variedad de definiciones de lo que es la lectura, si bien las líneas de investigación más actuales coinciden en describirla como una actividad cognitiva compuesta por una serie de procesos de interacción entre el texto, los esquemas del lector y el contexto. ...
Se realizó un estudio sobre comprensión lectora en lectura braille. Se aplicó a un grupo de 13 ciegos adultos, lectores habituales, una prueba tipo "cloze" y una prueba de tipo formal, transcritas al braille. Los resultados obtenidos por los lectores braille fueron muy similares en las dos pruebas, comprobándose que éstos obtenían puntuaciones equiparables a las de los lectores en tinta. Posteriormente, y ya sólo con la prueba de tipo formal, se comprobó que el patrón de movimiento de las manos influye en la velocidad lectora, pero no en la comprensión; de modo que a patrones más rudimentarios se corresponde menor velocidad, dada la lentitud en el acceso a la información que dichos patrones suponen, pero no peor comprensión.
Reading comprehension in braille. It was carried out a study on reading comprehension in braille. It was applied to a group of 13 blind adults, regular readers, a "cloze" type test and a formal test, transcribed to braille. The results obtained by the braille readers were very similar in the two tests, it was proved that these readers were obtaining comparable punctuations to those of the ink readers. Later, and only with the formal test, it was proved that hands movement pattern has an influence on the reading speed, but not on comprehension; so for more rudimentary patterns are corresponded smaller speed, given the slowness in the access to the information that said pattern suppose, but not worse comprehension.
... Ese punto de inflexión coincidiría con el patrón de desarrollo psicológico general de niños y adolescentes ciegos (Ochaita y Rosa, 1986), con el momento de mayores progresos en la capacidad de la memoria de trabajo (Warren y Hatton, 2003;Withagen, Kappers, Vervloed, Knoors y Verhoeven, 2013), y con el patrón de desarrollo de la comprensión verbal de personas sordas usando lengua de signos (Rodríguez-Ortiz, 2007), lo que contribuiría a consolidar la idea de la existencia de un factor general de comprensión (Crowder, 1985;Danks y End, 1987;Gernsbacher, 1991;Wren, 2000), que trascendería la vía de acceso a la información. ...
La mayoría de la población accede a la información textual utilizando la vista. Pero las personas ciegas lo hacen utilizando el braille (tacto) y/o grabaciones de voz humana o sistemas de voz sintética (oído). Cada uno de esos canales sensoriales supone un momento inicial distinto de los demás, no sólo por el tipo de estímulo a descodificar, sino también por la velocidad de procesamiento que cada uno implica, lo que podría afectar a la comprensión de la información. Se presentan los resultados de un estudio de los rendimientos en comprensión de textos de un grupo de 89 personas ciegas, cuyos niveles educativos iban desde el final de Educación Primaria hasta Bachillerato, utilizando textos en braille y presentados mediante dos vías alternativas (voz natural y voz sintética). Las personas ciegas alcanzan niveles de comprensión de textos significativamente mejores cuando utilizan el braille que cuando utilizan sistemas de voz sintética, siendo estos segundos, a su vez, significativamente mejores que los que alcanzan utilizando grabaciones de voz natural (excepto al final de la Primaria). Se observa un punto de inflexión al final de la ESO. Antes, los niveles de comprensión son más o menos bajos, y presentan altas correlaciones positivas entre las tres vías de acceso a la información; posteriormente, se produce un notable progreso en los niveles de comprensión, mientras que las correlaciones entre las tres vías pasan a ser más bajas y dispares. Ese punto de inflexión coincidiría con el momento en que se producen los mayores cambios en la memoria de trabajo, y con el desarrollo de la comprensión verbal de personas sordas usando lengua de signos, lo que contribuiría a consolidar la idea de la existencia de un factor general de comprensión, que trascendería la vía de acceso a la información.
... This is well documented especially in the case of second language learners (e.g., OECD, 2014;Stanat & Christensen, 2006). In addition, listening also plays an important role in the development of reading comprehension (Danks & End, 1987;Stanovich, Cunningham, & Feeman, 1984). Hence, it appears that listening comprehension is also an important precursor for reading comprehension during the acquisition of a second language (Royer & Carlo, 1991). ...
Listening is regarded as a key requirement for successful communication and is fundamentally linked to other language skills. Unlike reading, it requires both hearing and processing information in real-time. We therefore propose that the ability to concentrate is a strong predictor of listening comprehension. Using structural equation modeling, concentration was found to be a strong predictor of listening comprehension in a sample of 345 sixth graders in Switzerland. In contrast, the ability to concentrate did not predict successful reading comprehension. The most important predictor of both listening and reading comprehension was vocabulary.
... Some researchers argue that while comprehension processes across listening and reading are the same, the strategies for their application are different (Danks & End, 1987;Halliday, 1987). Strategic differences arise because subprocesses of comprehension have to be matched with modality-specific constraints, the learners' linguistic competence, and their selected listening function (Lund, 1991). ...
Psychometric research into the structure of second language
proficiency shows that the construct of language proficiency is composed
of one general ability factor and several specific factors. To maintain
consistency with this theoretical structure, language tests usually comprise
several subtests. In order to map the scoring profile of tests onto this
multidimensional structure, it is necessary to report one overall score and
several subtest scores, especially when diagnostic information is needed.
In this chapter, three Rasch models—unidimensional, multidimensional,
and bifactor models—are employed to scale a second language
comprehension test used as a final achievement test in a private language
school in Iran. Results show that the bifactor model is the best in terms of
statistical fit and conformity to the theoretical structure of foreign
language (FL) comprehension construct. The applications of bifactor
models in language testing and their potential for investigating the
structure of FL proficiency are discussed.
... However, as pointed out by Danks and End [1], neither reading nor listening, to which it would be necessary to add the active touching involved in Braille reading, are homogenous processes that work in the same way in all the situation. Therefore, even if the three processes (visual, auditory and tactile) can serve to give us access to information, each one works in a different way, and therefore the capacity to comprehend the information might depend on the channel through which it reaches us. ...
This study found that, unlike what happens with reading speed, Braille readers and ink print readers present similar levels of text comprehension. An evolutionary pattern is noted by which reading comprehension evolves slowly in the early years of education, but takes off with Baccalaureate grade, whether the access to the information be by Braille or by a text presented using speech synthesis systems.
... Mechanismen wie etwa das syntaktische Dekodieren (Parsing) oder der Aufbau von propositionalen Netzwerken als weitgehend mediumsunabhängig (Danks & End, 1987; Gernsbacher, Varner & Faust, 1990; Kürschner & Schnotz, 2008; Maia, 2008; Pollatsek, Ashby & Clifton, 2012; Weidenmann 1997Niznikiewicz & Squires, 1996). Im Vergleich der Sprachproduktion und der Sprachrezeption erweisen sich die beiden Vorgänge keineswegs als reziprok. ...
Die Arbeit stellt eine nationale Bildungsstudie zur Erfassung von Schreibkompetenzen vor und untersucht das angewandte Verfahren auf drei ausgewählte Validitätsaspekte. In Studie I wird geprüft, ob es sich bei Schreibkompetenz sowie den Schreibkompetenzdimensionen Inhalt, Stil und sprachliche Richtigkeit um textmusterunabhängige oder textmusterspezifische Konstrukte handelt. Darüber hinaus wird die interne Struktur von Schreibkompetenz betrachtet. Die vorwiegend auf Modellvergleichen basierenden Analysen zeigen, dass es sich bei allgemeinen Schreibkompetenzen sowie bei inhaltlichen und stilistischen Schreibkompetenzen um textmusterspezifische Konstrukte handelt, bei der orthografisch-grammatischen Schreibkompetenz hingegen um ein textmusterunabhängiges Konstrukt. Für alle Textmuster zeigt sich eine zweidimensionale Struktur. In Studie II wird untersucht, inwiefern Lesefähigkeiten bei der Messung von Schreibkompetenzen aufgrund der textuellen Präsentation der Aufgabeninstruktion miterfasst werden. Der Einfluss der Lesekompetenz wird dabei als Zusammenhangsstärke zwischen Lese- und Schreibkompetenz in Abhängigkeit von leseschwierigkeitsquantifizierenden Merkmale via Mehrebenen¬moderatoranalysen geprüft. Es zeigen sich statistisch bedeutsame, aber praktisch kaum relevante Effekte für zwei der Merkmale: syntaktische Komplexität und Seltenheit der Wörter. In Studie III wird untersucht, ob eine von der sprachlichen Richtigkeit unabhängige Beurteilung inhaltlicher und stilistischer Schreibkompetenzen erfolgt oder ob Halo-Effekte zutage treten. In Anschlussanalysen wird geprüft, ob diese Halo-Effekte von Art und Anzahl der Fehler, Textlänge, Textkomplexität und Textmuster abhängen. Es zeigen sich keine Urteilsverzerrungen bei der inhaltlichen, jedoch bei der stilistischen Bewertung. Diese Verzerrungen sind größer bei syntaktisch komplexeren Texten und bei höherer Fehleranzahl, vor allem unter Vorliegen grammatischer Fehler und syntaktisch relevanter Zeichensetzungsfehler.
... Wenngleich beim Hör-und Leseverstehen das gleiche Voka¬ bular und die selbe Syntax verwendet werden, existieren einige spezifische Charakteristika. Sprecher haben die Möglichkeit, durch Variation von Ge¬ schwindigkeit, Frequenz, Intonation und den Einsatz von Pausen einem Hö¬ rer Verstehenshilfen anzubieten (Danks & End 1987;Samuels 1987) und Emotionen zu vermitteln (Paechter 1996). Geschriebene Sprache ist in der Regel permanent verfügbar und kann mehrmals und in variabler Geschwin¬ digkeit verarbeitet werden (Imhof, Echternach, Huber & Knorr 1996;Paechter 1997 (Mayer 2001;Schnotz 2005). ...
... Traditionell wird davon ausgegangen, dass Hören und Sprechen in der Erstsprache dem Erwerb des Lesens und Schreibens vorausgehen (Danks & End, 1987;Stanovich, Cunningham & Freeman, 1984). Befunde aus dem englischsprachigen Raum belegen, dass die Hörverstehensleistung auch in einer Zweitsprache ein signifikanter Prädiktor der Leseverstehensleistung ist (Royer & Carlo, 1991). ...
Ausgehend von der zentralen Bedeutung des Hörverstehens für weitere sprachliche Leistungen werden deutschsprachiges Hörverstehen und dessen Determinanten bei Jugendlichen deutscher (L1) und Jugendlichen nicht-deutscher (L2) Herkunftssprache untersucht. Im Rahmen der Erhebung bearbeiteten 424 Neuntklässler Aufgaben zum deutschsprachigen Hörverstehen sowie zur phonologischen Bewusstheit, zum Arbeitsgedächtnis, zu morphosyntaktischen Fähigkeiten und zum Wortschatz. Ausgehend von theoretischen Annahmen und empirischen Befunden wurde erwartet, dass L2-Jugendliche schwächere Hörverstehensleistungen aufweisen sowie über einen geringeren Wortschatz verfügen als L1-Jugendliche. Weiterhin wurde ein im Vergleich zu L1-Jugendlichen stärkerer Einfluss des Wortschatzes, der phonologischen Bewusstheit und des Arbeitsgedächtnisses auf die Hörverstehensleistung bei L2-Jugendlichen angenommen. Die strukturanalytische Modellierung dieser Determinanten des Hörverstehens zeigt, dass L2-Jugendliche geringere Wortschatzkenntnisse aufweisen als L1-Jugendliche. Schwächen im Bereich des Hörverstehens finden sich nur für Jugendliche, die Türkisch als Erstsprache gelernt haben. Bei allen Jugendlichen wird die Hörverstehensleistung durch die morphosyntaktischen Kompetenzen sowie den Wortschatz determiniert; bei Jugendlichen mit Türkisch als Erstsprache findet sich zusätzlich ein Effekt der phonologischen Bewusstheit auf die Hörverstehensleistung. Die Implikationen der Befunde für theoretische Annahmen zu Hörverstehensleistungen in einer Zweitsprache werden diskutiert.
... First, a reader can slow down the reading rate (Byrne & Curtis, 2000;Kozma, 1991 ), which can lead to better elaboration and better understanding of the contents (Craik & Tulving, 1975 ). Second, s/he can read through sections of the text several times (Danks & End, 1987;Furnham, de Siena, & Gunter, 2002 ), which allows rereading difficult or ambiguous text passages. Third, s/he can skip text passages which are easy or not relevant to the topic (Bazerman, 1985 ), which allows concentrating on the more important or difficult parts of the texts. ...
The reported study investigated the influence of longer text presentation on the modality and the redundancy effect. In particular, the auditory-recency-effect explanation, which predicts that both effects should disappear when longer texts are presented, was tested against the text-processing explanation, which predicts that both effects should even reverse if text-processing strategies can be applied.In Experiment 1, a 2 × 2 between-subject design with animation presentation (yes vs. no) and text modality (written vs. spoken) was used (N = 81). In line with the auditory-recency-effect explanation text modality did not influence learning outcomes. Moreover, animations facilitated transfer performance due to reduced cognitive effort.In Experiment 2, a 2 × 3 between-subject design with pacing (system-paced vs. learner-paced) and text modality (written vs. spoken vs. written and spoken) was used (N = 122). Again, text modality did not influence learning outcomes regardless of whether the learning environment was learner- or system-paced, supporting the auditory-recency-effect explanation. The analysis of log-files, however, indicated that learners within the learner-paced condition with written text replayed the single text segments more often; moreover, replaying segments was positively correlated with learning outcomes. Thus, processing written text more intensively was associated with better learning outcomes, which supports the text-processing explanation.
... Obviously, summarizing an oral presentation such as a lecture differs from summarizing a text passage (as does the use of self-questioning in both contexts) in that learners cannot use look-back or rereading tactics for a lecture as they can when working with written materials. Nevertheless, in view of the parallel nature of processing information presented orally and information in text (Danks & End, 1987) and the success of both self-questioning and summarizing with written materials, it appears that these two strategies may have promise as methods for fostering comprehension of material presented in lecture format, and a comparison of the effectiveness of these two strategies is needed. ...
Underprepared college students in three conditions viewed a lecture, took notes, and then engaged in their respective study strategies. Those trained in questioning generated (and answered) their own questions based on the lecture, those trained in summarizing wrote original summaries of the lecture, and those in an untrained control group simply reviewed their lecture notes. At immediate testing, summarizers recalled more of the lecture content than did self-questioners, who in turn outperformed notetaking-reviewers. On a retention test of lecture content one week later, the self-questioners performed somewhat better than the summarizers and significantly better than the notetaking-reviewers. Self questioners’ and summarizers’ lecture notes contained more ideas from the lecture than did those of the notetaking-review students. Use of these generative study strategies appears to enhance learning from lectures by improving encoding both during the lecture and following the lecture; and for long-term retention of lecture material, self-questioning may be a more effective study strategy than summarizing.
... Durante años, ha existido un intenso debate acerca de la existencia de distintas vías de acceso léxico, y se han llevado a cabo gran cantidad de investigaciones orientadas a probar la primacía de una sobre otra (Alegría, 1985;Sánchez de Miguel, 1990c;Danks y End, 1987). Veamos cómo la naturaleza interactiva y simultánea del modelo expuesto en la figura 1 puede explicar la existencia paralela de estas vías, por una parte, y por otra, sugiere la necesidad del uso de actividades educativas que operen a distintos niveles del proceso de lectura de forma simultánea. ...
En este artículo, se reflexiona sobre las críticas hechas por Emilio Sánchez al Lenguaje Integrado. Estas críticas sugieren la necesidad de abrir paréntesis educativos donde se enseñe al niño a automatizar los procesos de reconocimiento de palabras, aspecto que no tiene en cuenta este movimiento. Sin embargo, veremos cómo la enseñanza aislada de estas habilidades ignora, por una parte, que la lectura y la escritura suponen adquirir conocimientos que van más allá del reconocimient o de palabras, y por otra, que dicho reconocimient o no se da sólo por vía fonológica, sino que precisa de otras vías de acceso léxico que funcionen en paralelo para que el reconocimiento sea efectivo en los procesos de comprensión de textos. Veremos cómo las actividades que propone el L.I. son las ideales para desarrollar estas habilidades.AbstractIn this article, a reflection is made on the arguments provided by Emilio Sánchez to the Whole Language debate. He suggests the necessity of opening educational parenthesis in which the child is taught to automate the word recognition processes, aspect which W.L. is not aware of. However, we argue that these skills' isolated teaching ignores that reading and writing involve the acquisition of knowledge which goes far beyond word recognition. On the other hand, the mentioned recognition not only comes out in the phonology, but also needs other ways of lexic access which work parallel to it so that recognition is effective in text comprehension processes. The activities W.L. suggests are the ideal to develop these abilities.
... One such postulation is that since the linguistic stimuli required for comprehension is provided via audio and visual channels in these two language skills, the mental processes needed for reading and listening are independent of one another. Another postulation is that, regardless of the type of stimulation needed for comprehension, the basic characteristics of language are the same and thus the two skills have similar processes (Danks & End 1987;Horowitz & Samuels, 1987). Berg (1955) approaches the issue from a diff erent perspective and emphasizes that listening and reading have common features and are the two basic subcategories of broader linguistic processes. ...
The aim of this study was to examine fifth grade elementary school students’ listening and reading comprehension levels with regard to text types. This study was conducted on 180 fifth grade elementary school students in Sincan-Ankara in the spring semester of the academic year 2008-2009. The comprehension test was administered to students. The results revealed that the students comprehended the narrative text better when they heard it read by the instructor versus when they read text independently. However, it was concluded that there was no significant difference in comprehension expository texts between students who read the text those for whom the text was narrated. Moreover, the achievement
of Turkish class was a predictor variable in reading and listening comprehension of students.
Multimedia messages use combinations of texts, pictures, maps, and graphs as tools for communication. This book provides a synthesis of theory and research about how people comprehend multimedia. It adopts the perspectives of cognitive psychology, semiotics, anthropology, linguistics, education, and art. Its central idea is that information displays can be categorized into two different but complementary forms of representations, which service different purposes in human cognition and communication. Specific interaction between these representations enhances comprehension, thinking, and problem solving, as illustrated by numerous examples. Multimedia Comprehension is written for a broad audience with no special prior knowledge. It is of interest to everyone trying to understand how people comprehend multimedia, from scholars and students in psychology, communication, and education, to web- and interface-designers and instructors.
Using a sentence recognition task, we investigated whether elementary school children's (N = 92; Mage = 9.3 years, SD = 1.1 years) memory of the text surface, the textbase, and the situation model differed depending on whether the same information was embedded in an expository or a narrative text. Previous research with children that used narrative and expository texts dealing with different topics indicated beneficial effects narrative over expository texts regarding various indicators of processing on the levels of the textbase and the situation model. In contrast, our results did not indicate differences between narrative and expository texts for any of the levels of representation. Thus, the role of text topic in studies investigating the effect of genre on text comprehension should be investigated further.
The main purpose of this research is; It is a comparative study of early literacy knowledge levels of teachers working with typcially and special needs children in early childhood education in terms of various variables. 377 volunteer teachers working in the central districts of Ankara province participated in the study. An information form was developed to obtain teachers' demographic information and a knowledge test (ELKT) to determine their early literacy knowledge levels. Classical test theory was used in the development of knowledge test. An item pool of 54 items was prepared, after the expert opinion was obtained, a trial form of 34 items was obtained after the pilot application. Subsequently, item analysis was performed, item difficulty index and item discrimination indices were calculated, after removing the invalid items, the original test form with 27 items was obtained. The reliability coefficient of the test was calculated as .71. The early literacy knowledge levels of the teachers were determined according to the cut-off score of the test. According to this; Teachers who had 19 or more correct answers were successful, those with 8 or less correct answers were unsuccessful, and those with the correct number between 8 and 19 were determined as teachers who needed support. ELKT scores of teachers were analyzed comparatively in terms of working or not working with students with special needs, age, years of service, whether or not they received education related to early literacy, and age groups of the children they work with. Teachers' ELKT scores were analyzed comparatively as those who worked with children with special needs and those who did not work, and it was observed that the scores they got from the test did not differ significantly according to their working with typcially and special needs children and those who did not.
Los Trastornos de las Funciones Auditivas Centrales (TFAC) resultan de un déficit en el procesamiento sensorial que afecta a la escucha, la comprensión del habla y el aprendizaje. Estos déficit son producto de la incapacidad o falta de habilidad para atender, discriminar, reconocer o comprender la información de origen auditivo. El estudio de las funciones auditivas centrales resulta compleja toda vez que no constituye una entidad unitaria atribuible a una sola categoría nosológica. Los déficit observados en el procesamiento de la información auditiva a nivel central pueden expresarse de muy distinta forma y responder a múltiples etiologías. El estudio de la audición como fenómeno central implica una aproximación desde una perspectiva funcional que requiere de un acercamiento a la audición como proceso y un amplio conocimiento acerca de las correspondencias anatómico funcionales de la audición. La evaluación audiológica de estos trastornos comprende el uso de pruebas psicoacústicas y electrofisiológicas seleccionadas según la historia clínica del paciente. Las intervenciones propuestas para los pacientes diagnosticados con TFAC se basan en la utilización de los recursos centrales en la mejorara de las capacidades lingüísticas y cognoscitivas, desarrollo de aptitudes auditivolingüísticas, desarrollo del metalenguaje, utilización de estrategias compensatorias y desarrollo de estrategias de escucha y metacognición.
This chapter throws the attention on the use of the Woodcock–Johnson III in the diagnosis of learning disabilities. Learning disabilities are presented as a multidimensional construct, changing in manifestation across age, experiences, and ability. The National Joint Committee on Learning Disabilities (NJCLD), report concludes that “significant difficulty cannot be determined solely by a quantitative test score,” and the report encourages use of both qualitative and quantitative data in decision-making. Subsequently, the report stresses that a “learning disability can exist when a numerical discrepancy can not”. According to this chapter, it is important to remember Mather's caution that “test results assist with judgment; they are not a substitute.” Given the lack of empirically driven theoretical constructs underlying selection criteria for the diagnosis of learning disabilities, the professional judgment of evaluators is integral to decision-making. The WJ III COG and WJ III ACH provide a technically, theoretically, and practically driven instrument to be used in the diagnosis of learning disabilities. Yet, in the end, the instrument is dependent upon the judgment, knowledge, and interpretations of the examiner.
We examined whether the comprehension of narrative texts differed between auditory, audiovisual, and written text presentations in a sample of 8- and 10-year-olds and adults. Based on multi-level theories of text comprehension that assume text comprehension to involve at least three levels of mental representation, we applied a sentence recognition task that enabled the separate assessment of the memory of the text surface, text base, and the situation model. Results indicate that 8-year-olds benefit from audiovisual and auditory text presentations in comparison with written text presentations in terms of their memory of situation model information. For 10-year-olds and adults, their text comprehension did not differ between audiovisual, auditory, and written text presentations. Additionally, the mode of text presentation had no effect on the memory of text surface and text base information.
The main aim of diagnosis of reading disorders is to determine with some degree of accuracy [also fuzziness] and sensitivity the individuals to be served; and from the diagnostic results the components or sub-components of reading that these individuals need to work on. Diagnosis is a more refined process following from that of identification, classification and assessment. This chapter first outlines the refinement of an earlier proposal for a two-stage or two-level approach to diagnosis of individuals with reading disorders (Leong, 1985, Leong, 1987, Leong, 1989a). Relevant issues in diagnosing developmental dyslexics within the aptitude-achievement discrepancy framework and the role of “intelligence” are revisited (see also Siegel, this volume; Stanovich, this volume). There is convergent evidence of the diagnostic efficacy of pseudoword reading; and this can be enhanced with a broader sampling of pseudowords. Reading of irregular words, morphological and morphemic processing of lexical items all add to the diagnostic process and help to elucidate knowledge of lexical representation. For “garden-variety” poor readers (Gough & Tunmer, 1986) the renewed call to incorporate listening comprehension tasks to gauge language processing needs to consider both theoretical and methodological aspects underpinning auding or listening to text to gain knowledge. Data from the application of text-to-speech computer systems (DECtalk) suggest the greater potency in using simultaneous on-line text reading and synthetic speech auding for both diagnosing and helping language/reading comprehension. General principles of compensation, practice and computer-mediated learning are seen as effective in remediation.
In learning environments text can be presented auditorily or visually. Therefore the question arises whether listening and reading comprehension lead to similar or different mental representations. Although many studies over recent years have examined the role of modality in learning with text and pictures, the differences between listening to text and reading text have not been sufficiently clarified. In this paper we give all overview of studies which focused oil differences between listening and reading comprehension in the construction of mental representations. Based on the results of these studies, we present an integrated model of listening and reading comprehension. In this model we try to integrate the presented research results concerning the extent to which listening and reading are unitary or different processes. To summarize, the findings show that there are differences in learning results after listening and reading under specific conditions. However, it is thought that these modality effects derive from differences at lower levels of information processing, whereas at higher levels it is assumed that mainly common processes for listening and reading comprehension exist.
Zusammenfassung:Trotz der zentralen Bedeutung des Hörverstehens für weitere sprachliche Leistungen existieren bislang nur wenige Untersuchungen, die Hörverstehensleistungen und deren Prädiktoren bei Schülerinnen und Schülern unterschiedlicher Herkunftssprache vergleichend analysieren. Die vorliegende Studie untersucht deutschsprachiges Hörverstehen und dessen Determinanten bei Jugendlichen deutscher (L1) und Jugendlichen nichtdeutscher (L2) Herkunftssprache. Im Rahmen der Erhebung bearbeiteten 424 Neuntklässler Aufgaben zum deutschsprachigen Hörverstehen sowie zur phonologischen Bewusstheit, zum Arbeitsgedächtnis, zu morphosyntaktischen Fähigkeiten und zum Wortschatz. Ausgehend von theoretischen Annahmen und empirischen Befunden wird angenommen, dass L2-Jugendliche schwächere Hörverstehensleistungen aufweisen sowie über einen geringeren Wortschatz verfügen als L1-Jugendliche. Weiterhin wird ein im Vergleich zu L1-Jugendlichen stärkerer Einfluss des Wortschatzes, der phonologischen Bewusstheit und des Arbeitsgedächtnisses auf die Hörverstehensleistung bei L2-Jugendlichen angenommen. Die strukturanalytische Modellierung dieser Determinanten des Hörverstehens zeigt, dass L2-Jugendliche geringere Wortschatzkenntnisse aufweisen als L1-Jugendliche. Schwächen im Bereich des Hörverstehens finden sich nur für Jugendliche, die Türkisch als Erstsprache gelernt haben. Bei allen Jugendlichen wird die Hörverstehensleistung durch die morphosyntaktischen Kompetenzen sowie den Wortschatz determiniert; bei Jugendlichen mit Türkisch als Erstsprache findet sich zusätzlich ein Effekt der phonologischen Bewusstheit auf die Hörverstehensleistung. Die Implikationen der Befunde für theoretische Annahmen zu Hörverstehensleistungen in einer Zweitsprache werden diskutiert.
Enabling is defined as the set of conditions that permits an active response form when the contact with the
stimulus events occurred under reactive modalities. Thirty undergraduate students of psychology participated.
Experiment 1 evaluated the enabling effect of the verbal written response in a first-order matching-tosample
procedure in which stimuli were presented in three reactive modalities (Group 1 observing mode,
Group 2 reading mode, Group 3 listening mode). In all three cases, the matching response was written. The
results showed that all reactive modalities enabled the matching-to-sample writing response. However, a
higher level of enabling was noted from observing mode to writing mode, while reading and listening modes
showed a similar level of enabling. The rationale of Experiment 2 was the same as Experiment 1 but in this
case the reactive mode was introduced with the talking active mode. The results followed the same trend in
Experiment 1, but the enabling was lower in all cases. The results are discussed in terms of the concept of
enabling and the linguistics modes.
This study examined the effects of text type and early familiarization with oral expository text structures on listening and reading comprehension levels. Second-grade students read and listened to narrative and expository texts, and their comprehension was assessed with a sentence verification task. Half of the students had participated in a nine-week long intervention designed to familiarize them with oral expository structures in the previous year while in first grade. The findings indicated that familiarization did not lead to the expected advantage of listening over reading for either expository or narrative text. Implications concerning the conceptualization of comprehension as a unitary process construct are discussed.
This study compared the effects of two discussion techniques on students' comprehension and interpretation of complex literature. The techniques used were the Great Books approach, which involves discussion after students have read a selection, and Questioning the Author, which involves students discussing a selection during the course of reading it. All students in the sixth- and seventh-grade classes of a school with a predominantly AfricanAmerican, lower SES enrollment were involved in the study. Students read and discussed four selections from the Junior Great Books series, with the sixth graders using the Questioning the Author approach, and the seventh graders using the Great Books approach. After reading, students were asked to provide a free recall of the story and to respond to a series of open-ended questions. Across all stories, means for scores on both the recalls and the responses to the open-ended questions were higher for the students who participated in the Questioning the Author discussions than the students who participated in the Great Books discussions. Further analyses revealed that students in the Questioning the Author discussions provided longer recalls and that the recalls included more of the complex story elements than students in the Great Books discussions.
Reading researchers have suggested that listening comprehension might be a better method than IQ of measuring students' optimal level of functioning in reading. This proposal raises questions about whether tests of recall of ideas in text passages suggest that processing and strategies are the same for listening and reading. To answer these questions, the authors gave regular classes of fourth, sixth, and eighth graders sentence verification tests after listening to or reading passages. Performances on different types of test sentences were analyzed to determine whether comprehenders of different groups (good listener/readers, poor listeners, poor readers, and poor listener/readers) showed similar or different patterns of comprehension processing and strategies. Results showed significant differences between groups on the listening and on the reading subtests. The results suggest that using listening as a measure of optimal functioning in reading may present problems of validity and interpretation.
In this study the effects of providing text strategy instruction in a listening mode on listening and reading comprehension of experimental and control groups of 9-to 11-year-old poor readers were examined. All students were very poor in decoding and poor in reading comprehension. In addition half of the group were also poor listeners, whereas the other half consisted of students with normal listening test scores. The experimental program employed auditorily presented texts, and the students were trained in the strategies of clarifying, summarizing, predicting, and questioning. The program's teaching format consisted of a combination of reciprocal teaching and direct instruction. Measurements occurred according to a pretest-posttest-retention test design. The results indicated significant program effects on strategic listening and strategic reading posttests, and the results were maintained on retention tests that were administered 3 months after termination of the program. However, transfer in terms of an improved performance on more general and standardized listening and reading comprehension tests was not demonstrated.
This paper presents a procedure, based on research into listening and reading comprehension, that involves students in analysing and defending their interpretation of oral and written stories. This procedure extends students' range of interpretive strategies, developing their sensitivity to the differences between oral and written input, and their ability to balance top-down and bottom-up processing of both. More specifically, it enhances their ability to assess the demands of a text, exploit background schemata, combine factual and inferential interpretation, and revise interpretation when desirable. Using group work, it helps students to interact productively and harmoniously, exploiting both agreement and disagreement Finally, it increases students' confidence and enjoyment in reading and listening to stories in English. The procedure is appropriate for both ESL and EFL, and for students of all ages and all proficiencies above absolute beginner. It is readily adaptable to student interest and teacher proficiency, and requires minimal equipment.
The goal of this study was to determine whether it is possible to teach children with serious decoding problems four text comprehension strategies in listening contexts. The subjects were 9-11 year old students from special schools for children with learning disabilities. All the students were very poor at decoding; half of the group were also poor listeners, whereas the other half consisted of normal listeners. The experimental children were trained in strategies of clarifying, questioning, summarising and predicting through a combination of reciprocal teaching and direct instruction. The results indicated significant programme effects on a strategic listening comprehension test. A transfer effect on general listening comprehension and general reading comprehension tests was not found. The poor listeners within the experimental group did not perform better than the normal listeners.
The goal of this longitudinal study was to examine which skills in early literacy determine the development of word recognition, reading comprehension, and spelling in the 2nd grade of the elementary school. A cohort of pupils was followed and tested during the 2nd year of kindergarten and the beginning of the 1st and 2nd grade. It appeared that mainly 2 skills determined the development of word recognition: rapid naming of letters and knowledge of letters. Reading comprehension was predicted to a large extent by vocabulary, rapid naming of letters, letter knowledge, and phonemic awareness. The skills that determined the development of spelling were rapid naming of numbers and letter knowledge.
The effect of metaphor on responses to political communications was examined. In Study 1, we investigated whether a metaphor could increase memory for a passage and whether the effect might be greater when the passage was heard rather than read. Also examined were the relative effects of having the metaphor present at encoding, at recall, both, or neither. Participants either read or listened to four short passages. For half of the subjects, each passage was preceded by a metaphor. At recall, all subjects were presented with the corresponding metaphor for two of the four passages, as a retrieval cue. As predicted, subjects better recalled the passages when the metaphor was present at encoding. This effect tended to be stronger when the passage was presented orally. Presence of the metaphor at recall had no effect. In addition, presence of the metaphor led to significantly more positive ratings of both the passages and the speaker on a number of characteristics.
ResearchGate has not been able to resolve any references for this publication.