Comparison of Reading Comprehension with respect to Text Type, Grade Level and Test Type

Baştuğ, Muhammet

doi:10.15345/iojes.2014.02.003

Cited by 4 publications

(4 citation statements)

References 34 publications

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“…Reading Comprehension: Reading comprehension is necessary to retrieve information from texts and it is a rather complex ability (Cutting & Scarborough, 2006;Fletcher, 2006;Francis et al, 2006; VanDenBroek & Espin, 2012)-especially with respect to its assessment (Baştug, 2014, Cutting & Scarborough, 2006Keenan, Betjemann, & Olson, 2008). Often, three different levels of reading comprehension (word, sentence, and text-with growing complexity) are assessed separately and then added up to a summative score to describe reading comprehension on a general Table 1 Sample Description (Lenhard & Schneider, 2006).…”

Section: Methodsmentioning

confidence: 99%

Influences on Teachers’ Judgment Accuracy of Reading Abilities on Second and Third Grade Students: A Multilevel Analysis

Paleczek

Seifert

Gasteiger‐Klicpera

2017

Psychology in the Schools

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The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders’ reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were applied. Results revealed about 5% of the variance in judgment accuracy at class level. Generally, teachers judged reading comprehension abilities more accurately than decoding abilities. Low‐achieving students’ abilities, though, were judged less accurately. Accuracy in judging decoding was higher in small classes and in students with special educational needs. Accuracy in judging reading comprehension grew along the years (higher in Grade 3 and at the end of the academic year). Additionally, teachers judged second language learners' reading comprehension less accurately. The results are discussed in the light of implications for teacher training.

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Section: Methodsmentioning

confidence: 99%

Influences on Teachers’ Judgment Accuracy of Reading Abilities on Second and Third Grade Students: A Multilevel Analysis

Paleczek

Seifert

Gasteiger‐Klicpera

2017

Psychology in the Schools

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“…According to Baştuğ (2014), fluent reading is related to recognizing words and vocalizing them in an appropriate tone and the dimension of creating meaning. In this sense, it can be said that poetry texts are one of the most effective ways to build meaning by developing fluent reading skills in terms of both word recognition and vocalization.…”

Section: Introductionmentioning

confidence: 99%

Effect of Poems Read with Fluent Reading Strategies on Reading Comprehension Skills of Primary School Students With and Without Giftedness

SAĞLAM

2023

IJELS

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The aim of this research is to examine the effect of poems read by using chorus reading, repeated reading and echo (echoing) reading strategies, which are one of the fluent reading strategies, on the reading comprehension ability of primary school third grade students with and without gifted diagnosis. In accordance with this purpose, the study, which was carried out according to the experimental design with pretest-post-test control group, was carried out with a total of 39 students who attended the third grade, who were (18) gifted students and those who were not (21) as gifted. A total of 60 sessions of experimental applications lasting 20 minutes were carried out separately for both students with a diagnosis as gifted and for students without a diagnosis of as gifted. The False Analysis Inventory was used as a data collection tool. The obtained data were analysed in accordance with the Wrong Analysis Inventory evaluation criteria; Wilcoxon Signed Rank Test analysis was performed to decipher the significant difference between the pretest-post-test scores. As a result of the study, it was seen that reading poetry by using choir reading, repetitive reading and echo/echoing reading strategies from fluent reading strategies improved the reading comprehension skills of both students with a gifted and primary school third grade students without a diagnosis as gifted. This development was higher in students with a diagnosis as gifted than in students without a diagnosis as gifted.

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“…Há pesquisas cujo objetivo é comparar a compreensão leitora em textos de diferentes tipos. 4 Resultados obtidos com crianças entre 9 e 11 anos apontam para um melhor desempenho em textos narrativos do que expositivos (BAŞTUĞ, 2014;ÇAKIR, 2008;FLOYD 2011 culdades das crianças reside no fato de que os erros revelam formas de pensar, tendo, portanto, um valor de natureza psicológica, sobretudo no âmbito da cognição. Além disso, as dificuldades das crianças podem ser consideradas desafios a serem superados em situações de ensino, tendo, portanto, um valor de natureza educacional.…”

Section: Introductionunclassified

Compreensão de textos de diferentes tipos por crianças da Educação Infantil

2021

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O estudo investigou a compreensão oral de textos narrativos, expositivos e argumentativos em crianças da Educação Infantil. O objetivo principal foi examinar se o nível de compreensão variaria em função do tipo de texto e identificar a natureza das dificuldades experimentadas pelas crianças em relação ao estabelecimento de inferências em cada um desses textos. Trinta crianças (média de idade de 5 anos e 8 meses) foram solicitadas a responder perguntas de natureza inferencial (causal e estado) sobre cada um dos textos que lhe foram lidos. Verificou-se que o nível de compreensão variava em função dos textos, visto que as crianças tinham mais facilidade em compreender o texto narrativo que os demais textos. Por outro lado, apresentaram o mesmo nível de dificuldade no texto expositivo e argumentativo. A principal dificuldade identificada foi em relação à compreensão das relações de causalidade no texto expositivo. Implicações educacionais são discutidas no sentido de promover intervenções precoces para desenvolver a compreensão oral de textos antes mesmo que a criança saiba ler. Essa implicação confere à Educação Infantil papel relevante no desenvolvimento de habilidades linguísticas que são preditoras da compreensão leitora em anos escolares subsequentes.

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Comparison of Reading Comprehension with respect to Text Type, Grade Level and Test Type

Cited by 4 publications

References 34 publications

Influences on Teachers’ Judgment Accuracy of Reading Abilities on Second and Third Grade Students: A Multilevel Analysis

Influences on Teachers’ Judgment Accuracy of Reading Abilities on Second and Third Grade Students: A Multilevel Analysis

Effect of Poems Read with Fluent Reading Strategies on Reading Comprehension Skills of Primary School Students With and Without Giftedness

Compreensão de textos de diferentes tipos por crianças da Educação Infantil

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