Computer‐chunked and traditional text

Gerrell, Holly R.; Mason, George E.

doi:10.1080/19388078309557709

Cited by 13 publications

(3 citation statements)

References 5 publications

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“…Important research by Kulik, Bangert and Williams (1983) indicated a reduction in the time needed to complete a learning task when CAl is in use and improved scores on exams, both immediately following learning and several months later, when CAl was used to teach the material. Gerrell and Mason (1983) found that learning by means of computer display compares favorably with learning by means of traditional written text passages. Caferella (1987) described one of the computer's unique strengths relative to other media as the ability for providing interaction with the user.…”

Section: Putting It In the Curriculummentioning

confidence: 84%

College Reading, Critical Thinking and Computer Assisted Instruction

Grinols

1989

Journal of College Reading and Learning

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Section: Putting It In the Curriculummentioning

confidence: 84%

College Reading, Critical Thinking and Computer Assisted Instruction

Grinols

1989

Journal of College Reading and Learning

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“…Weiss (1983) reported similar results for students at all reading ability levels in Grades 4 through 7. Gerell and Mason (1983) had fifth graders read conventional and phrase-cued versions of texts. Significant improvements in comprehension were found when students read the phrase-cued texts.…”

Section: Phrase-cued Textsmentioning

confidence: 99%

Developing Syntactic Sensitivity in Reading Through Phrase-cued Texts

Rasinski

1994

Intervention in School and Clinic

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F or Bryan, reading is a frustrating experience that he suffers through every day in his regular and remedial reading classes. A third grader, he's still receiving intensive instruction in word recognition even though he appears to have the basic abilities to decode or "sound out" words. Bryan's teachers share his frustration. They recognize that he can, as one teacher put it, "figure words out." Nevertheless, his reading seems laborious, with lack of expression, poor phrasing, and inadequate comprehension.Bryan's special reading teacher decides to try something new. She copies a section of a story that he has been plodding through without much success and lightly pencils in slash marks within the sentences to highlight where phrase breaks occur. The teacher hypothesizes that perhaps Bryan's reading problem is not so much in word recognition as it is in putting words together in naturally occurring and meaningful phrases. The teacher recognizes that Bryan really has received little, if any, instruction in this area. Perhaps a little support or guidance in reading in phrases would help his reading.Did it ever! Almost immediately, Bryan and his special teacher noted im-INTERVENTION IN SCHOOL AND CLINIC provement in his reading. Although his rate did not improve at first, he began to move away from word-by-word reading to reading in meaningful chunks or phrases. His comprehension improved noticeably as well. Bryan's teacher is now working on ways to continue this assistance while helping him to transfer this more proficient reading to conventional, unmarked passages.

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“…Working with younger learners, Gerrell and Mason (1983) also report significant differences among readers' level of comprehension when presented or not presented with chunked texts. Anshel (1985) in another study with seniors also concludes that employing cognitive strategies like chunking enhances the comprehension skills of elderly.…”

Section: Introductionmentioning

confidence: 99%

Chunked Texts in Reading Class: The Case of Turkish Learners of English

Kıroğlu¹

2012

Pamukkale University Journal of Education

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The present study aims at determining the effects of one of those reading strategies, namely, chunking on the reading comprehension of learners of English. The study was conducted with the preparatory class students at the Department of English Language Teaching of the Faculty of Education of Ondokuz Mayıs University in Turkey. The learners were assigned to experimental and control groups randomly. The study was employed non-equivalent control group pretest-posttest design where the number of subjects was a total of 36. While chunking was implemented in reading classes of the experimental group, ordinary reading texts were implemented in control group. In conclusion, chunking, as an effective reading strategy, improved the reading skills of the learners of English.

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Computer‐chunked and traditional text

Cited by 13 publications

References 5 publications

College Reading, Critical Thinking and Computer Assisted Instruction

College Reading, Critical Thinking and Computer Assisted Instruction

Developing Syntactic Sensitivity in Reading Through Phrase-cued Texts

Chunked Texts in Reading Class: The Case of Turkish Learners of English

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