Multiple Science Text Processing: Building Comprehension Skills for College Student Readers

Linderholm, Tracy; Therriault, David J.; Kwon, Hee-Kyung

doi:10.1080/02702711.2012.726696

Cited by 25 publications

(13 citation statements)

References 30 publications

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“…Students were unable to complete their academic tasks, which impeded their college success, consequently their future careers. Additional evidence from previous research (Boatman & Long, 2010;Dickens & Meisinger, 2016;Gruenbaum, 2012;Hendricks, 2013;Linderholm et al, 2014;Madkour, 2011;Springer et al, 2015;Tang, 2016) showed that ineffective instruction impacted students' reading ability and skills negatively. Hence, the present research focused on identifying the difficulties that freshmen students encountered in reading literary and scientific textbooks, and supplementary materials.…”

Section: Problem Statementmentioning

confidence: 84%

“…For building comprehension skills, Linderholm et al (2014) argued that integrating cognitive approaches into teaching reading comprehension helped students to reinforce mental activities of analyzing and reconstructing the text information coherently. Teachers need to know that for students to become successful readers, teaching strategies should include cognitive approaches to identify students' potentials for acquiring advanced reading skills.…”

Section: The Advantages Of the Linguistic Integrative Modelmentioning

confidence: 99%

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A Linguistic Integrative Model for Enhancing College Students’ English Reading Competence

Madkour¹

2016

IJEL

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This quantitative correlational research focused on investigating the relationship between linguistic technology-based integrative teaching approaches and college students' reading competence. The study occurred in five phases. The first phase involved observing four reading classes to collect data on teaching methodologies. The second phase was based on identifying the problems that affect students' English reading performance. The researcher selected a random sample of 100 female freshmen students from the College of Languages and Translation at Al-Imam Mohamed Ibn Saud Islamic University (IMAMU Univ.), Riyadh, Saudi Arabia. The participants responded to a Likert questionnaire regarding their reading problems and strategies. In the third phase, the participants took a reading comprehension exam to determine their exact reading levels. The preliminary data showed the presence of a high degree at the scale of difficulties that students faced in reading comprehension. Students had problems in loud and silent reading, reading speed, and critical and inferential reading, which reflected students' weak reading skills. The study also pointed to the ineffective traditional teaching strategies as the main cause of this problem. Traditional teaching strategies which depend on general lectures and explaining the mechanical structure of the reading passages did not help students use their cognitive abilities to improve their reading comprehension. The fourth phase of the present study required selecting an experimental group of 35 students from the same sample to be taught using the linguistic integrative model for five weeks. At the end of the fifth week, a reading comprehension exam was given to the group to determine the impact of the new teaching methodology on students' reading competence. The comprehension test was adopted from ACCUPLACER, an integrated computer-assessment designed to evaluate students' reading skills. The test is designed by Board College in USA, which is a specialized agency in college students' exams, and it offers diagnostics and intervention support to help students prepare for academic course work. The reading exam covers six skills, including: understanding the text's purpose and tone; identifying the central ideas; recognizing supporting details; understanding sentences and vocabulary relationships; distinguishing illustration, comparison and contrast, and cause and effect relationships; and understanding inferential meanings. The data analysis showed a significant difference in favor of students who used the linguistic integrative model, indicating the positive impact of technology-based teaching approaches on students' proficiency in reading. Based on the results of this study, the researcher made the following recommendations: integrate educational technology into teaching the reading courses at the college; provide professional programs for teachers to train them to use the linguistic integrative approaches; and provide linguistic laboratories that are equipped with modern techno...

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Section: Problem Statementmentioning

confidence: 84%

Section: The Advantages Of the Linguistic Integrative Modelmentioning

confidence: 99%

A Linguistic Integrative Model for Enhancing College Students’ English Reading Competence

Madkour¹

2016

IJEL

View full text Add to dashboard Cite

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“…É um comportamento requerido ao longo de toda a vida escolar. No entanto, durante a formação em nível de graduação, traz ainda mais exigências, uma vez que envolve a capacidade de interpretar textos mais longos e com maior grau de complexidade, tais como artigos científicos e de examinar criticamente as informações (Cisneros-Estupiñán, Olave-Arias, & Rojas-García, 2012; Linderholm et al, 2014;Springer, Wilson, & Dole, 2014). Apesar de ser um comportamento básico para a vida acadêmica, estudos têm indicado que os estudantes ingressam no ensino superior com uma série de deficiências na capacidade de leitura (Alcará & Santos, 2013;Cantalice & Oliveira, 2009;Cisneros-Estupiñán et al, 2012;Oliveira et al, 2015;Simpson, Hynd, Nist, & Burrell, 1997;Springer et al, 2014), o que pode afetar seu sucesso acadêmico, a permanência na universidade, assim como a própria qualidade da formação profissional.…”

Section: Discussionunclassified

“…No entanto, há evidências de que o comportamento de ler textos funcionalmente pode ser deliberadamente ensinado (Agassi, 2013;Fujimoto et al, 2011;Linderholm et al, 2014;Oliveira & Santos, 2008;Simpson et al, 1997). Porém, é um comportamento complexo, que envolve diversos outros comportamentos, tal como pode ser observado na Tabela 3.…”

Section: Discussionunclassified

“…Por outro lado, pesquisas têm demonstrado que intervenções sobre estratégias de estudo melhoram o rendimento acadêmico (Basso, Graf, Lima, Schmidt, & Bardagi, 2013;Ghamari, Barmas, & Biglari, 2013;Oliveira & Santos, 2008), a compreensão textual (Fujimoto, Hagel, Turner, Kattiyapornpong, & Zutshi, 2011;Linderholm, Therriault, & Kwon, 2014;Oliveira & Santos, 2008), reduzem os transtornos e dificuldades de aprendizagem e contribuem para a regulação afetivo-motivacional do aluno (Häfner, Stock, & Oberst, 2015), proporcionando-lhe o aumento da capacidade de autorregulação da aprendizagem (Basso et al, 2013). Investir em programas interventivos que visem ao aperfeiçoamento das estratégias de estudo parece ser uma contribuição importante para a melhoria do desempenho acadêmico dos estudantes, assim como da qualidade de sua intervenção profissional futura.…”

Section: Introductionunclassified

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