Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge

PURPOSE: To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both.METHODS: This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard.RESULTS: The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives.CONCLUSION: In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.

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“…RC of texts has a unique importance in the process of acquisition, sharing, and construction of knowledge (5) .…”

Section: Introductionmentioning

confidence: 99%

The relevance of receptive vocabulary in reading comprehension

Nalom

Soares

Cárnio

2015

CoDAS

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“…Several pedagogic experiments (Ozuru et al, 2009;Tarchi, 2010) had already proven that the influence of the initial level of knowledge on further transfer in the process of education is significant; therefore, the experiment includes the pre-test, too, which is a tool for determining the initial level of knowledge of the test participants without the influence of educational text.…”

Section: Methodology Of the Experimentsmentioning

confidence: 99%

On Improving the Experiment Methodology in Pedagogical Research

Horáková¹,

Houška²

2014

IES

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The paper shows how the methodology for a pedagogical experiment can be improved through including the pre-research stage. If the experiment has the form of a test procedure, an improvement of methodology can be achieved using for example the methods of statistical and didactic analysis of tests which are traditionally used in other areas, i.e. measuring the learning outcomes. In particular, we deal with measuring the impact of different text styles of educational texts on the rate of knowledge transfer. For this purpose we are using the methods of statistical and didactic analysis. Statistical methods allow us to determine working hypotheses on statistical significance of differences in didactic characteristics of tests used for measuring the learning outcomes. The working hypotheses, whose validity have not been rejected, show us the weak points of the experiment and allow us to improve it before the experiment has been run in the full scale.

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“…La investigación ha proporcionado evidencias de que (a) a mayor conocimiento relevante posean los lectores, mejor es su comprensión y aprendizaje a partir del texto (véase Fox, 2009, para una revisión) y (b) el conocimiento previo es el más firme predictor de la comprensión lectora (e. g., Tarchi, 2010), «incluso tras controlar el uso de estrategias, inferencias, vocabulario y lectura de palabras» (Cromley, Snyder-Hogan, y Luciw-Dubas, 2010, p. 694).…”

Section: Conocimiento Previo Y Generación De Preguntasunclassified

Learning Approaches and Reading Comprehension: The Role of Student Questioning and Prior Knowledge // Enfoques de aprendizaje y comprensión lectora: El papel de las preguntas de los estudiantes y del conocimiento previo

Cano¹,

García²,

Justicia³

et al. 2014

REV PSICODIDACT

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ResumenLos enfoques de aprendizaje de los estudiantes y la comprensión lectora son constructos que, aunque provenientes de diferentes perspectivas teóricas y metodológicas, podrían estar relacionados. Este estudio analiza esa relación y el papel desempeñado por las preguntas de los estudiantes respecto a un texto típico de ciencias y por su conocimiento previo. Participaron 449 estudiantes de ciencias (cuarto curso de Secundaria) y el análisis de senderos (path analysis) mostró que los enfoques de aprendizaje de los estudiantes a nivel de curso explicaron su comprensión lectora e influyeron indirectamente sobre las preguntas, vía conocimiento previo. El enfoque superficial contribuyó (negativamente), directa e indirectamente, a la comprensión del texto, mientras que el enfoque profundo contribuyó (positivamente), pero sólo indirectamente. Estos resultados enfatizan el papel mediador de las preguntas así como la importancia de adoptar un punto de vista amplio sobre la comprensión de los textos de ciencias.Palabras clave: Enfoques de aprendizaje, comprensión lectora, preguntas de estudiantes, conocimiento previo. AbstractStudents' learning approaches and reading comprehension are two constructs that, despite coming from different theoretical and research perspectives, may be interrelated. The present study investigates this link and the role played by students' questioning in relation to a typical science text and their prior knowledge. The participants were 449 ninth-grade science students and the path analyses showed that students' learning approaches at course level accounted for their reading comprehension and influenced questioning indirectly, via prior knowledge. Surface approach contributed (negatively), to a significant extent, to text comprehension, both directly and indirectly, whereas Deep approach contributed (positively) but only indirectly. These findings underline the mediating role of questioning in the relationship between students' learning approaches and reading comprehension, and highlight the importance of taking a broader view of the variables that can affect students' comprehension of science texts.

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Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge

Cited by 76 publications

References 16 publications

The relevance of receptive vocabulary in reading comprehension

The relevance of receptive vocabulary in reading comprehension

On Improving the Experiment Methodology in Pedagogical Research

Learning Approaches and Reading Comprehension: The Role of Student Questioning and Prior Knowledge // Enfoques de aprendizaje y comprensión lectora: El papel de las preguntas de los estudiantes y del conocimiento previo

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