Reading Skill, Textbook Marking, and Course Performance

Bell, Kenneth E.; Limber, John

doi:10.1080/19388070802695879

Cited by 30 publications

(28 citation statements)

References 24 publications

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“…Regarding the Process strategies at a macro level of the text, the findings revealed that several monolingual Greek students highlight the most important information, thus supporting findings of previous studies that considered 'underlining important information in the text as a common behavior (Anastasiou & Griva, 2009;Bell & Limber, 2009;Lonka, Lindblom-Ylänne & Maury, 1994). To facilitate the process of understanding, both bilingual and monolingual students adopted the strategy of 'breaking the text down into parts', thus helping the working memory to store information from one or more sentences and construct the meaning (Carretti, Borella & De Beni, 2007;Geladari, Griva & Mastrothanasis, 2010).…”

Section: Journal Of Studies In Educationsupporting

confidence: 83%

Children ‘Think Aloud’ and ‘Talk About’ Vocabulary Strategies in an Integrated Memory-based Text Framework

Rachanioti

Griva

Alevriadou

2017

JSE

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The present study aimed at recording and comparing the vocabulary strategies employed by Greek students and bilingual immigrants in an integrated memory-based text framework. Moreover, an effort to correlate the language strategies employed by the participants with their academic performance was attempted. The sample consisted of 20 monolingual and 20 bilingual students of Albanian origin, who attended the 5 th and 6 th grade of three primary schools in Eastern Thessaloniki, Greece. The monolingual and bilingual students were matched according to their mark reports on academic performance. Qualitative techniques were used for data collection: a) an instrument for recording students' profiles and their difficulties in acquiring vocabulary and memorizing a text b) 'think aloud' protocols and retrospective interviews. The identification of the strategies, employed by monolingual and bilingual children in an integrated text framework resulted in the compilation of a strategy ISSN 2162-6952 2017 www.macrothink.org/jse 62 model: a) exploration strategies, b) process strategies, c) memory strategies and d) confirmation/consolidation strategies. The correlation of the process strategies with the academic performance was statistically significant in monolingual students, as well as in bilinguals. A stronger positive correlation was found between the memory strategies and the monolinguals' academic performance, while a positive trend also emerged for bilinguals. Although the study is limited in scope, the strategies resulted from the analysis of the collected data, constitute a holistic process/approach of vocabulary acquisition in an integrated memory-based text framework. Journal of Studies in Education

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Section: Journal Of Studies In Educationsupporting

confidence: 83%

Children ‘Think Aloud’ and ‘Talk About’ Vocabulary Strategies in an Integrated Memory-based Text Framework

Rachanioti

Griva

Alevriadou

2017

JSE

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“…For instance, although studying with friends may have some benefits, students may not always collaborate appropriately when studying together. Also, highlighting by a textbook publisher or instructor can improve performance, but students' use of highlighting has been shown to yield mixed results, depending on the skill of the user (e.g., Bell & Limber, 2010;Fowler & Barker, 1974). Thus, at least some of these strategies may actually be relatively inert when used by typical students.…”

Section: Discussionmentioning

confidence: 99%

Study strategies of college students: Are self-testing and scheduling related to achievement?

2011

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) and Karpicke, Butler, and Roediger (Memory, 17:471-479, 2009), have surveyed college students' use of various study strategies, including self-testing and rereading. These studies have documented that some students do use self-testing (but largely for monitoring memory) and rereading, but the researchers did not assess whether individual differences in strategy use were related to student achievement. Thus, we surveyed 324 undergraduates about their study habits as well as their college grade point average (GPA). Importantly, the survey included questions about self-testing, scheduling one's study, and a checklist of strategies commonly used by students or recommended by cognitive research. Use of self-testing and rereading were both positively associated with GPA. Scheduling of study time was also an important factor: Low performers were more likely to engage in late-night studying than were high performers; massing (vs. spacing) of study was associated with the use of fewer study strategies overall; and all students-but especially low performers-were driven by impending deadlines. Thus, self-testing, rereading, and scheduling of study play important roles in real-world student achievement.

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“…Dans les questionnaires (Q3-2 et Q3-3), la façon de faire, en théorie, semble relativement claire pour plusieurs jeunes interrogés, mais ceux interrogés en entrevues éprouvent plus d'hésitations face aux traces à laisser sur le texte, ce qui pourrait affecter leur perception de contrôle au moment d'annoter. Comme le recours à une stratégie serait influencé par le fait que les élèves sachent quand et comment l'utiliser (Cartier, 2006), cette situation pourrait affecter l'efficacité de l'annotation, voire la performance en lecture (Bell et Limber, 2010).…”

Section: Discussion Des Résultatsunclassified

“…En contexte universitaire, Lamberski et Roberts (1979) ont observé chez des étudiants du premier cycle universitaire ou undergraduates (n = 176) les effets concluants du recours à des codes de couleur sur la rétention de textes courants. Des résultats sur un plus large échantillon (n = 446) montrent aussi l'importance de la façon d'annoter des textes courants à l'université : pour des étudiants malhabiles ou faibles lecteurs, l'annotation mal gérée pourrait nuire à la performance scolaire (Bell et Limber, 2010).…”

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Perceptions, par les élèves, des pratiques d’annotation du texte narratif bref en situation d’évaluation de la lecture au secondaire

Babin

Dezutter

2013

rse

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Reading Skill, Textbook Marking, and Course Performance

Cited by 30 publications

References 24 publications

Children ‘Think Aloud’ and ‘Talk About’ Vocabulary Strategies in an Integrated Memory-based Text Framework

Children ‘Think Aloud’ and ‘Talk About’ Vocabulary Strategies in an Integrated Memory-based Text Framework

Study strategies of college students: Are self-testing and scheduling related to achievement?

Perceptions, par les élèves, des pratiques d’annotation du texte narratif bref en situation d’évaluation de la lecture au secondaire

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