Text Comprehension and Discourse Processing

The efficacy of Collaborative Strategic Reading in middle school science and social studies classes

“…To determine explicit and implicit strategies that influence reading comprehension, researchers have identified the thought processes that occur before, during, and after reading, often by asking skilled adult readers to think aloud as they read and comparing their articulated reading behaviors to those of less skilled readers or young people learning to read (e.g., Butcher & Kintsch, 2003;Pressley & Afflerback, 1995;Klingner, 2004;Pardo, 2004;Rudell & Unrau, 2004;Schallert & Martin, 2003). Others have looked at the neuropsychological processes, such as the study of eye gaze, to determine how individuals process text, noting for example how individuals spend more time on longer words than shorter ones, pause at certain points to clarify understanding, or move back and forth between sections of text to develop understanding as they go (e.g., Forster & Lavie, 2009;Smallwood, Fishman, & Schooler, 2007;Starr, Miller, Kambe, Miller, & Keith, 2002).…”

“…In addition to examining student outcomes on reading assessments, we were also interested in determining how students applied the target CSR reading behaviors thought to influence reading comprehension (e.g., Butcher & Kintsch, 2003;Klingner, 2004;Pardo, 2004;Rudell & Unrau, 2004;Schallert & Martin, 2003). Generally, strong comprehenders interact more actively with text and they seem to integrate a variety of strategies throughout the reading process to support text comprehension.…”

Eesti keele riiklike tasemetööde tekstimõistmisülesannete analüüs

“…Sellist mõistmist iseloomustab teksti pinnapealne lugemine, kus loetut ei seostata eelteadmiste ja kogemustega (Butcher, Kintsch 2012). PISA raamdokumendi (OECD 2008) järgi on madalaima tasandi tunnuseks eelkõige oskus hankida tekstist infot.…”

“…Sellel tasandil on fookuses eri sündmuste, tegevuste ja väidete võrdlemine ja sidumine tervikuks, samuti tekstitühikute täitmine ning uue info seostamine lugeja eelteadmistega (Butcher, Kintsch 2012). Teksti mõistmist järel-daval tasandil iseloomustab see, kui õpilane saab aru tegelaste käitumismotiividest ja otsustest, oskab neid tõlgendada ning luua põhjuse ja tagajärje seoseid (NAEP 2008, OECD 2008.…”

Differences in students’ reading comprehension of international financial reporting standards: a South African case

“…Reading comprehension is also affected by the reader's abilities, attributes and motivation (Butcher & Kintsch, 2003;Fletcher, 1994;Narvaez, 2002;Pardo, 2004;Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001). A reader's motivation is a consequence of their interest, emotion and persistence in reading the text, while a reader's abilities and attributes are influenced by the reader's socio-cultural environment and understanding of the world (Pardo, 2004).…”