The Effects of Reader and Text Characteristics on Imagery Reported During and After Reading

Long, Shirley A.; Winograd, Peter; Bridge, Connie A.

doi:10.2307/747774

Cited by 68 publications

(33 citation statements)

References 29 publications

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“…The findings from the IRSFL reveal that the most prominent EFL reading strategies used in biotechnology engineering involve re-reading for better understanding, using background knowledge to relate it with the text being read, using text features (pictures, tables, charts), which is in line with the findings of Park (2010) and Sheorey and Mokhtari (2001). Many studies on text comprehension indicate that successful readers call on background knowledge (Alexander, Schallert, & Hare, 1991) to make inferences (Graesser, Singer, & Trabasso, 1994) and to comprehend the text (Long, Winograd, & Bridget, 1989). Background knowledge has a significant effect on student performance, explaining up to 81% of the variance in posttest scores (Dochy, Segers, & Buehl, 1999).…”

Section: Discussionsupporting

confidence: 68%

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

Bojović¹

2017

ESP Today

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This paper explores the concepts of disciplinary literacy and content-area literacy as well as disciplinary literacy in English as a foreign language for biotechnology engineering. Literacy practices in English as a foreign language in biotechnology are focused on the reading practices and reading strategies that students and disciplinary experts use. The participants are 94 undergraduate students of biotechnical sciences at the University of Kragujevac, Serbia, and 46 biotechnology engineering experts. The focus of the study is the use of reading strategies in English by these two groups. Based on measures of internal consistency, descriptive statistics and ANOVA, the study demonstrates that the most prominent reading strategies used by biotechnology students and experts involve re-reading for better understanding and for details, using background knowledge, using text features, and finding main ideas. The experts generally use reading strategies more frequently than the students. They are more motivated to read English-medium material than the students; they choose the text for reading on their own, confirm the purpose of reading, and discuss what is read with others significantly more frequently than the students. Reading silently is the only reading strategy where gender differences were found.Key words biotechnology engineering, disciplinary literacy, English as a foreign language, reading, strategies. * Corresponding address: Milevica Bojović, University of Kragujevac, Faculty of Agronomy in Čačak, Cara Dušana 34, 32000 Čačak, Serbia. DISCIPLINARY LITERACY IN ENGLISH AS A FOREIGN LANGUAGE IN BIOTECHNOLOGY ENGINEERINGhttps://doi.org/10.18485/esptoday.2017.5.2.5Vol. 5(2)(2017): Sažetak Cilj ovog rada je da se odrede pojmovi disciplinarne pismenosti, pismenosti u okviru različitih sadržaja i disciplinarne pismenosti u oblasti engleskog kao stranog jezika u biotehnologiji. Kako je ispitivanje pismenosti na engleskom kao stranom jeziku u oblasti biotehnologije usmereno na praćenje aktivnosti čitanja i strategija čitanja, cilj rada je i ispitati koje strategije čitanja na engleskom jeziku primenjuju studenti i stručnjaci. Uzorak čini 94 studenata osnovnih studija Univerziteta u Kragujevcu i 46 stručnjaka u oblasti biotehnološkog inženjerstva. Na osnovu rezultata dobijenih statističkim postupcima kao što su interna konzistentnost, deskriptivna analiza i univarijantna analiza varijanse, istraživanje ukazuje da i studenti i stručnjaci u oblasti biotehnologije najčešće primenjuju sledeće strategije čitanja: ponovno čitanje radi boljeg razumevanja teksta, ponovno čitanje radi pronalaženja pojedinosti u tekstu, primena već stečenih znanja, korišćenje osobina teksta radi njegovog razumevanja, pronalaženje glavne ideje u tekstu. Stručnjaci primenjuju strategije čitanja češće nego što to čine studenti. Stručnjaci su i značajno više motivisani da čitaju na engleskom jeziku u odnosu na studente. Takođe, stručnjaci značajno češće samostalno biraju tekstove koje će čitati na engleskom jeziku, potvrđuju svrsishodnost...

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Section: Discussionsupporting

confidence: 68%

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

Bojović¹

2017

ESP Today

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“…Thus, the intervention utilizes multiple sensory modalities in order to help improve internal visual and phonological representations. The use of imagery as a focus of the intervention is based on several studies relating the use of imagery in reading including a self report study of imagery during reading (Long et al, 1989), use of imagery in semantic retrieval (Kosslyn, 1976), and more direct measures of relating imagery during reading to improved processing and comprehension (Sadoski, 1983; Linden and Wittrock, 1981). The intervention was administered at the subjects’ school by employees of the Lindamood-Bell Corporation © who were specifically trained to administer the program.…”

Section: Methodsmentioning

confidence: 99%

Gray matter volume changes following reading intervention in dyslexic children

et al. 2011

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Studies in children and adults with the reading disability developmental dyslexia have shown behavioral improvements after reading intervention. In another line of work, it has been shown that intensive training in a variety of cognitive and sensorimotor skills can result in changes in gray matter volume (GMV). This study examined changes in GMV following intensive reading intervention in children with dyslexia using voxel-based morphometry (VBM). Eleven dyslexic children underwent an eight week training focused on mental imagery, articulation and tracing of letters, groups of letters and words, which resulted in significant gains in reading skills. This was followed by an eight week null period (control) where no intervention was administered and no further significant gains in reading were observed. Structural scans were obtained before the intervention, after the intervention and after the null period. GMV increases between the first two time points were found in the left anterior fusiform gyrus/hippocampus, left precuneus, right hippocampus and right anterior cerebellum. However these areas did not change between time points two and three (control period), suggesting that the changes were specific to the intervention period. These results demonstrate for the first time that (1) training-induced changes in GMV can be observed in a pediatric sample and (2) reading improvements induced by intervention are accompanied by GMV changes.

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“…One study comparing ratings on the shortened version of Betts' (1909) Questionnaire upon Mental Imagery (QMI) and ratings of imagery during the reading of a fictional text (Long et al 1989) found correlations between the two scores, and this may have something to do with the QMI being less centred on the visual, and hence the pictorial, modality. Kosslyn and Thompson (2003) have also proposed that the ongoing debate about whether activity in primary visual cortex (V1) increases when imagining, as it does when seeing, should take into account the possibility that tasks to which the detailed geometric shape of objects being imagined isn't relevant may not activate V1, although they may still activate other retinotopically mapped areas involved in processing, for example, colour, motion, or spatiality (Thomas 2010).…”

Section: Imaginative Prompts: Literary Texts and Imagery Questionnairesmentioning

confidence: 95%

Reading imaginatively: The imagination in cognitive science and cognitive literary studies

Troscianko

2013

Journal of Literary Semantics

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I argue that literary studies can contribute to the "imagery debate" (between pictorialist, propositionalist, and enactivist accounts of mental imagery). While imagery questionnaires are pictorially configured and conflate imagining and seeing with pictorial representation, literary texts can exploit language's capacity for indeterminacy and therefore elicit very different imaginative experiences, thus illuminating the non-pictorial qualities of mental imagery.

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The Effects of Reader and Text Characteristics on Imagery Reported During and After Reading

Cited by 68 publications

References 29 publications

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

Gray matter volume changes following reading intervention in dyslexic children

Reading imaginatively: The imagination in cognitive science and cognitive literary studies

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