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  • 1
    Electronic Resource
    Electronic Resource
    High school students' use of diagrams during reading (1993)
    Oxford, UK : Blackwell Publishing Ltd
    Journal of research in reading 16 (1993), S. 0 
    Details
    ISSN: 1467-9817
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Linguistics and Literary Studies , Education
    Notes: This study examines how high school students use diagrams and summaries during reading and the effects of such on comprehension. The roles of verbal and spatial ability are also examined. Seventy-four Year 7 (13-year-old) students each read a text presented on a computer screen. The text was presented one sentence at a time and subjects could call up a diagram or content-equivalent summary of the main ideas of the text at any time. Time to read the sentences and the adjunct aids was controlled by the subject and recorded by the computer. In addition, the computer kept a record of where in the text subjects made a text-to-aid move. After reading, the subjects completed a 10-minute filler task and then produced free recalls of the text. The free recalls were examined for the inclusion of details and main ideas. Path analyses showed a significant direct effect of verbal ability on the recall of details and main ideas as well as a significant indirect effect through time on diagram. Spatial ability was not found to have any effect on recall, either directly or indirectly. Analyses of text-to-diagram moves showed more inspections in the first few sentences followed by an essentially random inspection pattern. Instructional implications are discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-9817.1993.tb00035.x
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    Reciprocal teaching and reading comprehension: a review (1988)
    Oxford, UK : Blackwell Publishing Ltd
    Journal of research in reading 11 (1988), S. 0 
    Details
    ISSN: 1467-9817
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Linguistics and Literary Studies , Education
    Notes: Reading researchers recently have turned their attention to co-operative forms of learning and teaching. One particular form of co-operative teaching is reciprocal teaching which involves the reciprocal interaction of experts and novices in explicit, overt demonstrations of strategy use. Scaffolding, active meaningful involvement, feedback, and fading of the expert's leading the interactions are seen as critical elements of the technique. This paper outlines the theoretical underpinnings of the technique and reviews research examining the effects of reciprocal teaching of comprehension strategies (summarising, predicting, clarifying, questioning) on comprehension disabled subjects. In general the findings show powerful effects, effects that transfer and generalise. The potential of the technique for enhancing other reading skills is discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-9817.1988.tb00144.x
    Library Location Call Number Volume/Issue/Year Availability
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    Paper (German National Licenses)
    Fulltext
  • 3
    Electronic Resource
    Electronic Resource
    Aspects of Metacognitive Knowledge about Reading (1983)
    Oxford, UK : Blackwell Publishing Ltd
    Journal of research in reading 6 (1983), S. 0 
    Details
    ISSN: 1467-9817
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Linguistics and Literary Studies , Education
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-9817.1983.tb00244.x
    Library Location Call Number Volume/Issue/Year Availability
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    Paper (German National Licenses)
    Fulltext
  • 4
    Electronic Resource
    Electronic Resource
    Learning from Texts and Visual Aids: a Developmental Perspective (1997)
    Oxford, UK and Boston, USA : Blackwell Publishers Ltd
    Journal of research in reading 20 (1997), S. 0 
    Details
    ISSN: 1467-9817
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Linguistics and Literary Studies , Education
    Notes: The aims of this research were to investigate the ways in which students in primary and secondary schools process texts and accompanying visual aids and to ascertain any developmental patterns. Think-aloud protocols were gathered from 119 Grade 5, Grade 7 and Grade 9 students while they read and studied grade-appropriate History and Science materials which contained both text and visual aids (tables, diagrams). Analyses of the think-aloud protocols yielded over 50 different processes, subsumed under 10 major categories. While the History results showed no reliable grade differences in the 10 think-aloud categories, the Science results showed developmental differences. Older students demonstrated a more diverse array of strategies, and explicit linking of text and visual aid information was not as evident in the younger students. ANOVAs following cluster analyses showed weak relationships between cluster membership and outcomes. Implications for instruction are discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/1467-9817.00033
    Library Location Call Number Volume/Issue/Year Availability
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    Paper (German National Licenses)
    Fulltext
  • 5
    Electronic Resource
    Electronic Resource
    The effects of illustrations on children's comprehension of abstract and concrete passages (1985)
    Oxford, UK : Blackwell Publishing Ltd
    Journal of research in reading 8 (1985), S. 0 
    Details
    ISSN: 1467-9817
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Linguistics and Literary Studies , Education
    Notes: This study investigates the effects of illustrations on 11-year-olds' comprehension of abstract and concrete passages. For half the subjects, illustrations were provided and these subjects were instructed to utilize the illustrations in comprehending each of the stories. Results for the concrete passage revealed no significant effects due to the illustration, although ability effects were found for literal, inferential and total comprehension. Similar ability effects were found for the abstract passage. In addition, for the abstract passage significant effects attributable to the illustration were revealed for inferential and total comprehension. A more detailed analysis of this facilitative effect showed that both text-based and script-based inferences were significantly enhanced when an illustration accompanied the abstract passage.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-9817.1985.tb00272.x
    Library Location Call Number Volume/Issue/Year Availability
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    Paper (German National Licenses)
    Fulltext
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