The document discusses factors that affect the assessment of reading abilities, including the influence of text characteristics and background knowledge. It explores how text length, topic, and language can impact comprehension scores. Both short and long texts are discussed, noting that short texts may better measure some abilities while long texts are more suitable for academic assessment. The relationship between text content and test questions/required information is also covered, as well as how testing different skills, like linguistic knowledge versus comprehension, should inform test design.
A basis of Theoretical Methods of Reading Comprehension. It made the students analyze the Theories of reading.. This also helped me to my TEACHING READING Subject.
Quantification of Portrayal Concepts using tf-idf Weightingijistjournal
Term frequencies and inverse document frequencies have been successfully applied in determining
weighting for document rankings. However these have been more successful in text mining and in
extraction techniques used in the web. Concept mining has become increasingly popular in the research
and application areas of Computer Science. This paper attempts to demonstrate the limited usage of term
frequency and inverse document frequency for the application of weighting calculations for ranking
documents that are based on concept quantifications. The case study considered for experiment in this
paper, is based on concept terms of David Merrill’s First Principles of Instruction (FPI). Merrill’s FPI
applies cognitive structures explicitly for analyzing instructional materials. Therefore it is justified that the
terms categorized under each cognitive structure (or portrayal) of FPI can be taken as respective concept
of that portrayal. As question papers are representative of cognitive structures in a more clear and logical
way, four question papers on ‘C Language’ have been considered for the experimental study, that are
detailed in this paper. Manual method has been adopted for the computation of quantities of portrayals in
selected documents for the purpose of comparative study. As manual method is accurate, the values
(results) are considered as benchmark values. These benchmark values are considered for comparing with
normalized term frequencies that are derived (experimented) from automated extractions from the same
selected documents. The study is however limited to four documents only. Conclusions are drawn from this
experimental study, which will be of immense use to concept mining researchers as well as for instructional
designers.
The Effect of Grammar vs. Vocabulary Pre-teaching on EFL Learners’ Reading Comprehension: A Schema-Theoretic View of Reading - Dr. Ali Jahangard Assistant professor of Sharif University of Technology
Dr. Ahmad Moinzadeh Assistant professor of University of Isfahan
Akbar Karimi, M.A Student of Mobarakeh Board of Education, Isfahan Abstract
**** summary by www.sepatubordir.com
Utilizing Reciprocal Strategies to Improve Non English Majored Students’ Read...ijtsrd
The research aims to make an overview introduction of reciprocal teaching and examine the effects of this teaching technique on improving non English majored students’ reading comprehension at UNETI. The research employed a quasi experimental design with mixed methodology approach. SPSS 22 statistic technique of independent t test and paired sample t test was applied to process and analyze the quantitative data. The significance value was measured at 0,365 which is higher than the level of significance 0,05 . This proved that there was a significant effect of using RT strategy on students’ reading comprehension. Besides, qualitative methodology was applied in order for the researchers to get deeper understanding on participants’ performance and attitudes towards reciprocal teaching in reading class. With data collection tools as journals and focus group interview, textual data was gathered, analyzed and crosschecked to evaluate the validity and reliability of the research. The findings demonstrated that participants are impacted positively with reciprocal teaching instruction. In the light of the present study, the students reported that they found the reading lessons more interesting and exciting. Besides, the students were motivated to interact in class to discuss the target passage. Hence, they felt more confident and responsible for their own study. Nguyen Thi Thanh Ha | Vu Viet Phuong | Do Thi Tieu Yen "Utilizing Reciprocal Strategies to Improve Non- English Majored Students’ Reading Comprehension" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38601.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38601/utilizing-reciprocal-strategies-to-improve-non-english-majored-students’-reading-comprehension/nguyen-thi-thanh-ha
Proving a proposition is emphasized in undergraduate mathematics learning. There are three strategies in proving or proof-production, i.e.: proceduralproof, syntactic-proof, and semantic-proof production. Students‟ difficulties in proving can occur in constructing a proof. In this article, we focused on students‟ thinking when proving using semantic-proof production. This research is qualitative research that conducted on students majored in mathematics education in public university in Banten province, Indonesia. Data was obtained through asking students to solve proving-task using thinkaloud and then following by interview based task. Results show that characterization of students‟ thinking using semantic-proof production can be classified into three categories, i.e.: (1) false-semantic, (2) proof-semantic for clarification of proposition, (3) proof-semantic for remembering concept. Both category (1) and (2) occurred before students proven formally in Representation System Proof (RSP). Nevertheless, category (3) occurred when students have proven the task in RSP then step out from RSP while proving. Based on the results, some suitable learning activities should be designed to support the construction of these mental categories.
A basis of Theoretical Methods of Reading Comprehension. It made the students analyze the Theories of reading.. This also helped me to my TEACHING READING Subject.
Quantification of Portrayal Concepts using tf-idf Weightingijistjournal
Term frequencies and inverse document frequencies have been successfully applied in determining
weighting for document rankings. However these have been more successful in text mining and in
extraction techniques used in the web. Concept mining has become increasingly popular in the research
and application areas of Computer Science. This paper attempts to demonstrate the limited usage of term
frequency and inverse document frequency for the application of weighting calculations for ranking
documents that are based on concept quantifications. The case study considered for experiment in this
paper, is based on concept terms of David Merrill’s First Principles of Instruction (FPI). Merrill’s FPI
applies cognitive structures explicitly for analyzing instructional materials. Therefore it is justified that the
terms categorized under each cognitive structure (or portrayal) of FPI can be taken as respective concept
of that portrayal. As question papers are representative of cognitive structures in a more clear and logical
way, four question papers on ‘C Language’ have been considered for the experimental study, that are
detailed in this paper. Manual method has been adopted for the computation of quantities of portrayals in
selected documents for the purpose of comparative study. As manual method is accurate, the values
(results) are considered as benchmark values. These benchmark values are considered for comparing with
normalized term frequencies that are derived (experimented) from automated extractions from the same
selected documents. The study is however limited to four documents only. Conclusions are drawn from this
experimental study, which will be of immense use to concept mining researchers as well as for instructional
designers.
The Effect of Grammar vs. Vocabulary Pre-teaching on EFL Learners’ Reading Comprehension: A Schema-Theoretic View of Reading - Dr. Ali Jahangard Assistant professor of Sharif University of Technology
Dr. Ahmad Moinzadeh Assistant professor of University of Isfahan
Akbar Karimi, M.A Student of Mobarakeh Board of Education, Isfahan Abstract
**** summary by www.sepatubordir.com
Utilizing Reciprocal Strategies to Improve Non English Majored Students’ Read...ijtsrd
The research aims to make an overview introduction of reciprocal teaching and examine the effects of this teaching technique on improving non English majored students’ reading comprehension at UNETI. The research employed a quasi experimental design with mixed methodology approach. SPSS 22 statistic technique of independent t test and paired sample t test was applied to process and analyze the quantitative data. The significance value was measured at 0,365 which is higher than the level of significance 0,05 . This proved that there was a significant effect of using RT strategy on students’ reading comprehension. Besides, qualitative methodology was applied in order for the researchers to get deeper understanding on participants’ performance and attitudes towards reciprocal teaching in reading class. With data collection tools as journals and focus group interview, textual data was gathered, analyzed and crosschecked to evaluate the validity and reliability of the research. The findings demonstrated that participants are impacted positively with reciprocal teaching instruction. In the light of the present study, the students reported that they found the reading lessons more interesting and exciting. Besides, the students were motivated to interact in class to discuss the target passage. Hence, they felt more confident and responsible for their own study. Nguyen Thi Thanh Ha | Vu Viet Phuong | Do Thi Tieu Yen "Utilizing Reciprocal Strategies to Improve Non- English Majored Students’ Reading Comprehension" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38601.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38601/utilizing-reciprocal-strategies-to-improve-non-english-majored-students’-reading-comprehension/nguyen-thi-thanh-ha
Proving a proposition is emphasized in undergraduate mathematics learning. There are three strategies in proving or proof-production, i.e.: proceduralproof, syntactic-proof, and semantic-proof production. Students‟ difficulties in proving can occur in constructing a proof. In this article, we focused on students‟ thinking when proving using semantic-proof production. This research is qualitative research that conducted on students majored in mathematics education in public university in Banten province, Indonesia. Data was obtained through asking students to solve proving-task using thinkaloud and then following by interview based task. Results show that characterization of students‟ thinking using semantic-proof production can be classified into three categories, i.e.: (1) false-semantic, (2) proof-semantic for clarification of proposition, (3) proof-semantic for remembering concept. Both category (1) and (2) occurred before students proven formally in Representation System Proof (RSP). Nevertheless, category (3) occurred when students have proven the task in RSP then step out from RSP while proving. Based on the results, some suitable learning activities should be designed to support the construction of these mental categories.
Algunas generalidades sobre los procesos que apoyaría la plataforma educativa Kooala la cual promueve la enseñanza e investigación en procesos de comprensión lectora.
A metacognitive based instructional theory proposal into a writing protocol t...argemiro amaya buelvas
Abstract
This article derives from a qualitative multiple-case study carried out in the Licenciatura en Educación Básica con Énfasis en Humanidades-Ingles at University of Córdoba. The participants were a case group and a comparative group from the 6th-semester communication lecture. Both groups were selected according to some comparative criteria. A diagnostic test was performed, as well as a post-test reading comprehension test in English, and other introspective instruments were applied to analyze, compare and contrast the results of the literal paraphrasing subcategory in the pre-intervention and intervention phases. On one hand, in the exploratory phase, the results of the two groups were analyzed quantitatively through a multiple-choice format, as well as qualitatively through a writing protocol in which the students’ decisions based on choices were reported to avoid decisions at random. On the other hand, in the intervention phase, the multiple-choice format was not considered, but an open-ended question in which students are asked to construct the paraphrase. The intervention program was included in the Writing Protocol, consisting of an Instructional Theory based on three metacognitive questions applied to illustrate the reading comprehension processes. These three metacognitive questions were a procedural interpretation of Flavell’s proposal metacognitive knowledge, “Declarative component (What?); Procedural component (How?), and Conditional component (Why?)” (Italic added) (1979) cited in Noushad (2008, p. 8; 11).
Keywords: Literal paraphrasing sub-category, Instructional Theory, writing protocol, metacognitive knowledge, multiple-choice format, open-ended questions.
Abstract: This research is based on ESL reading comprehension. Its purpose is to identify which purpose-built learning actions for constructing text-based and topic-based knowledge first-semester students from the English Language
Teaching Program at Universidad de Córdoba applied more often while reading.
Data was gathered through a reading platform called knockWhy?, along with a reading activity in which students brought up purpose-built learning actions. After using the platform, the students answered a questionnaire in
order to evaluate their experience and opinion about the platform’s design.
Results showed that students brought a significant amount of purpose-built learning actions, which mainly concerned textual-based knowledge, rather than topic-based. Results also revealed that students’ experience with the platform
and its design was significant when bringing up purpose-built learning actions.
Keywords: Reading Comprehension, Topic-Based Knowledge, Text-Based Knowledge, Purpose-Built Learning Actions, CALL (Computer-Assisted Language Learning).
2. Reference
Alderson, J.C. (2000) Assessing reading. (pp. 85-115). C.U.P
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
3. Research into the assessment of reading.
FACTORS AFFECTING THE DIFFICULTY OF READING
TEST ITEMS
FACTORS AFFECTING THE DIFFICULTY OF READING
TEST TEXTS
Background knowledge Vs Text Content
Text length
A reading comprehension exercise:
A Young, Blind Whiz on Computers
Reading Strategy “Inferring”
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
4. Reference
Alderson, J.C. (2000) Assessing reading. (pp. 85-115). C.U.P
TECHNIQUES FOR TESTING READING
Chapter Seven
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
5. Conclusions
Background Knowledge versus Text Content
1.Testing Techniques and Background knowledge have a
great effect on test scores.
2.Content familiarity may enable linguistic skills and
reading comprehension skills.
3.Students do not necessarily do better on materials in
their own academic field.
4.Is Language level a better predictor than knowledge of
the subject area?
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
6. FACTORS AFFECTING THE
DIFFICULTY OF READING
TEST TEXTS
Background knowledge Vs
Text Content
Stone inscriptions from ancient Athens and Attica
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
7. Shohamy (1984) cited in Alderson (p.102) showed
that the text had a significant effect on test scores.
Background Knowledge versus Text Content
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
Whether these texts were based on:
Multiple-choice questions or open-ended questions
Questions were presented in L1 or the L2
8. “subject-related texts might also discriminate against
individuals who happen to possess less background
knowledge in a particular field” (p.103).
Background Knowledge versus Text Content
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
9. Background Knowledge versus Text Content
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
“Erickson and Molly (1983) study suggests that facilitating
effect of content familiarity may extend to enabling
linguistic skills to be better deployed and displayed”
(p.103) yes, but…
10. Background Knowledge versus Text Content
“Students do not necessarily do better on materials in their own academic field”
Moy (1975), koh (1985) and Perez and Shoham (1990)
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
11. Alderson (2000. p.108-109) A problem all reading-test
developers face is how long the texts should be on which
they base their tests.
Text Length
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
12. Engineer (1997) “texts longer
than 1.000 words were used, the
abilities that could be measured
changed”.
Text Length
“The ability to identify the main idea of long texts
might be thought to be qualitatively different from
the ability to identify the man idea in shorter texts ”.
“Testing for academic purposes, is that
this practice reflects more closely the
situation where students have to read
and study long texts ”.
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
13. Text Length
“Long texts allow testers to assess syntactic and lexical
knowledge more than discourse processing abilities..
It is also likely to be much easier to measure
reading speed using longer texts than with a
number of short passages with associated
questions” Alderson (p.108-109)
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
14. Text Length
SHORT TEXTS
Abilities are
qualitatively better
measured.
LONG TEXTS
Abilities are
qualitatively different.
Better for testing
academic purposes
- Syntactic knowledge
- Lexical knowledge
- Background knowledge
Measure reading
speed.
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
15. SUMMARY
We have explored variables that affect the assessment of reading
in a first and second language.
The influence of both the questioning set and the passages on
which comprehension is assessed.
The implications of difficulty of a reading test towards the
relationship between text and items.
The language of the questions, their wording and the frequency
of the vocabulary used.
The relationship between the question and the required
information in the text are clearly crucial.
Item testing reading comprehension and those testing what
might be called linguistic skills is something to be bore in mind
when designing reading tests.
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
16. SUMMARY
We have explored variables that affect the assessment of reading
in a first and second language.
Whether vocabulary knowledge is felt to be a relevant or a
contaminating variable in reading assessment is an important
consideration.
Text topic clearly has an important effect on comprehension,
and especially in the extent to which it engages background
knowledge.
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
18. In linguistics, syntax is the study of the principles and rules for constructing
sentences in natural languages. In addition to referring to the discipline, the
term syntax is also used to refer directly to the rules and principles that
govern the sentence structure of any individual language.
Previous Slide
Text Length
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE
19. LET’S THINK ABOUT IT…
A teacher of English is teaching reading
comprehension to some engineer students. Though,
he/she brings a reading of this particular field in
English.
1. Why do you think he/she did it?
2. Is it correct or not? Why?
3. What is he/she evaluating?
20. Techniques for Testing Reading
Background Knowledge versus Text Content
‘test method’, ‘test technique’ and ‘test format’
•The cloze test and gap-filling
tests
•Multiple-choice techniques
•Matching techniques
•Ordering tasks
•Editing tests
• The C-test
• The cloze elide test
• Short answers tests
• The free recall test
• The summary test
• The gapped summary
• Information transfer
techniques
See a range of different objective and subjective techniques
A MODELING OFREADING STRATEGIESINTO THEREADING PROCESS FROM
A METACOGNITIVE PERSPECTIVE