READING COMPREHENSION

A Mother's Day is celebrated in the U.S.It's also a holiday in some other countries.It is on the second Sunday in May.It is a day to thank mothers.On that day mothers usually receive flowers and cards.On the cards,children will write "Thanks,Mom","To the best mother in the world","Best wishes for Mother's Day" and so on.     

USING ADVANCE ORGANIZERS TO FACILITATE READING COMPREHENSION AMONG OLDER ADULTS

The following study investigated the effectiveness of comprehension preadjunct questions as a learning strategy for older adults in a classroom setting. Preadjunct questions are questions presented at the beginning of the to‐be‐learned material to guide what is learned and to increase the likelihood that learners will correctly answer criterion test questions. Fifty‐five adults from 55 to 70 years of age were randomly assigned to two groups: the preadjunct question group and a no‐question control group. The groups viewed a video on high blood pressure and completed a recall posttest immediately after viewing the video and 7 days later. Results demonstrated that there was no significant difference between groups. However, the no‐question control group obtained a higher mean score on both the immediate and delayed recall tests than did the preadjunct question group. Results were explained in terms of resource theory of cognitive aging. If educators plan to use preadjunct questions when teaching older adults, they are advised to build opportunities for training and practice into their teaching plans.     

COACHING MIDDLE-LEVEL TEACHERS TO THINK ALOUD IMPROVES COMPREHENSION INSTRUCTION AND STUDENT READING ACHIEVEMENT

In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a schoolwide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to think alouds in which they exposed students to comprehension strategies that they used while reading. The achievement of their students was compared with the achievement of students whose teachers participated in the ongoing professional development but who were not coached. Results indicate that the coached teachers changed their instructional practices and that student achievement improved as a result.     

COMPREHENSION

A Most people around the world are right-handed.This also seems to be true in history.In 1799,scientists studied works of art made at different times from 1500 B.C.to the 1950s.Most of the people shown in these works are right-handed,so the scientists     

COMPREHENSION

AMost people around the world are right-handed.This also seems to be true in history.In 1799,scientists studied works of art made at different times from 1500 B.C.to the 1950s.Most of the people shown in these works are right-handed,so the scientists guessed that right-handedness has always been common through history.     

COMPREHENSION

正A We find many kinds of animals on the earth.Some animals,like tigers,and elephants,live in big forests.They are called wild(野生的)animals.Some others,like cows and dogs,live with man and we call them domestic(驯养的)animals.Animals are important to man.Man catches wild animals for fur(毛皮)and meat.Domestic animals give man food,too.They are more important than wild animals.Without them life would be hard.     

COMPREHENSION

(A) Donna Ashlock, a 14-year-old girl from America, was very sick. She had a bad heart. "Donna must have a new heart," said her doctors, "or she will die soon."     

THE UTILITY OF MAZE ACCURATE RESPONSE RATE IN ASSESSING READING COMPREHENSION IN UPPER ELEMENTARY AND MIDDLE SCHOOL STUDENTS

This study examined the predictive utility of five formative reading measures: words correct per minute, number of comprehension questions correct, reading comprehension rate, number of maze correct responses, and maze accurate response rate (MARR). Broad Reading cluster scores obtained via the Woodcock–Johnson III (WJ III) Tests of Achievement served as the criterion variable. Examiners administered all reading measures to 98 students enrolled in upper elementary (UES) and middle school (MS) grades (grades 4 through 8). Results indicated significant intercorrelations within all predictor variables for the combined and UES samples; fewer intercorrelations existed at the MS level. MARR exhibited the highest correlation with WJ III Broad Reading across all correlational analyses. Additional regression analyses indicated that the MARR technique best predicted WJ III Broad Reading cluster scores across all groups analyzed. Limitations of the current study and suggestions for future research are discussed.     

ANALYSIS OF “CHUNKED” TEST ITEMS AS MEASURES OF READING AND LISTENING COMPREHENSION1

A new type of test item was developed which required Ss to recognize groups of words, i.e., chunks, whose meaning had been changed from that in the original reading or listening passage. In one study involving 52 Ss and 20 test variables, individual differences on the chunked reading test were found to correlate .68 with a multiple-choice alternate form. In another study, the decrease in listening comprehension due to increased speech rate as measured by the chunked items was roughly parallel to the decrease as measured by the multiple-choice questions. These data were interpreted as providing evidence for the validity of the chunked items as measures of comprehension. However, other results suggested that the chunked items may be less dependent upon grammatical and vocabulary knowledge and more sensitive to within individual changes in comprehension as compared to the traditional multiple-choice question.     

GENDER MODERATES ASSOCIATION BETWEEN EMOTIONAL‐BEHAVIORAL PROBLEMS AND TEXT COMPREHENSION IN CHILDREN WITH BOTH READING DIFFICULTIES AND ADHD

Evidence suggests that higher order linguistic functioning such as text comprehension is particularly vulnerable to emotional modulation. Gender has been identified as an important moderating variable in emotional expression such that girls tend toward internalizing emotions (e.g., sadness, anxiety) whereas boys tend toward externalizing emotions (e.g., anger, combativeness), which may influence the relationship between emotion and text comprehension. The present study examined whether gender moderates the relationship between emotional‐behavioral problems and text comprehension among children (n = 187; boys = 115, girls = 72) with both word reading difficulties (RD) and attention‐deficit/hyperactivity disorder (ADHD), a sample widely acknowledged to be at increased risk for developing emotional‐behavioral problems such as anxiety, poor academic self‐concept, and delinquency. A moderated regression analysis tested for the significance of two separate interaction terms (i.e., gender × externalizing problems, gender × internalizing problems) after controlling for gender, IQ, basic reading skills, cognitive‐linguistic processes closely related to reading, attentional problems, internalizing problems, and externalizing problems. Results indicated that gender significantly and uniquely moderates the relationship between emotional‐behavioral problems and text comprehension. Specifically, text comprehension was relatively lower among girls with relatively higher externalizing problems, whereas no such association was observed among boys. These results contribute to our understanding of cognition–emotion interactions within reading development and raise important implications.     

DOES RESEARCH SUPPORT THE USE OF “PURPOSE QUESTIONS” ON READING COMPREHENSION TESTS?

The inclusion of "purpose questions" before passages in reading comprehension tests is evaluated in light of recent research related to schema theory and adjunct questions. Schema-theoretic studies of prepassage cues to the theme of a reading selection suggest that purpose questions may serve a schema activating function. Recent studies of higher level (nonliteral) prepassage questions also support this view. Conclusions commonly drawn from studies using literal level prepassage questions cannot be applied directly to the use of purpose questions on the Metropolitan Achievement Tests. While research supports the use of purpose questions, gaps and weaknesses in the available data exist. Suggestions for further study are provided.     

TEACHING READING COMPREHENSION TO LEARNERS WITH AUTISM SPECTRUM DISORDER: PREDICTORS OF TEACHER SELF‐EFFICACY AND OUTCOME EXPECTANCY

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and hierarchical regression analysis were utilized to investigate teacher preparedness to use effective practices, along with the job‐related factors of experience, administrator support, learner verbal ability, and instructional setting, as predictors of (1) teacher perceived self‐efficacy and (2) teacher perceived outcome expectancy teaching reading comprehension to learners with ASD. Study findings, based on 112 teacher participants, indicate that teachers with a higher confidence in using effective practices have both a higher perception of their own ability to teach comprehension (self‐efficacy), and a higher expectation of their own ability to increase instructional outcomes in learners with ASD (outcome expectancy). Implications for practice include professional development recommendations and provision of ongoing support from principals and administrators.     

READING

(A) A mother fly(苍蝇) had a travel with her children. They flew from one shop to another and they flew from one restaurant to another. They had much nice food and drink. They were very happy.