A more equitable account of the note-taking functions in learning from lecture and from text

Previous research investigating the encoding, encoding-plus-storage, and extermal-storage functions of note taking has failed to equate processing opportunities among the groups. The present studies did so by having the encoding group take notes on two occasions without review, the encoding-plus-storage group take notes one time and review notes the next, and the external-storage group twice review a set of borrowed notes. Three forms of note taking were used: conventional, and note taking on skeletal and matrix frameworks. In both Experiment 1, involving lecture learning, and Experiment 2, involving text learning, an advantage was found for the encoding-plus-storage function on tests involving factual-recall and recognition performance but not on tests measuring higher-order performance. With respect to note-taking forms, no advantage existed for any form when information was acquired from lecture. When text material was used there was some advantage for conventional notes and a clear advantage for not taking notes at all, but instead twice reading the material. These findings were explained relative to observed note-taking behaviors, the opportunity for review, and the processing demands proposed by the combination of reading and note taking, particularly when notes must be classified into an existing framework.     

Effects of question stem on pupils’ online questioning,science learning,and critical thinking

The authors investigated the effects of differing question-stem designs (detailed stem, simple stem, and no stem) on elementary students regarding the quality of the posed questions by students, as well as their science reports, science achievements, and critical thinking ability. A quasi-experimental design was adopted. One hundred fifth-grade Taiwanese students were assigned to three groups: detailed stem (G1), simple stem (G2), and no stem (G3). Three pupils formed a team, with each group having 11 teams. The members of each team needed to collaborate for proceeding with an online questioning activity. The results showed that the detailed-stem group had a better questioning quality. For science reports, the detailed-stem group and simple-stem group had a significantly better effect than the no-stem group. Regarding science achievement, there was no significant difference among the three groups. And finally, for critical thinking, the detailed-stem group and no-stem group had a significantly better effect than the simple-stem group.     

The Influence of Critical Reading Orientation on External Strategy Use during Expository Text Reading

This study examined the influence of critical reading orientation on use of external strategies such as note‐taking and underlining while reading an expository text. In two experiments, undergraduate students were asked either to review an article on a linguistic policy (critical reading) or to summarise it (less‐critical reading). Experiment 1 indicated that, when permitted to do so, the majority of students used note‐taking and/or underlining strategies for critical reading as well as for less‐critical reading. In Experiment 2, an analysis of think‐aloud protocols, notes, and underlines revealed that critical readers produced more critical notes/underlines and fewer summary notes than did less‐critical readers. Also, critical readers substantially increased their production of critical notes/underlines over the course of reading and decreased highlightings, whereas less‐critical readers increased summary notes and decreased highlightings.     

Identifying high-functioning dyslexics: is self-report of early reading problems enough?

We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n=31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n=20) and one with no self-reported reading acquisition problems (comparison group; n=33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.     

The Challenging Role of a Reading Coach,a Cautionary Tale

The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to improve reading achievement for struggling readers. Data sources included initial reading scores for kindergarten and first-graders, pretest and posttest scores of teachers' knowledge, a teacher survey, focus group interviews, project documents, and field notes. Data were analyzed using a mixed methods approach. Findings revealed several challenges that have important implications for research and practice: that teachers encountered new information about teaching early reading that conflicted with their current knowledge, this new information conflicted with their core reading program, teachers had differing perceptions of the role of the reading coach that affected their feelings about the project, and reform efforts are time-intensive.     

Comprehension monitoring and reading comprehension in bilingual students

This study explored comprehension monitoring, use of reading strategies and reading comprehension of bilingual students at different levels of perceived proficiency in Italian. The participants were bilingual fifth to eighth‐grade elementary school students from four Italian schools in Rijeka, Croatia. Students' reading comprehension was assessed. Their comprehension monitoring skill was measured on the Metacomprehension test and through use of a cloze task. The Strategic Reading Questionnaire (SRQ) was used as a self‐report measure of strategic reading. A questionnaire investigating Italian language use and perceived proficiency in the Italian language was also administered. Perceived proficiency in Italian was not clearly determined by early or late preschool age of second language acquisition. Bilingual students with high perceived proficiency in Italian (high PP group) had better meta‐cognitive reading skills than those with low perceived proficiency in Italian (low PP group). Comprehension monitoring was the most important predictor of reading comprehension in all students.     

Improving Reading Comprehension Strategies through Listening

The goal of this study was to determine whether it is possible to teach children with serious decoding problems four text comprehension strategies in listening contexts. The subjects were 9-11 year old students from special schools for children with learning disabilities. All the students were very poor at decoding; half of the group were also poor listeners, whereas the other half consisted of normal listeners. The experimental children were trained in strategies of clarifying, questioning, summarising and predicting through a combination of reciprocal teaching and direct instruction. The results indicated significant programme effects on a strategic listening comprehension test. A transfer effect on general listening comprehension and general reading comprehension tests was not found. The poor listeners within the experimental group did not perform better than the normal listeners.     

Matching and Multiple-Choice Cloze Tests

Abstract

Few reliable and valid measures of reading achievement are available to evaluate programs for elementary English-as-a-second-language (ESL) pupils. Four variations on the cloze procedure, which has been previously used with disadvantaged and ESL elementary pupils, were evaluated using randomly assigned groups of fourth and fifth grade students. Matching and multiple- choice variations were selected for comparison because they are in greater consonance with current psycho- linguistic theories of the reading process than are other types of reading comprehension measures. Although the overall results were quite similar for the four cloze variations examined, the matching cloze procedure seems to be preferable for elementary ESL students since these tests produced better item characteristics and were more easily constructed.     

Effects of multimedia story reading and questioning on preschoolers’ vocabulary learning,story comprehension and reading engagement

The use of multimedia story applications on touch-interactive mobile devices has become prevalent in early education settings. However, despite the promise of multimedia story applications for early learning outcomes, there has been a dearth of research on the educational benefits of such tools, and whether their effects can be strengthened with the integration of questioning strategies. This study investigated the effects of multimedia story reading and questioning on children’s literacy skills, including vocabulary learning, story comprehension and reading engagement. Using a 2 (multimedia vs. paper) × 2 (question vs. no question) design, a total of 72 participants were randomly assigned to one of four conditions: multimedia story reading, multimedia story reading with questioning, paper story reading, and paper story with questioning. To identify the effects of Media and Questioning on children’s vocabulary learning, story comprehension, and reading engagement, we conducted a series of two-way ANCOVAs, controlling for different covariates as appropriate. The results showed significant interaction of media and questioning on target vocabulary and significant main effect of media for engagement, but the results showed no significant main effects of either media or questioning for comprehension. This study demonstrated research tools to examine children’s learning and engagement with interactive mobile devices, and suggested potential benefits of multimedia story reading and questioning for learning. We discuss implications of these findings for the design and use of multimedia storybooks.     

The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language

This paper presents a small‐scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty‐five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process‐based reading lessons. Data were collected from notes learners took during reading, post‐reading reflection reports, teacher‐facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy.     

Development of Poor and Better Readers During the Elementary School

The goal of this longitudinal study was to describe the average development of word recognition, reading comprehension, vocabulary and spelling of poor and better readers during the elementary school period and to determine whether the differences between these readers increase over a period of 6 years of elementary education. Poor and better readers were defined to belong to the lowest 30% and to the higher 70% of a longitudinal sample, respectively. It appeared that for word recognition the developmental curves for the groups were very distinct and followed similar patterns. For reading comprehension, vocabulary and spelling, the developmental curves showed similar patterns with decreasing differences across grades, however. Clear seasonal effects were found for reading comprehension, vocabulary and spelling, while the seasonal effect for word recognition was restricted to the early grades. It appeared that students with initially poor abilities in word recognition and reading comprehension showed greater improvement over time on reading comprehension, vocabulary and spelling than students with initially better abilities in word recognition and reading comprehension. These findings contradict the existence of a Matthew effect for these skills. For word recognition, a clear differential effect could not be found: the groups did not differ systematically in mean development. The gap between the poor and better decoders did not widen over time for this skill; so a Matthew effect for word recognition was not supported.     

The Possibilities of Historical Research

ABSTRACT

The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related well to a free-recall measure of science reading comprehension and differentiated poor and proficient readers. In Study 2, 176 third-grade students were given the proximity data measure on science text along with measures of prior knowledge, questioning, and text searching. In Study 3, 160 ninth-grade students were given the proximity data measure after reading a social studies text that varied on the presence of text signals and familiarity. The findings of this study extend the literature on the cognitive processing that contributes to higher order comprehension of information text among elementary and secondary students.     

Influences of reading online texts in Korean English language learners' cultural identities

This qualitative case study investigated 4 Korean elementary level English language learners' (ELLs) cultural identities when they read online texts at home and school. The participants were fourth- or fifth-grade students. The data consisted of observations, interviews, field notes, reflective journals, and the ELLs' verbal reports at home and school between the spring and the fall of 2010. The author's purpose was to identify the influences of reading online texts at home and school in Korean elementary level ELLs' cultural identities. Findings revealed that the online text readings helped the ELLs form, maintain, and shift their cultural identities. The author discusses Korean ELLs' languages, cultures, and technologies in the contexts of electronic literacies and suggests educational implications to facilitate their reading online texts.     

基于核心素养的语文群文阅读教学实践刍论

当前,群文阅读已经成为中学语文阅读教学中一道亮丽的风景线。文章对语文群文阅读教学实践策略进行研究。要树立素质教育思想,组织学生讨论交流;设定阅读主题,精选群文阅读素材;结合写作教学,培养学生的语言构建能力;引导学生准备群文阅读素材,丰富学生思维;优化群文阅读活动的课堂提问。     

论商务英语阅读课堂的提问策略

提问是英语课堂教学的一种重要语言行为和教学手段。好的提问可以刺激思维,引发探讨,使学生能够更好地理解和掌握所学知识。因此在英语阅读课堂中要把握提问的策略,提问要做到与教学目标相一致,要把握好提问的时间,运用类比式提问,重视应答后评价,采用多样化的提问方式,以期提高课堂教学质量。     

Development of a peer‐assisted learning strategy in computer‐supported collaborative learning environments for elementary school students

This study explores the effects of Electronic Peer‐Assisted Learning for Kids (EPK), on the quality and development of reading skills, peer interaction and self‐concept in elementary students. The EPK methodology uses a well‐developed, synchronous computer‐supported, collaborative learning system to facilitate students' learning in Chinese. We first review the theoretical framework and architecture of EPK. This study aimed to compare students learning Chinese language arts activities online using EPK with students learning face‐to‐face in a classroom setting. Students' online interactions were coded into four patterns of peer interactions: task coordination, tutor behaviour, tutee behaviour and off‐task. The online activity type significantly influenced the online peer interactions. Students in the online peer‐assisted learning group outperformed the face‐to‐face group on reading skills. Students learning online showed significant growth in self‐concept, and this was especially true for students who were passive participants. These findings demonstrate that EPK is an effective tool that can enhance elementary students' reading, as well as promote positive self‐concepts.     

The impact of an integrated approach to science and literacy in elementary school classrooms

This study investigates the efficacy of an integrated science and literacy approach at the upper‐elementary level. Teachers in 94 fourth grade classrooms in one Southern state participated. Half of the teachers taught the treatment unit, an integrated science–literacy unit on light and energy designed using a curriculum model that engages students in reading text, writing notes and reports, conducting firsthand investigations, and frequent discussion of key concepts and processes to acquire inquiry skills and knowledge about science concepts, while the other half of the teachers taught a content‐comparable science‐only unit on light and energy (using materials provided by their districts) and provided their regular literacy instruction. Students in the treatment group made significantly greater gains on measures of science understanding, science vocabulary, and science writing. Students in both groups made comparable gains in science reading comprehension. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 631–658, 2012     

The Effects of Notetaking and Test Expectancy on the Learning of Text Material 1

Abstract

High school students completed both multiple-choice and constructed response exams over an 845-word narrative passage on which they either took notes or underlined critical information. A control group merely read the text In addition, half of the learners in each condition were told to expect either a multiple-choice or constructed response test following reading. Overall, note takers showed superior posttest recall, and notetaking without test instructions yielded the best group performance. Notetaking also required significantly more time than the other conditions. Underlining for a multiple-choice test led to better recall than underlining for a constructed response test. Although more multiple-choice than constructed response items were remembered. Test Mode failed to interact with the other factors.     

语文阅读教学有效提问策略摭探

在语文阅读教学过程中,要想全面提高教学效率和教学质量,教师就要把有效提问作为教学重点,激发学生学习热情,引导学生独立自主地进行思考与探究,以推动语文阅读教学的高效开展。文章从语文阅读教学有效提问的意义和语文阅读教学有效提问的策略两方面进行探究。     

The prevalence of poor reading in Dutch special elementary education

The relative frequency of poor readers in Dutch general elementary education (GEE) and special elementary education (SEE) and the characteristics of their reading performance were investigated using a lexical decision procedure. According to the same norms that identified 9% of students as poor readers in GEE, no less than 73% of the students in SEE were classified as poor readers. On average, the GEE poor readers were better readers than those in SEE, but the findings do not point to substantial differences in reading processes between the two reader groups. Hypotheses about the nature of the referral process that may cause this surprisingly strong relation between poor reading ability and SEE placement are advanced.