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21.
Our goal in this paper is to understand the extent to which, and under what conditions, executive functions (EFs) play a role in reading comprehension processes. We begin with a brief review of core components of EF (inhibition, shifting, and updating) and reading comprehension. We then discuss the status of EFs in process models of reading comprehension. Next, we review and synthesize empirical evidence in the extant literature for the involvement of core components of EF in reading comprehension processes under different reading conditions and across different populations. In conclusion, we propose that EFs may help explain complex interactions between the reader, the text, and the discourse situation, and call for both existing and future models of reading comprehension to include EFs as explicit components. 相似文献
22.
Panayiota?KendeouEmail author Julie?S.?Lynch Paul?van den?Broek Chris?A.?Espin Mary?Jane?White Kathleen?E.?Kremer 《Early Childhood Education Journal》2005,33(2):91-98
Developing the ability to read is a complex process involving a variety of skills, including both basic language skills and
language comprehension skills. Although a balanced reading program would include the development of basic language and comprehension
skills, comprehension has often been overlooked in early reading instruction. In this article, we examine recent research
findings on how comprehension skills develop in young children and discuss the implications of those findings for comprehension
assessment and interventions. 相似文献
23.
Panayiota Kendeou Catherine Bohn‐Gettler Mary Jane White Paul Van Den Broek 《Journal of Research in Reading》2008,31(3):259-272
In the present study, we investigated the degree to which children's inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary. To address both aims, we followed two cohorts of children aged 4 and 6 as they turned 6 and 8 years old, respectively. At each time point we assessed their inference and narrative comprehension skills using aural, televised and written stories. We also assessed their basic language skills and vocabulary. The findings demonstrated that children's inference generation skills were highly inter‐related across different media for both cohorts and at both time points. Also, children's inference generation had a significant contribution to children's narrative comprehension over and above basic language skills, vocabulary and media factors. The current set of findings has important theoretical and practical implications for early diagnosis and intervention in young children's high‐order comprehension skills. 相似文献
24.
Michalinos Zembylas Stalo Lesta Constadina Charalambous Panayiota Charalambous 《欧洲教育》2016,48(2):137-157
The present paper examines the implementation of a particular human rights education approach—known as “critical hermeneutical” approach—in the context of two Greek-Cypriot classrooms. The study investigates whether and how an intervention grounded in this approach offers transformative possibilities to students and what kind of challenges it may pose for teachers who implement it. The implications for teacher training and teacher education are discussed. 相似文献
25.
26.
Panayiota Kendeou Paul van den Broek Anne Helder Josefine Karlsson 《Learning disabilities research & practice》2014,29(1):10-16
Our aim in the present paper is to discuss a “cognitive view” of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and attention allocation influence reading comprehension processes and outcomes and may lead to reading comprehension problems. Finally, we discuss how the consideration of these potential sources of difficulty have practical implications for the design and selection of instructional materials. 相似文献
27.
Panayiota Kendeou Timothy C. Papadopoulos George Spanoudis 《Learning and Instruction》2012,22(5):354-367
In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock–Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti’s Verbal Efficiency Theory and examined the contribution of a set of skills that are important in early reading (i.e., rapid naming, phonological processing, orthographic processing, fluency, vocabulary, and working memory) to the three reading comprehension tests. Furthermore, because this set of skills undergo rapid development in the early years, we assessed them in two consecutive years, Grade 1 and Grade 2, before examining their prediction to the three reading comprehension tests in Grade 2. The findings showed that the three reading comprehension tests pose different demands to the young reader. Implications of these findings are discussed with respect to reading comprehension assessment and diagnosis of reading difficulties. 相似文献
28.
Kostas Hatzikiriakou Panayiota Metallidou 《International Journal of Science and Mathematics Education》2009,7(1):81-101
This paper broadly addresses the question of whether university students whose major does not require expertise in logic can
improve their ability in deductive reasoning by taking an introductory course in logic. In particular, our study aims to evaluate
a course in deductive logic offered by one of the authors in a department of elementary education. Two experiments were conducted
by using a pretest-posttest design with an experimental and a control group as well as a follow-up test after 6 months on
the experimental group. The results of the analyses showed that the course mainly succeeded in strengthening students’ general
logical ability in the experimental group and these gains were retained 6 months later in the follow-up test. Promises and
constraints of the study are discussed in the educational context.
The names of the authors are listed alphabetically. 相似文献
29.
Educational Psychology Review - The aim of this paper is two-fold. The first aim is to review the core representational and processing aspects of influential accounts of single-document and... 相似文献
30.
Virginia Clinton Ben Seipel Paul van den Broek Kristen L. McMaster Panayiota Kendeou Sarah E. Carlson David N. Rapp 《Journal of Research in Reading》2014,37(4):356-374
The purpose of this study was to determine if there are gender differences among elementary school‐aged students in regard to the inferences they generate during reading. Fourth‐grade students (130 females; 126 males) completed think‐aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a greater proportion of reinstatement inferences than did males (Cohen's d = .34, p = .01; Cohen's d = .26, p = .04, respectively). In contrast, there was no evidence for gender differences in other types of think‐aloud responses. These findings suggest that males and females differ in their use of cognitive processes that underlie reading comprehension, particularly with respect to the likelihood of retrieval of information from episodic memory. 相似文献