初中生有无插图课文的眼动过程研究

本研究使用美国应用科学实验室(ASL)生产的4200R型眼动仪,采用2×2的二因素混合设计,对30名初中二年级学生阅读有无插图且难易不同的课文的阅读理解指标和眼动指标进行考察,结果表明(1)初中生阅读有无插图课文的成绩、时间和速度等阅读理解指标,插图课文显著优于无图课文,插图对课文的阅读理解整合具有明显地促进作用;而且注视次数和回视次数等眼动指标插图课文亦显著优于无图课文.(2)初中生阅读易课文的成绩、时间和速度等阅读理解指标不仅显著优于难课文,而且注视次数、眼跳距离和回视次数等眼动指标易课文亦显著优于难课文.     

中小学生阅读图文课文的眼动实验研究

本研究采用眼动方法,对85名小五、实二和高二年级学生阅读图文课文的阅读理解指标和眼动指标进行考察。结果表明：（1）学生阅读不同呈现方式和难度课文的阅读理解指标和眼动指标,一般都具有明显的年龄发展特征;（2）学生阅读不同呈现方式课文的阅读理解指标和眼动指标,有图课文大多显著优于无图课文;（3）学生阅读不同难度课文的阅读理解指标和眼动指标,易课文显著优于难课文。     

高二学生阅读插图课文的即时加工研究

采用ASL4200R型眼动仪,对28名高二年级学生阅读插图课文的阅读理解特点进行研究,结果表明:(1)高二学生阅读不同呈现方式课文的阅读成绩和阅读时间,以及注视次数、注视点持续时间和回视次数,插图课文显著优于无图课文.插图对课文的阅读理解具有明显的促进作用;(2)高二学生阅读不同难度课文的阅读成绩和阅读时间,以及注视次数和回视次数,易课文显著优于难课文.     

小学五年级学生英语阅读知觉广度的眼动研究

使用Eyelink2000型眼动仪,采用经典的呈现随眼动变化技术,对24名被试在不同窗口条件下英文阅读的眼动指标进行记录和分析,以考察小学五年级学生英语阅读的知觉广度。研究结果表明:小学五年级学生英语阅读的知觉广度的右侧范围是注视点右侧5-8个字符空间。     

大学生阅读插图文章的眼动研究

选择33名视力正常的二年级大学生,用眼动仪记录他们阅读不同难度的无插图、黑白插图、彩色插图的文章时的眼动过程。结果发现:1、对于不同呈现方式文章的阅读,从阅读指标看:彩色插图组显著优于无插图组;从眼动指标看:在本研究中表现为彩色插图组的注视次数明显低于无插图组,而眼跳距离小于无插图组。2、材料难度对大学生的眼动模式有一定的影响,在本研究中主要表现为注视次数、回视次数有显著差异,阅读指标也表现出显著差异,都是易材料组优于难材料组。3、无论阅读指标还是眼动指标,在本研究中黑白插图的效果都不好。     

比较应用题解题过程的眼动研究

采用2×2×4三因素混合实验设计,使用美国应用科学实验室(ASL)生产的504型台式眼动仪,对不同年级学生解比较应用题过程中的解题指标和眼动指标进行分析。结果表明:随着年级的增高,学生解题过程中的各种眼动指标之间的差异逐渐缩小;解题时数学成绩优生与差生的眼动模式差异显著,解一致性不同题目时的眼动指标差异显著。     

小学二年级学生汉语阅读知觉广度的眼动研究

小学生阅读知觉广度是阅读发展心理学中的一个基本问题。本研究以Eyelink 1000 plus眼动仪为工具,采用2（年龄）×5（窗口）的两因素混合实验设计,考察小学二年级学生汉语阅读的知觉广度。结果显示,二年级学生的知觉广度为右侧1-2个汉字。二年级小学生快慢读者在眼动指标上存在差异,但未发现在知觉广度上存在差异。阅读能力测验与眼动指标存在显著的相关,此外小学二年级学生的阅读速度可以预测学业成绩。     

小学五年级学生汉语阅读知觉广度的眼动研究

采用"呈现随眼动变化技术"对小学五年级学生的阅读知觉广度进行了眼动研究.结果发现,(1)小学五年级学生的阅读知觉广度具有不对称性.(2)小学五年级学生的阅读知觉广度为注视点左侧一个汉字到注视点右侧两个或三个汉字的空间.     

不同呈现方式和难度影响图文课文即时加工的研究

采用ASL—4200R型眼动仪,对28名小学五年级学生阅读图文课文的眼动过程进行考察,结果表明：(1)不同呈现方式课文的阅读成绩具有非常显著差异,图文课文化于文字课文;(2)不同呈现方式课文的注视次数、注视频率、眼跳距离和回视次数存在显著差异,图文课文显著少于或低于文字课文,而注视点持续时间则相反;(3)不同难度课文的眼动指标,文字课文只有注视次数一项眼动指标具有显著差异,而图文课文有注视频率和回视次数二项眼动指标具有显著差异。     

中小学生阅读寓言过程的眼动研究

研究用眼动记录仪对小五、初二和高二年级各20名视力正常学生阅读难、易两种寓言材料的眼动过程进行了记录。结果发现：1．无论是对同一难度寓言阅读理解成绩的差异还是眼动模式的差异,在小五与初二之间显著,在初二与高二之间不显著,这说明对寓言真正理解的年龄在初中,高中只是进一步完善阶段;2材料难度对不同年级学生的眼动模式有一定影响．分别影响小学生的眼跳距离、初中生的注视次数和高中生的注视点持续时间。     

READING IN VOCATIONAL SUBJECTS: AN ANALYSIS OF STUDENTS’ READING ABILITY AND CLASSROOM PERFORMANCE

The study investigated the reading ability and classroom performance of vocational students enrolled in the second year of study in auto mechanics, carpentry, electronics, graphics, and masonry. Performance on the California Achievement Test showed average reading achievement for electronics students and below average reading achievement for students in the remaining vocational areas. Students’ ability to read their vocational textbook was measured by a cloze task, with auto mechanics students showing an adequate level of comprehension for instruction. Carpentry, graphics, and masonry students showed performance below instructional level. Significant differences were found in reading achievement between electronics students and the other four areas, and between auto mechanics and masonry. Vocational students in the present sample represented, to some extent, separate groups for reading achievement rather than the traditional view of homogeneity across vocational subjects. Teachers’ evaluations of students’ classroom performance showed statistically significant correlations with textbook reading ability in only two subjects, auto mechanics and carpentry. Correlations suggested that success may not always be dependent on the ability to comprehend the textbook, and that the vocational teachers sampled may not have placed a high value on reading ability as an indicator of competence in a vocational subject.     

The Effectiveness of DIBELS Oral Reading Fluency for Predicting Reading Comprehension of High- and Low-Income Students

Correlations and sequential analyses between performance on Dynamic Indicators of Basic Early Literacy Skills–Oral Reading Fluency (DORF) and reading achievement on the Stanford Achievement Test–Tenth Edition (SAT-10) during 2003–2004 were examined for high- and low-income children. Participants were 215 third graders, 112 above and 103 below proficiency benchmarks for DORF. For below benchmark students, DORF scores strongly predicted SAT-10 comprehension. For above benchmark students (a) DORF scores predicted comprehension for high- but not low-income students; (b) statistically significant differences in reading fluency, comprehension, and vocabulary existed between high- and low-income students; (c) reading vocabulary equally predicted comprehension for students of differing economic backgrounds; and (d) reading fluency did not predict comprehension for low-income students beyond what was accounted for by vocabulary.     

Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension

This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non‐fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross‐sectional sample of 312 students in early (11–13 years) or middle adolescence (14–15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non‐fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference‐making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed.     

不同文化语境与难度下第二语言阅读的眼动追踪研究

用眼动追踪仪对第二语言为英语的20名视力正常大学生阅读不同文化语境与难度英语材料的眼动过程进行了记录。结果发现:1.不同文化语境与难度下大学生英语阅读的理解成绩、阅读速度与阅读效率是有差异的;2.阅读材料的文化语境对大学生英语阅读的眼动模式构成影响,分别影响学生的注视次数、眼跳距离和回视次数;3.英语阅读材料的难度也影响到学生阅读的眼动模式。     

故事阅读中句子加工时间与理解的研究

被试是３０名大学生,实验材料为两个双情节故事。实验采用计算机按键计时的方式进行,每个故事一句一句地呈现在计算机屏幕上,每读完一句就按一下空格键,读完一个故事就马上回忆。实验结果表明：阅读时间呈现出一种递减模式,回忆量呈现出一种波浪模式,而且回忆量不受阅读时间的影响。     

Reducing the Gap in Reading Performance Between Israeli Lower- and Middle-Class First-Grade Pupils

This study investigated the impact of prompting to achieve a faster reading rate on the reading performance of 100 Israeli first-grade students from lower- and middle-class backgrounds. In both groups, reading comprehension and decoding skills improved under the fast-pace condition. However, the children from lower socioeconomic backgrounds showed the greatest degree of overall improvement. Having scored significantly lower at self-pace, disadvantaged pupils nearly attained the level demonstrated by advantaged children when reading at the faster pace. The enhanced reading skills exhibited under accelerated speed are explained.     

Reading Development in Typically Developing Children and Children With Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth

Summer slide, uneven growth of academic skills during the calendar year, captures the fact that the learning gains children make during the school year do not continue at the same pace over the summer, when children are typically not in school. We compared growth of reading skills during the school year and during the summer months in children with prenatal or perinatal brain lesions (PL) and typically developing (TD) children from varying socioeconomic-status (SES) backgrounds as a new way to probe the role of structured environmental support in functional plasticity for reading skills in children with PL. Results showed that children with PL performed worse than TD children on both reading decoding and reading comprehension. Group differences were primarily driven by children with larger lesions and children with right-hemisphere lesions (RH). For reading comprehension, children with RH showed greater growth during the school year but more slide during the summer months than both TD children and children with left-hemisphere lesions, implicating a particularly strong role of structured input in supporting reading comprehension in this group. TD children from lower-SES backgrounds fell behind their TD peers from higher-SES backgrounds on decoding and reading comprehension but did not show differential patterns of school year and summer growth. Overall, results highlight the importance of considering the role of a host of factors interacting at multiple levels of analyses, including biological and environmental, in influencing developmental trajectories of TD children and atypically developing children.     

HOW ELEMENTARY STUDENTS REFERRED FOR COMPENSATORY READING INSTRUCTION PERFORM ON SCHOOL‐BASED MEASURES OF WORD RECOGNITION,FLUENCY, AND COMPREHENSION

Abstract

The purpose of the present study was to examine how elementary students referred for compensatory remedial reading services performed on several key reading process variables: total word recognition errors while reading brief passages, significant or meaning‐changing errors, comprehension, and reading rate. In order to maximize ecological validity, the students were assessed by the school‐based reading specialist/teacher using assessment materials normally used in diagnostic evaluations of students referred for compensatory reading instruction. Although performance across all variables was below instructional levels for students’ assigned grades, both word recognition variables and comprehension approached instructional levels. Reading rate alone was consistently and significantly below several previously identified standards of performance. We feel that poor performance in rate may be an indicator of fluency problems (including automaticity in word recognition and text phrasing). Suggestions for instruction to overcome difficulties in fluency were presented.