The Effects of Thinking Aloud on the Comprehension and Monitoring of Sixth Graders

The Effects of Thinking Aloud on the Comprehension and Monitoring of Sixth Graders

The Effects of Thinking Aloud on the Comprehension and Monitoring of Sixth Graders
By:
Published on 2008 by ProQuest

This dissertation consisted of two studies intended to (a) describe the monitoring behavior of readers with poor comprehension, and (b) determine whether an intervention featuring thinking aloud would positively impact their monitoring, strategy use, and comprehension. In Study 1, 116 sixth graders completed researcher-developed measures of comprehension and monitoring, and a self-report inventory of frequency of strategy use. Results indicated a significant correlation between error detection, used as a measure of monitoring behavior, and reading comprehension scores. Self-reports of strategy use were not correlated with any other measures. In Study 2, 63 sixth graders participated in one of three groups: control, question-response (QR), or thinking aloud (TA). They completed 15 lessons during which students in the experimental conditions read science passages with embedded errors intended to trigger monitoring and strategy use. Instructors used participant verbalizations to focus instruction on areas of concern using contingent support. Pre- and post-test measures included the Gates-MacGinitie, and all Study 1 measures. Whereas quantitative results indicated that the QR intervention had more positive impact on reading comprehension, thinking aloud did allow instructors to observe the existing strategy use and background knowledge of participants. Sixth graders failed to notice their comprehension breakdowns, a step that must precede repair activities. Thinking aloud instruction did allow an opportunity for instructors to promote monitoring; however, its impact did not transfer to post-test measures.

ISBN : 9780549640943

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ID: NKPHWZ1p_UwC

This Book was ranked 39 by Google Books for keyword holt earth science textbook.

The Psychology of Science Text Comprehension

The Psychology of Science Text Comprehension

The Psychology of Science Text Comprehension
By:"Jose Otero","Jos Lecentsn","Jos‚ A. Le¢n","Arthur C. Graesser"
Published on 2014-04-04 by Routledge

This volume's goal is to provide readers with up-to-date information on the research and theory of scientific text comprehension. It is widely acknowledged that the comprehension of science and technological artifacts is very difficult for both children and adults. The material is conceptually complex, there is very little background knowledge for most individuals, and the materials are often poorly written. Therefore, it is no surprise that students are turned off from learning science and technology. Given these challenges, it is important to design scientific text in a fashion that fits the cognitive constraints of the learner. The enterprise of textbook design needs to be effectively integrated with research in discourse processing, educational technology, and cognitive science. This book takes a major step in promoting such an integration. This volume: *provides an important integration of research and theory with theoretical, methodological, and educational applications; *includes a number of chapters that cover how science text information affects mental representations and strategies; *introduces important suggestions about how text design and new technologies can be thought of as pedagogical features; and *establishes academic text taxonomies and a consensus of the criteria to organize inferences and other mental mechanisms.

ISBN : 9781135647179

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Author :"Jose Otero","Jos Lecentsn","Jos‚ A. Le¢n","Arthur C. Graesser"

ID: AXmRAgAAQBAJ

This Book was ranked 21 by Google Books for keyword science text books.