Passage Reading Comprehension Research Articles

초기 읽기 단계의 문단글 읽기이해 관련 요인

Objectives The study aimed to examine the related variables that predict reading comprehension at the end of the first grade. Specifically, it focused on the relationship between reading comprehension and word decoding, reading fluency, vocabulary and syntactic knowledge, as well as the relative contribution of these variables to reading comprehension. Methods Sixty-four first-grade children were participated at the end of the school year. All children had nonverbal intelligence scores of 80 or above. Test were conducted on passage reading comprehension, word decoding, passage reading fluency, expressive vocabulary, semantic relation, and sentence comprehension. Pearson correlation and multiple stepwise regression were used. Results The results showed reading comprehension was positively correlated with expressive vocabulary, semantic relation, and reading fluency. In the stepwise multiple regression analysis, semantic relation, sentence comprehension, expressive vocabulary and reading fluency (but not word decoding) significantly predicted reading comprehension. Conclusions The finding suggests that language abilities including vocabulary and syntactic knowledge play an crucial role of reading comprehension even in early stage of reading development. Furthermore, passage reading fluency, which involves accurate and automatic word recognition rather than just word decoding accuracy, is a critical factor in reading comprehension. In Hanguel, where word decoding accuracy is acquired early and rapidly, linguistic knowledge and reading fluency are considered important variables for assessment and intervention, even in early grades.

Profiling Adult L2 Readers in English Bridge Programs: A Not-So-Simple View of L1 Effect.

This study aimed to validate the Simple View of Reading (SVR) in L2 English readers with alphabetic and morphosyllabic L1 writing system backgrounds. Forty-five L2 English learners enrolled in American university bridge programs completed a set of tasks that measured real word decoding efficiency, pseudoword decoding efficiency, linguistic (listening) comprehension, passage reading comprehension, and word meaning inferencing. There were two major findings: (1) only pseudoword decoding efficiency predicted passage reading comprehension in learners with a morphosyllabic L1, whereas both pseudoword decoding efficiency and linguistic comprehension were significant predictors in learners with an alphabetic L1; (2) pseudoword decoding efficiency was a significant predictor of word meaning inferencing in learners with a morphosyllabic L1, and moderated the effect of real word decoding efficiency on word meaning inference in learners with an alphabetic L1. The findings indicate the complex relationships among word decoding, linguistic comprehension, and passage reading comprehension in adult L2 English learners.

Using Readable English leads to reading gains for rural elementary students: An experimental study.

This study measured whether and to what degree Readable English effectively improves reading fluency and comprehension skills of adolescent learners. This experimental study (N = 855) measured the efficacy of two different multiple component reading programs for students in grades three, four, and five. Students were pre-and post-tested using EasyCBM Grade Level Reading Benchmarks. Students scoring at/below the 30th percentile on either benchmark were also assessed with the WRMT-3 Passage Reading Comprehension and Oral Reading Fluency measures. Students received 45-60 instructional hours in either Readable English or Amplify CKLA during their regular ELA class. Students who received Readable English instruction significantly outperformed students in the typical practice condition on all measures of reading fluency and comprehension. The intervention condition's EasyCBM benchmark reading rate (m = 29.6 WCPM), reading accuracy (m = 3.1%), and comprehension (m = 1.9) surpassed the control group's reading rate (m = 17.4 WCPM), accuracy (m = 0.7%), and comprehension (m = 0.7) WRMT-3 ORF showed students in the Readable English intervention condition (m = 13.4 growth scale values [GSV] and m = 1.0 grade equivalency) outscored students in the control condition (m = 7.8 GSV and m = 0.5 grade equivalency). WRMT-3 Passage Comprehension showed Readable English students (m = 11.0 GSV and m = 0.9 grade equivalency) outgrew control condition students (m = 4.4 GSV and m = 0.3 grade equivalency). In a school year fraught with pandemic instructional interruptions and learning loss, students in grades 3-5 who received Readable English instruction closed reading gaps. The meaningful gains in reading rate and accuracy experienced by students in the intervention group will give exponential word reading volume dividends to students able to read text faster and more accurately going forward, helping them become more skilled readers.

Are different reading problems associated with different anxiety types?

AbstractThere is a reliable association between poor reading and anxiety, but we do not completely understand the specifics of this relationship. The current study included a sample of children (N = 284; Mage = 9.30, SDage = 1.31) who completed a reading (word, nonword, and text reading accuracy, word, nonword, and text reading fluency, passage reading comprehension) and anxiety (social anxiety, generalized anxiety, separation anxiety, physical injury fears/phobias, panic, obsessive compulsive symptoms) assessment. Analyses included bivariate and partial correlations, principal components analysis, and hierarchical clustering. We found a very tentative suggestion in the data that there may be a specific yet weak association between reading accuracy and social anxiety. The clinical implications and directions for future research are discussed.

The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners.

Reading comprehension entails a set of distinct, yet interdependent cognitive, linguistic, and nonlinguistic processes. Previous second language (L2) Chinese studies have identified significant and positive impacts of grapho-morphological knowledge at the character and subcharacter (radical) levels on passage reading comprehension; however, little is known regarding how early L2 grapho-morphological knowledge at the character and radical levels jointly predict later L2 reading comprehension. This study aimed to fill this gap. One hundred and five beginning-level L2 Chinese collegiate learners were recruited, and completed two character-related and two radical-related tasks in Week 8, as well as one reading comprehension tasks in Week 18. The main findings, based on correlational and path analyses, suggested that L2 Chinese learners’ early character-level and radical-level grapho-morphological knowledge significantly predicted later reading comprehension, yet the interrelations among grapho-morphological knowledge at the character and radical levels were complex. Path analyses identified direct and indirect paths from early character-level grapho-morphological knowledge to later reading comprehension, as well as indirect paths from early radical-level grapho-morphological knowledge to later reading comprehension. Methodological and pedagogical implications for L2 Chinese reading research and practices are discussed.

XÂY DỰNG CÁC TÌNH HUỐNG CÓ VẤN ĐỀ TRONG DẠY HỌC ĐỌC HIỂU VĂN BẢN NHẰM PHÁT TRIỂN TƯ DUY PHẢN BIỆN CHO HỌC SINH Ở TRƯỜNG TRUNG HỌC PHỔ THÔNG

XÂY DỰNG CÁC TÌNH HUỐNG CÓ VẤN ĐỀ TRONG DẠY HỌC ĐỌC HIỂU VĂN BẢN NHẰM PHÁT TRIỂN TƯ DUY PHẢN BIỆN CHO HỌC SINH Ở TRƯỜNG TRUNG HỌC PHỔ THÔNG

S-Net: From Answer Extraction to Answer Synthesis for Machine Reading Comprehension

In this paper, we present a novel approach to machine reading comprehension for the MS-MARCO dataset. Unlike the SQuAD dataset that aims to answer a question with exact text spans in a passage, the MS-MARCO dataset defines the task as answering a question from multiple passages and the words in the answer are not necessary in the passages. We therefore develop an extraction-then-synthesis framework to synthesize answers from extraction results. Specifically, the answer extraction model is first employed to predict the most important sub-spans from the passage as evidence, and the answer synthesis model takes the evidence as additional features along with the question and passage to further elaborate the final answers. We build the answer extraction model with state-of-the-art neural networks for single passage reading comprehension, and propose an additional task of passage ranking to help answer extraction in multiple passages. The answer synthesis model is based on the sequence-to-sequence neural networks with extracted evidences as features. Experiments show that our extraction-then-synthesis method outperforms state-of-the-art methods.

Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension

The simple view of reading (SVR) proposes that reading comprehension is the product of two constructs, namely decoding and linguistic comprehension. The present study examined the adequacy of an extended SVR in Chinese. Participants were 190 pairs of Chinese twin children of Grades 1–3 recruited in Hong Kong. The children were given Chinese measures of decoding (character reading, word reading, and 1-min word reading), linguistic comprehension (morphological awareness, vocabulary, morphosyntactic skills, and discourse skills), rapid naming (Chinese digits, English digits, and English letters), and passage reading comprehension (with multiple-choice and open-ended questions). Results of structural equation modeling showed that the direct paths from decoding and linguistic comprehension to reading comprehension were significant, but that from rapid naming was not. For the role of rapid naming in reading comprehension, the best fitting model showed that the contribution of rapid naming to reading comprehension was fully mediated by decoding. The model explained a total of 83% of the variance in reading comprehension. Therefore, the present findings support the SVR in a Chinese writing system; rapid naming may reflect some basic visual-verbal learning ability which is important for acquiring word recognition skills.

Low-skilled adult readers look like typically developing child readers: a comparison of reading skills and eye movement behavior

Adults enrolled in basic education exhibit poor academic performance, often reading at elementary and middle-school levels. The current study investigated the similarities and differences of reading skills and eye movement behavior between a sample of 25 low-skilled adult readers and 25 first grade students matched on word reading skill. t tests for matched pairs found no significant differences on language comprehension, reading comprehension, or eye movement variables. Regression analyses revealed that language comprehension made greater contributions to reading comprehension for adults (verses children) in the simple view of reading model. Processing time (gaze duration) was found to account for unique variance in both passage reading comprehension and sentence comprehension efficiency after controlling for word reading and language skills for adults. For children, processing time was only a significant predictor for sentence comprehension efficiency.

Cognitive flexibility predicts early reading skills.

An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading.

The reciprocal relations between morphological processes and reading

Reciprocal relations between emerging morphological processes and reading skills were examined in a longitudinal study tracking children from Grade 1 through Grade 3. The aim was to examine predictive relationships between productive morphological processing involving composing and decomposing of inflections and derivations, reading ability for pseudoword and word decoding, and word and passage reading comprehension after controlling for initial abilities in reading, morphological processing, phonological awareness, and vocabulary. Reciprocal influences were indicated by predictive relations among initial morphological processes and later reading abilities co-occurring with relationships between initial reading abilities and later morphological processes. Using multilevel modeling, decomposing and composing were found to predict emerging word decoding and word and passage comprehension but not pseudoword decoding. Reading comprehension predicted growth in decomposing. Subsequent regression analyses of model-estimated early linear growth in predictors and later linear growth in outcomes showed that early growth in morphological processes predicted later growth in word decoding and passage comprehension. Although reciprocal relations between emerging morphological processes and reading skills were observed, the different patterns on each side of the reciprocal “coin” indicated that the mechanisms underlying predictive influences are likely different but related to quality of lexical representations.

The Effect of Explicit Morphological Practice on the Reading Comprehension Abilities of Iranian Intermediate Level English Language Learners

This study investigated the effect of explicit morphological practice on improving reading comprehension ability of Iranian intermediate level language learners. Participants in this study were sixty Iranian EFL learners in English institutes of Amol, Mazandaran, Iran. Students were administered a TOFL proficiency test adapted from Sharpe (2010) and thirty homogeneous students were selected as the main participants of the study. These students were randomly assigned to one experimental group and one control group. First of all, students in both groups took a reading comprehension test as pretest. This test was designed to measure morphological knowledge of students and its effects on their total reading comprehension of passages. Then, the treatment of the researcher started and all students in both groups received a six-sessions reading comprehension training, but the experimental group also received explicit morphological practice during reading comprehension classes. After finishing the treatment, all the participants took a post test that was designed so as to be the parallel form of the pretest. The changes, if any, in the performance of both groups were calculated by SPSS and mean of the scores and t value and covariance of the scores were reported. The results indicate that students in experimental group showed a progress in their reading comprehension ability from pretest to posttest. This demonstrates that explicit morphological practice is effective in improving reading comprehension skills of Iranian intermediate level EFL students.

A follow‐up study of the ABRACADABRA web‐based literacy intervention in Grade 1

This paper reports the follow‐up of a randomised control trial study of the ABRACADABRA web‐based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low‐SES backgrounds. Participants who received a ‘synthetic’ phonics+phoneme awareness training (n = 26) or an ‘analytic’ phonics+phoneme awareness training literacy intervention (n = 27) were tested on standard measures of literacy 1 year later. Results revealed a significant main effect (p < .01) for the analytic group performing better on passage reading comprehension. Modest advantages for children who received the analytic phonics programme were evident. We obtained an effect size favourably comparable with other studies, after adjusting for intervention duration (ES = .41). It is concluded that analytic phonics programmes may provide modest but significant sustained advantages in literacy for kindergarten children from low‐SES backgrounds.

The importance of morphological awareness in Korean–English biliteracy acquisition

This study examined the importance of morphological awareness in Korean–English biliteracy acquisition. English is an opaque orthographic system, in which letters and sounds have indirect correspondences. Korean Hangul, on the other hand, is a transparent orthographic system where there are direct letter-sound correspondences. Sixty-five children from Grades 2 to 4 were tested on a set of comparable Korean and English tasks tapping into oral vocabulary, phonemic awareness, morphological awareness, real word reading, and passage reading comprehension. Results showed that morphological awareness explained a significant amount of variance in word reading and reading comprehension within both Korean Hangul and English, suggesting that morphological awareness is important not only in an opaque orthography but also in a transparent orthography. Furthermore, morphological awareness in one language uniquely predicted a significant amount of variance in reading real words in the other language, suggesting that morphological awareness facilitates word reading across different orthographies.