EFFECTS OF LANGUAGE AND PRIOR KNOWLEDGE LEVELS ON HYPERTEXT READING COMPREHENSION

2020 ◽  
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Language Proficiency ◽  
Language Competence ◽  
Additional Information ◽  
Reading Order ◽  
Low Levels ◽  
Online Texts ◽  
Characteristic Features ◽  
Better Than

<p>This study observed how two hypertext features – absence of a linear or author-specified order and availability of multiple reading aids – influence reading comprehension processes of ESL readers. Studies with native or highly proficient users of English, have suggested that readers reading hypertexts comprehend better than readers reading print texts. This was attributed to (i) presence of hyperlinks that provide access to additional information that can potentially help overcome comprehension obstacles and (ii) the absence of an author-imposed reading order that helps readers exercise cognitive flexibility. An aspect that remains largely un-researched is how well readers with low language competence comprehend hypertexts. This research sought to initiate research in the area by exploring the question: Do all ESL readers comprehend a hypertext better than a print text?</p> <p>Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated how two characteristic features of hypertext, viz., linking to additional information and non-linearity in presentation of information, affect reading comprehension of ESL readers. </p> <p>Two types of texts that occur in the electronic medium – linear or pre-structured texts and non-linear or self-navigating texts, were used in this study. Based on a comparison of subjects’ comprehension outcomes and free recalls, text factors and reader factors that can influence hypertext reading comprehension of ESL readers are identified. </p> Contradictory to what many researchers believe, results indicate that self-navigating hypertexts might not promote deep comprehension in all ESL readers.

EFFECTS OF LANGUAGE AND PRIOR KNOWLEDGE LEVELS ON HYPERTEXT READING COMPREHENSION

2020 ◽  
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Language Proficiency ◽  
Language Competence ◽  
Additional Information ◽  
Reading Order ◽  
Low Levels ◽  
Online Texts ◽  
Characteristic Features ◽  
Better Than

<p>This study observed how two hypertext features – absence of a linear or author-specified order and availability of multiple reading aids – influence reading comprehension processes of ESL readers. Studies with native or highly proficient users of English, have suggested that readers reading hypertexts comprehend better than readers reading print texts. This was attributed to (i) presence of hyperlinks that provide access to additional information that can potentially help overcome comprehension obstacles and (ii) the absence of an author-imposed reading order that helps readers exercise cognitive flexibility. An aspect that remains largely un-researched is how well readers with low language competence comprehend hypertexts. This research sought to initiate research in the area by exploring the question: Do all ESL readers comprehend a hypertext better than a print text?</p> <p>Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated how two characteristic features of hypertext, viz., linking to additional information and non-linearity in presentation of information, affect reading comprehension of ESL readers. </p> <p>Two types of texts that occur in the electronic medium – linear or pre-structured texts and non-linear or self-navigating texts, were used in this study. Based on a comparison of subjects’ comprehension outcomes and free recalls, text factors and reader factors that can influence hypertext reading comprehension of ESL readers are identified. </p> Contradictory to what many researchers believe, results indicate that self-navigating hypertexts might not promote deep comprehension in all ESL readers.

“Google and me together can read anything.” Online reading strategies to develop hypertext comprehension in ESL readers

2021 ◽  
Vol 17 (2) ◽  
pp. 896-914
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Strategies ◽  
Literacy Skills ◽  
Strategy Training ◽  
Online Reading ◽  
Esl Teachers ◽  
Topic Familiarity ◽  
Online Reading Comprehension ◽  
Online Texts

If we are to build in our students, literacy skills relevant for the 21st century, reading classrooms need to take into account the changing nature of texts that our students are required to read in real-world contexts (Alexander & The Disciplined Reading and Learning Research Laboratory, 2012). This paper exhorts ESL teachers to use online texts or hypertexts, in addition to print textbooks, in the reading classroom. The use of hypertexts can increase the literacy participation of students by making reading authentic, and ensuring literacy skills they acquire more meaningful and productive (Coiro, Killi, & Castek, 2017). In the reading classroom where this research was located, it was observed that readers who scored low on reading comprehension tests based on print texts demonstrated higher levels of comprehension while performing on tests based on hypertexts. The study was conducted to identify the reading strategies used by these readers. It was found that ESL readers were able to overcome deficits in their prior knowledge (topic familiarity) and/or language proficiency by using specific reading and navigating strategies. This paper proposes that strategy training in the use of newer reading and navigating strategies might help develop online reading comprehension expertise and build independent reading habits in ESL readers.

scholarly journals Using Online Texts to Build Independent Readers in ESL Classrooms

2021 ◽  
Vol 8 (2) ◽  
pp. 10
Author(s):  
Kshema Jose
Keyword(s):  
Content Knowledge ◽  
Language Proficiency ◽  
Linguistic Competence ◽  
Interactive Effects ◽  
Sources Of Information ◽  
Topic Familiarity ◽  
Non Linear ◽  
Low Levels ◽  
Online Texts ◽  
Knowledge Deficits

Studies with proficient users of English suggest that readers demonstrate deeper comprehension of texts when reading non-linear hypertexts than when reading linear texts. This is attributed to the networked nature of texts that helps readers exercise cognitive flexibility. An aspect that remains largely unresearched is the potential of linear online texts to facilitate comprehension in readers who are non-proficient users of English. Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated the interactive effects of two salient features of online texts, viz., non-linearity in the presentation of text and the availability of additional sources of information, on the reading comprehension of ESL readers. Two groups of readers with high and low levels of English proficiency read twelve texts on familiar and unfamiliar topics in print, linear online, and non-linear online modes. A comparison of readers’ responses to comprehension questions and free recalls showed that those with low linguistic competence and/or topic familiarity were able to achieve better comprehension of linear online texts than print texts or non-linear online texts. The findings indicate that text linearity when combined with the presence of multiple information resources (both provided by the author within the text and freely available on the internet) might have the potential to scaffold linguistic and content knowledge deficits in ESL readers and promote deep levels of comprehension. 

Nederlands Leren Met De Edittraining

1989 ◽  
Vol 33 ◽  
pp. 82-88
Author(s):  
M. Stortelder ◽  
C. de Graauw ◽  
T.J.M. van Els
Keyword(s):  
Reading Comprehension ◽  
Secondary Schools ◽  
Language Proficiency ◽  
Choice Test ◽  
Main Task ◽  
Grammatical Knowledge ◽  
Knowledge Test ◽  
Language Competence ◽  
Skill Test ◽  
Cloze Test

At the Institute of Applied Social Sciences in Nijmegen a computer based language training programme is being developed and experimentally evaluated in secondary schools. The programme called Edittraining, is based on the principle of the editing-test. This editing-test is a test of general language competence and consists of a reading text in which randomly chosen words have been randomly inserted; the number of the 'intruders1 is about 12 per cent of the original number of words. The main task is to delete these intruders. To execute the task not only lexical but also grammatical competence is needed. The four main components of the programme are: a set of 12 reading texts processed as editing tasks, grammatical feedback supplied with various text elements, a students' grammar, and a lexicon. In experiments executed in secondary schools empirical data have been obtained on the effectiveness of the programme. The main hypothesis is that learning by Edittraining leads to improvement of language proficiency. The specific hypotheses pertain to the improvement of general language competence, reading competence, grammatical compe-tence and knowledge of grammatical concepts. The design chosen was a pre- and post-test design, with experimental and control groups. The pre-tests used were a cloze-test and a grammatical knowledge test; the post-tests were the same cloze-test, a parallel version of the grammatical knowledge test, a multiple choice test for reading comprehension, and a grammatical skill test. The results of a covariance-analysis showed a positive significant effect for the experimental group on the cloze-test, on a subtest of the grammatical knowlegde test called 'concepts' and on a subtest of the grammatical skill test called 'composition of noun and preposition groups'. Most of the grammar subtests turned out to be rather easy for these pupils. Analyses for subgroups, with less than or equal to 60 or 80% correct on the pre-test, did not greatly alter the results except for the cloze-test. For the group with less than or equal to 50% correct on the pre-test of the cloze-test, the effect of the Edittraining was a little stronger than for the group as a whole. We can conclude that learning by Edittraining leads to a significant improvement of general language proficiency and of some grammar subskills but not of reading comprehension and the other grammar subskills that were tested. Other specific hypotheses concerning special versions of the programme such as working in groups or individually, positive versus neutral feedback, and feedback following each separate part or the whole of the text, showed no clear results.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION USING VIP (VOCABULARY INVESTOR PACKAGE) MEDIA AT SMKN 1 BATU

2020 ◽  
Vol 3 (2) ◽  
pp. 88-95
Author(s):  
Indah Dwi Wahyuni ◽  
◽  
Erythrina Crista Wijayanti ◽  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Average Score ◽  
English As Foreign Language ◽  
Effective Implementation ◽  
Efl Teachers ◽  
Crucial Part ◽  
Better Than

One of main concerns of the most English as Foreign Language (EFL) teachers is how to assist the students to develop English language proficiency. In this regard, reading is considered as a crucial part of the EFL learning process. The major goal of teaching reading is students are able to recognize the words and convey the meaning of them. Vocabulary seems to gain far more attention as the students had difficulties of interpreting the words that interferes their reading comprehension. Given such limitation of the students’ competence, their motivation may become low. Having seen this phenomenon, the teacher should maximize opportunities for students to improve their reading comprehension as well as their motivation. To this end, this research investigates the implementation of VIP (Vocabulary Investor Package) Media to enhance students’ reading comprehension. The research conducted Classroom Action Research (CAR) by employing 2 cycles to 28 students of twelve grade at SMKN 1 Batu. Accordingly, the procedures included planning, implementing, observing, and reflecting. The results show that (1) the highest score in cycle 2 was higher than the highest score in cycle 1; (2) the lowest score in cycle1 increased compared to cycle 1; (3) the average score was better than in cycle 1; (4) the percentage of students who achieved the minimum criterion (KKM) in cycle 2 was improved rather than in cycle 1; and (5) the percentage of students who did not reached KKM was decreased compared to cycle 1. Therefore, the use of VIP (Vocabulary Investor Package) Media successfully improves students’ reading comprehension. For the effective implementation, this suggests that applying VIP media to the other skills is highly required.

Development of 200kV ultrahigh-resolution analytical electron microscope

1989 ◽  
Vol 47 ◽  
pp. 108-109
Author(s):  
T. Kaneyama ◽  
M. Naruse ◽  
Y. Ishida ◽  
M. Kersker
Keyword(s):  
Electron Microscope ◽  
Optical Constants ◽  
Materials Science ◽  
Objective Lens ◽  
The Finite Element Method ◽  
Ultrahigh Resolution ◽  
Analytical Electron ◽  
Analytical Electron Microscope ◽  
Characteristic Features ◽  
Better Than

In the field of materials science, the importance of the ultrahigh resolution analytical electron microscope (UHRAEM) is increasing. A new UHRAEM which provides a resolution of better than 0.2 nm and allows analysis of a few nm areas has been developed. [Fig. 1 shows the external view] The followings are some characteristic features of the UHRAEM.Objective lens (OL)Two types of OL polepieces (URP for ±10' specimen tilt and ARP for ±30' tilt) have been developed. The optical constants shown in the table on the next page are figures calculated by the finite element method. However, Cs was experimentally confirmed by two methods (namely, Beam Tilt method and Krivanek method) as 0.45 ∼ 0.50 mm for URP and as 0.9 ∼ 1.0 mm for ARP, respectively. Fig. 2 shows an optical diffractogram obtained from a micrograph of amorphous carbon with URP under the Scherzer defocus condition. It demonstrates a resolution of 0.19 nm and a Cs smaller than 0.5 mm.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

scholarly journals Predictors of Successful Reading Comprehension in Bilingual Adults: The Role of Reading Strategies and Language Proficiency

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Deanna C. Friesen ◽  
Bailey Frid
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Text Analysis ◽  
Reading Strategies ◽  
Background Knowledge ◽  
Strategy Use ◽  
Dominant Language ◽  
Analysis Strategies

The current study investigated the type of strategies that English–French bilingual adults utilize when reading in their dominant and non-dominant languages and which of these strategies are associated with reading comprehension success. Thirty-nine participants read short texts while reporting aloud what they were thinking as they read. Following each passage, readers answered three comprehension questions. Questions either required information found directly in the text (literal question) or required a necessary inference or an elaborative inference. Readers reported more necessary and elaborative inferences and referred to more background knowledge in their dominant language than in their non-dominant language. Engaging in both text analysis strategies and meaning extraction strategies predicted reading comprehension success in both languages, with differences observed depending on the type of question posed. Results are discussed with respect to how strategy use supports the development of text representations.

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