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Tytuł:
Badanie opanowania umiejętności czytania przez uczniów klas czwartych szkoły podstawowej
Research of reading skills of the fourth grade pupils in the primary school
Autorzy:
Przybyla, Olga
Turek, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/667360.pdf
Data publikacji:
2013-01-01
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
research of reading skills
determinants of the reading process
decoding
reading comprehension
Opis:
The authors discuss the results of research carried out to present reading skills of pupils in the primary school. Taking into account theoretical background, used to prepare the research methodology, the most significant factors contributing to the reading process are analyzed. There are two dimensions of reading skills that are involved in the research: decoding and reading comprehension of the text. The range of decoding provides the assessment of reading speed (treated as a number of words read within one minute), correctness of reading (perceived as proportion of the read word in a correct way compared to all read words per minute), and a type of mistakes made by children during reading.
Źródło:
Logopedia Silesiana; 2013, Logoepdia Silesiana nr 2; 24-50
2300-5246
2391-4297
Pojawia się w:
Logopedia Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance
Autorzy:
Mokhtari, Kouider
Dimitrov, Dimiter M.
Reichard, Carla A.
Powiązania:
https://bibliotekanauki.pl/articles/780595.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
metacognition
reading comprehension
metacognitive awareness
reading strategies
Opis:
In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students’ awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students’ perceived reading ability. Given that this journal is oriented to second language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents’ and adults’ metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study’s findings in light of new and emerging insights relative to assessing students’ metacognitive awareness and perceived use of reading strategies.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 219-246
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kształcenie rozumienia tekstu pisanego u dzieci w wieku wczesnoszkolnym. Wybrane zagadnienia
Autorzy:
Murawska, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/1789409.pdf
Data publikacji:
2019-11-03
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
reading comprehension
teaching reading comprehension
determinants comprehension
Opis:
Reading is a complex and difficult cognitive activity which involves acquiring reading comprehension skills. The teacher’s task is to support students in this process. The article analyses selected opportunities how it can be done. An interesting area investigated by psychologists is the role of working memory in the effectiveness of reading. While there is agreement on the existence of such a dependence, there is no certainty that it is possible to shape it and if so, to what extent. The second task the teacher has to face is to present various strategies helpful in reading comprehension. While the strategies mentioned in this text are the subject of considerations of many authors, the role of metacognitive strategies is worth paying attention to. Supporting the ability to control own learning process, organisation of this process and evaluation of the obtained results, refers not only to learning reading, but also to the quality of learning in general. The last factor necessary for reading comprehension raised in this text is motivation. Developing motivation to read is not an easy task, but it can be achieved in many different ways.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 31-41
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tempo czytania ze zrozumieniem w języku polskim na przykładzie uczniów klas ósmych i maturalnych
Fluent reading in Polish: the case of primary and high graduates
Autorzy:
Moździerz, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/16461869.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
average reading rate
reading comprehension
fluent reading
reading efficiency
Polish
średnie tempo czytania
czytanie ze zrozumieniem
płynne czytanie
wydajność czytania
język polski
Opis:
Reading constitutes for one of the most important activities, both in work and in education. There are three major components to reading: comprehension, decoding and reading speed. The relationship between comprehension and reading speed is a tradeoff; after reaching a certain peak one has to decrease for the other to increase. The knowledge of how fast an average person reads can be a useful tool in planning any activity that requires the use of text, such as a language course. To date Polish linguistics lacks relevant research on the speed of reading with comprehension. The following paper presents part of the doctoral project that aims to answer the questions “How fast and with what level of understanding do Poles read?” The paper sums up two research studies which examined the reading speed and comprehension in Polish of students in the final year of high school and in grade 8 of Polish primary school. Both groups read a non-specific text of medium-difficulty about Sherlock Holmes and completed a 9-item comprehension test. The high school students on average scored 77% on the comprehension test with an average reading speed of 173 words per minute (wpm). On the same text, primary school students scored 66% and read at 156 wpm.  
Źródło:
Neofilolog; 2022, 59/2; 76-91
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
E-texts or p-texts? Evidence from reading comprehension tasks for Polish teenage learners of English
Autorzy:
Gąsior, Klaudia Emanuela
Powiązania:
https://bibliotekanauki.pl/articles/606251.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
reading comprehension
EFL reading
paper texts
electronic texts
secondary school students
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
Research investigating differences between reading comprehension of electronic and paper texts has so far provided conflicting evidence. Thus, the present paper aims to examine the impact of the text source on the quality of reading comprehension of Polish intermediate learners of English. In a pre-test the participants representing a similar level of this subskill were selected and divided into two groups. In the study proper, the control group read a paper version of the text while the treatment group did it using a computer screen. Although the participants’ results were better in the case of e-texts than of p-texts, these differences were not statistically significant.
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 4
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Morphological Awareness as a Potential Catalyst for Jordanian EFL Students Reading Comprehension
Autorzy:
Bataineh, Ruba Fahmi
Al-Kofeiri, Qasim Mahmoud
Powiązania:
https://bibliotekanauki.pl/articles/605928.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
EFL
morphological awareness
reading comprehension
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
This study examines the potential effect of morphological awareness on Jordanian EFL tenth-grade students' reading comprehension. Two intact sections of 73 Jordanian tenth-grade students were purposefully selected from a secondary school in Ramtha Directorate of Education (Ramtha, Jordan) during the first semester of the academic year 2017/2018. The experimental group (n=37) was taught using a morphological awareness-based protocol whereas the control group (n= 36) was taught conventionally per the guidelines of the Ministry-prescribed Teacher Book of Action Pack 10. For data collection, a reading comprehension pre/post- test was used. The findings reveal a statistically significant improvement in the experimental group students’ reading comprehension which may be attributed to morphological awareness-based instruction.  
Le numéro contient uniquement les résumés en anglais.
Том содержит аннотаций на английском языке.
Źródło:
Lublin Studies in Modern Languages and Literature; 2018, 42, 2
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Experimental Verification of the Reading Comprehension Intervention for the German Language as L3
Autorzy:
Stranovská, Eva
Ficzere, Anikó
Szabó, Erzsébet
Powiązania:
https://bibliotekanauki.pl/articles/18653939.pdf
Data publikacji:
2022-09-27
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
second foreign language
reading comprehension
intervention
Opis:
Aim. The main aim of the research was to verify the reading comprehension intervention program for the German language that builds on complex models of foreign language text comprehension while stimulating the cognitive, affective and social levels of reading. Methods. The respondents of the research were studying English language in their 3rd year in secondary schools in Slovakia. The data were collected with the didactic reading comprehension test for the German language (Hockicková et al., 2020). The research was conducted through a pre-test before the intervention program and a post-test after the intervention. The basic characteristics of the examined variables were described using descriptive statistics. A paired t-test was used to detect differences in reading comprehension before and after the intervention. Results. The results of the research confirmed an increase in German texts comprehension in each experimental group. A statistically significant difference in reading comprehension performance was not confirmed in the control groups without completing the intervention program. Conclusion. The reading comprehension intervention program for the German language at A2 level appears to be effective in the direction of increasing performance in reading comprehension of German texts. The intervention in German text comprehension is manifested in two simultaneous work practices, namely in the development of predictors and in working with different types of texts as well as different reading strategies.
Źródło:
Journal of Education Culture and Society; 2022, 13, 2; 369-382
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
Autorzy:
Bataineh, Ruba Fahmi
Mayyas, Mais Barjas
Powiązania:
https://bibliotekanauki.pl/articles/955650.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EFL
grammar instruction
Moodle
reading comprehension
Opis:
This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
Źródło:
Teaching English with Technology; 2017, 17, 3; 35-49
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Comics, Adoptionen oder doch das Original? – Goethes Faust im kompetenzorientierten Deutschunterricht.
Autorzy:
Kuzminykh, Ksenia
Powiązania:
https://bibliotekanauki.pl/articles/915102.pdf
Data publikacji:
2015-12-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Goethe
comics
children literature
history of German- literature-lessons
world literature
reading comprehension
methods
cross cultural reading.
Opis:
Goethe’s Faust was long defined in Germany as an established part of literature lessons and as a part of canon, but a paradigm change in didactics and in literature science has challenged both. This essay takes a brief look at history of German-literature-lessons and at different methods of teaching and reading literature, especially Goethe’s Faust – analytical, productive and creative. It gives a survey about children’s books to Faust, comics and summaries and demonstrates the correlation between knowledge and reading comprehension.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 2; 153-167
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czuj w czas o sobie cny czytelniku Pieśni V Jana Kochanowskiego
Feel the time about yourself, right reader of Songs V by Jan Kochanowski
Autorzy:
Bakuła, Kordian
Powiązania:
https://bibliotekanauki.pl/articles/1206727.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:
reading comprehension
language and literature didactics
historical semantics
Opis:
The article concerns the school reading of the Songs V, Eternal Disgrace of J. Kochanowski, which has been present in high school’s and technical school’s textbooks for decades. The critical moment is not understanding certain expressions, such as a „pitiful loot”, „to manage light people”, „we get in”, which leads to a weakening of the understanding of the entire piece. The author draws attention to the insufficient number of footnotes in the textbooks, not always correct, and therefore proposes to increase the linguistic and factual explanations, improve the existing ones, for which he used historical and contemporary dictionaries. He calls for readers’ vigilance, especially important in the case of old novels.
Źródło:
Dydaktyka Polonistyczna; 2020, 6 (15); 175-183
2451-0939
Pojawia się w:
Dydaktyka Polonistyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Morphemic analysis increases vocabulary and improves comprehension
Autorzy:
Jarad, Najib Ismail
Powiązania:
https://bibliotekanauki.pl/articles/914944.pdf
Data publikacji:
2015-12-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
morphemic analysis
reading comprehension
explicit teaching
vocabulary instruction
Opis:
The present study explored the effects of explicit and systematic teaching of morphemic analysis on vocabulary learning and comprehension. The reading class taught by the researcher was purposely taught the most common (30) prefixes and the most common (30) roots. Following fourteen 50-minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic analysis skills, to derive meanings for new words that contained taught morphemic elements, and to comprehend text containing new words. The results indicated that (a) there was an immediate and delayed effect of morphemic analysis for lesson words, and (b) there was evidence that a morphemic approach improved students’ vocabulary and, consequently, their comprehension. The findings of this study provide support for the implementation of a morphemic approach for vocabulary instruction.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 2; 31-43
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Impact of Metacognitive Strategies on Reading Comprehension in an Early Literacy Workshop
Autorzy:
Hrbáčková, Karla
Švec, Vlastimil
Powiązania:
https://bibliotekanauki.pl/articles/28409154.pdf
Data publikacji:
2005-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
young children
literacy workshop
metacognitive strategies
reading comprehension
Opis:
This preliminary study investigates metacognitive strategies displayed by young children and their impact on increasing reading comprehension during their involvement in a reading intervention programme from February to July 2004. The purpose of this study is (a) to explore the nature of existing metacognitive experience in the second, third and fourth grade classrooms and (b) to determine whether children who had participated in an early literacy workshop demonstrate reading comprehension achievement. To document and reflect metacognitive awareness of reading strategies students engaged in a literacy workshop. The teacher in this workshop provides instrumental support to student’s awareness and regulation comprehension strategies before, during and after reading. This metacognitive intervention was observed and videotaped by the research assistant and compared with reading achievement.
Źródło:
The New Educational Review; 2005, 5; 69-78
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students
Autorzy:
Kendik-Gut, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/783143.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
reading comprehension
background knowledge
language proficiency
domain-specific texts
Opis:
This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further  analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.
Źródło:
Theory and Practice of Second Language Acquisition; 2019, 5, 2; 59-74
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wykorzystanie narzędzi informatycznych w pracy z lekturami na poziomie A1/A2, czyli jak można kształtować sprawność czytania ze zrozumieniem w nauczaniu zdalnym
The use of IT tools in working with reading texts on A1/A2 level – how can we develop reading comprehension skills in distance learning?
Autorzy:
Gierzyńska, Marta
Powiązania:
https://bibliotekanauki.pl/articles/2098452.pdf
Data publikacji:
2021-12-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
ICT
simplified readings
reading comprehension
global reading
selective reading
motivation
text-attack techniques
technologie informacyjno-komunikacyjne
proste lektury
czytanie ze zrozumieniem
czytanie globalne
czytanie szczegółowe
motywacja
techniki usprawniania kompetencji czytania ze zrozumieniem
Opis:
Refining reading comprehension skills is one of the basic tasks that students of foreign languages and their teachers face. Some of the texts offered in students’ books do not make pupils interested in the topic, motivated or encouraged enough to develop their reading comprehension ability. The reason is that these texts are compulsory students have to read them which thus makes the readings less interesting. Learning foreign languages essentially should be focused on their posterior use in extracurricular, personal and then occupational conditions. Since reading is necessary, then choosing simple books in a foreign language would be worth considering. Such texts may be perceived by the students differently from the compulsory readings in class. What is more, reading didactically adapted, longer literary texts and their proper reception will certainly be satisfying for the student. This article provides the reader with the examples of using simplified readings in the global and detailed text processing which, in turn, takes into account techniques such as pre-reading, while-reading and post-reading. Furthermore, the article presents the ideas of including Information and Communication Technologies in teaching which influences students’ engagement and allows the teacher to monitor their work.
Źródło:
Neofilolog; 2021, 57/2; 265-279
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Text topic interest, willingness to read and the level of reading comprehension among adults – the role of gender and education level
Autorzy:
Charzyńska, Edyta
Powiązania:
https://bibliotekanauki.pl/articles/2012252.pdf
Data publikacji:
2015-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
reading comprehension
text difficulty
text topic interest
motivation
readability
Opis:
The aim of the study was to examine the relations between variables connected with the reader (interest in the text topic and willingness to read it) and the level of reading comprehension among adults, after controlling for text difficulty. The study involved 1549 users of Polish aged from 18 to 87. Open-ended questions were used to measure reading comprehension. It was proved that the model taking into account variables related to the reader better predicted reading comprehension than the model only taking into account text difficulty. Moderation analysis showed a little stronger relation between text topic interest and reading comprehension in the group of women than in the group of men. It was also noted that among adults with lower levels of education text topic interest and willingness to read it were more strongly related to the level of comprehension than among better educated people. The discussion focuses on the role of psychological factors in reading comprehension.
Źródło:
The New Educational Review; 2015, 39; 84-95
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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