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Simplification of literary and scientific texts to improve reading fluency and comprehension in beginning readers of French
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In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal-amu.archives-ouvertes.fr/hal-03549026 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2022, pp.1-28. ⟨10.1017/S014271642100062X⟩ (2022)
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FedQAS: Privacy-Aware Machine Reading Comprehension with Federated Learning
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In: Applied Sciences; Volume 12; Issue 6; Pages: 3130 (2022)
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Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study
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In: Brain Sciences; Volume 12; Issue 5; Pages: 563 (2022)
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Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
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In: Electronic Thesis and Dissertation Repository (2022)
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READING COMPREHENSION CONSTRAINS WORD READING: A TONGUE TWISTER STUDY BY MODERATING ATTENTIONAL CONTROL
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In: Theses and Dissertations--Linguistics (2022)
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Improving EFL ninth graders’ reading comprehension through thieves learning strategy
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 232-258 (2022) (2022)
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Comprensión de lectura, reconocimiento de palabras y fluidez lectora en escolares de sexto año básico
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 55, 2022, pags. 156-173 (2022)
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Neural-based Knowledge Transfer in Natural Language Processing
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INVESTIGATING THE COMPARATIVE EFFECTS OF SUSTAINED SILENT READING, ASSISTED REPEATED READING, AND TRADITIONAL READING
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 173-200 (2022) (2022)
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Integrating Mind-Mapping Collaborated with Think-Pair-Share to Teach Reading Comprehension in Descriptive Text
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 119-129 ; 23380683 ; 2087-345X (2022)
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| 11 |
English machine reading comprehension: new approaches to answering multiple-choice questions
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Dzendzik, Daria. - : Dublin City University. School of Computing, 2021. : Dublin City University. ADAPT, 2021
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In: Dzendzik, Daria (2021) English machine reading comprehension: new approaches to answering multiple-choice questions. PhD thesis, Dublin City University. (2021)
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| 12 |
Comprehension Monitoring: The Metacognitive Process of Reading Comprehension Examined via Eye-Movement Methodology
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Abstract:
While reading comprehension plays an essential role in students’ academic success and future workforce, many students in the elementary school fail to successfully understand what they read. Thus, it is important to better understand the underlying processes of this complex activity and work towards creating more effective literacy interventions. One of the underlying processes of reading comprehension that many students find challenging is the metacognitive process of comprehension monitoring. Comprehension monitoring is the skills and strategies used to evaluate and regulate comprehension while reading. Through three studies, this dissertation aimed to examine third through fifth grade students’ comprehension monitoring skills and reading behavior utilizing eye-movement methodology. More specifically, this dissertation investigated how students comprehension monitoring may be related to their general reading comprehension and vocabulary knowledge, how individual differences in behavioral inattention and hyperactivity/impulsivity may be related to comprehension monitoring skills, and whether and to what extent students comprehension monitoring skills, in addition to their word knowledge, word knowledge calibration, and strategy use, may be improved after participating in the Word Knowledge e-Book (WKe-Book) intervention. The results demonstrated that students with stronger reading comprehension, and stronger vocabulary knowledge were generally more likely to attempt regulating their comprehension, and older students showed greater levels of comprehension monitoring – specifically employing repair strategies. Moreover, the findings elucidated that the students with higher levels of hyperactivity/impulsivity were less likely to regulate their comprehension after being confronted with sentence-level inconsistencies, which suggests that these students may be less likely to adopt strategic reading standards or engage in employing repair strategies. Finally, the results suggested that while participating in the WKe-Book intervention supported gains in word knowledge and word knowledge calibration, there was no evidence found for improvements in students’ strategy use and comprehension monitoring skills. The findings from this dissertation have important educational implications for developing literacy curriculum. With the use of eye-tracking technology, it is possible to assess young readers’ reading processes in a precise manner to better understand at which level of comprehension monitoring they may be struggling. This will in return allow for developing more effective individualized instruction for all readers, especially for those with mild difficulties which may go unnoticed. Improving the complex metacognitive skill of comprehension monitoring may require longer interventions, explicit teaching of repair strategies, and scaffolding students to actively and consciously evaluate and regulate their comprehension.
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Keyword:
Comprehension Monitoring; Education; Eye-Movement Methodology; Reading Comprehension
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URL: https://escholarship.org/uc/item/59s9872k
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Home attributes that relate to language and literacy attainments: A systematic review of studies from low- and middle-income countries ...
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Improving Second Language Acquisition of English Language Learners ...
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Vocabulary Scaffolding Features and Young Readers’ Comprehension of Digital Text: Insights from a Big Observational Dataset ...
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When Do Comprehenders Mentalize for Pragmatic Inference? A partial replication study. ...
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繪本閱讀教學研究──以國小一年級為對象 ; The Research of Picture Books Teaching Activity : 1st Graders of a Bilingual Flementary School Students as Research Subject
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