High and Low Reading Comprehension Achievers' Strategic Behaviors and Their Relation to Performance in a Reading Comprehension Situation

Dermitzaki, Irini; Ανδρέου, Γεωργία; Paraskeva, Violetta

doi:10.1080/02702710802168519

Cited by 46 publications

(37 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A series of studies have established a connection between motivation and strategy use (see Pintrich, 2000, for a review). Strategic reading is viewed as a prerequisite for successful reading comprehension (Dermitzaki, Andreou, & Paraskeva, 2008;Pressley, 2002), and in a review of research Carr, Mizelle, and Charak (1998) also argued for a causal connection from motivation to read via reading strategies to reading performance. Strategy use is, however, not the only possible explanation for the observed relationship between motivation and reading.…”

Section: Reading Comprehension and Motivationmentioning

confidence: 99%

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats

Solheim

2011

Reading Psychology

102

View full text Add to dashboard Cite

Section: Reading Comprehension and Motivationmentioning

confidence: 99%

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats

Solheim

2011

Reading Psychology

102

View full text Add to dashboard Cite

“…Not only has it been found that skilled readers use more strategies than less proficient readers, but utilization of these strategies has been found to be correlated with better comprehension (e.g., Braten & Stromso, 2003;Dermitzaki, Andreou, & Paraskeva, 2008;Samuelstuen & Braten, 2005). For example, Dermitzaki et al (2008) found that third graders' use of strategies such as planning and monitoring of learning processes were highly correlated with their performance on a comprehension assessment related to the same text.…”

Section: Comprehension Of Written Textmentioning

confidence: 91%

“…For example, Dermitzaki et al (2008) found that third graders' use of strategies such as planning and monitoring of learning processes were highly correlated with their performance on a comprehension assessment related to the same text. Moreover, Samuelstuen and Braten (2005) found that 10th graders who were poor decoders but used many strategies while reading two expository texts scored better on a comprehension assessment about the text than good decoders who did not use many strategies.…”

Section: Comprehension Of Written Textmentioning

confidence: 97%

Reading the graphics: what is the relationship between graphical reading processes and student comprehension?

Norman

2011

Read Writ

View full text Add to dashboard Cite

Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in text convey important meaning, little research exists on the relationship between children's processes prompted by the graphics in informational text and their overall comprehension of the same texts. In this study, 30 secondgraders read 2 informational texts, were prompted to share their thinking whenever they looked at a graphic, retold each text in their own words, and answered 8 comprehension questions about each text. Correlations between students' scores on the post-reading comprehension measures and the reading processes prompted by the graphics suggested that: (1) the number of times any process was prompted by the graphics was significantly correlated with scores on the retelling measure for one book, but not for the retelling measure of the other book or for the comprehension question measure for either book; (2) there were no significant correlations between the number of different processes prompted by the graphics and students' scores on any comprehension measure; (3) a number of individual processes were positively correlated with retelling and/or comprehension question scores.

show abstract

“…Marr & Gormley, 1982), building a structured representation of the text (e.g. Dermitzaki, Andreou, & Paraskeva, 2008), making inferences (e.g. Winne, Graham, & Prock, 1993), or using metacognitive knowledge (e.g.…”

Section: Reading Comprehension Strategies Recall and Reading Competencementioning

confidence: 99%

How Can Reading Comprehension Strategies and Recall Be Improved in Elementary School Students?

Braojos

Fernández

Vílchez³

2014

Estudios sobre Educación

View full text Add to dashboard Cite

High and Low Reading Comprehension Achievers' Strategic Behaviors and Their Relation to Performance in a Reading Comprehension Situation

Cited by 46 publications

References 45 publications

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats

The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats

Reading the graphics: what is the relationship between graphical reading processes and student comprehension?

How Can Reading Comprehension Strategies and Recall Be Improved in Elementary School Students?

Contact Info

Product

Resources

About