Reader Control in Reading: Effects of Language Competence, Text Type, and Task

Horiba, Yukie

doi:10.1207/s15326950dp2903_3

Cited by 65 publications

(82 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the case of goals, considerable evidence suggests that readers adjust their comprehension activities depending on the purpose of an intended reading experience (e.g., Horiba, 2000;Linderholm & van den Broek, 2002;van den Broek et al, 2001); that is, readers may focus on different elements of texts, adjust their reading speed, and increase or decrease the degree to which they construct inferences of various types, depending on the purpose of their reading task. For example, Egidi and Gerrig (2006) demonstrated that readers focus on global (i.e., overall story situations) rather than local elements of texts (i.e., current and immediately preceding sentences) when asked to make explicit judgments about the likelihood of story events.…”

Section: Discussionmentioning

confidence: 99%

Revising what readers know: Updating text representations during narrative comprehension

Rapp¹,

Kendeou

2007

Mem Cogn

112

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Revising what readers know: Updating text representations during narrative comprehension

Rapp¹,

Kendeou

2007

Mem Cogn

112

View full text Add to dashboard Cite

“…First, the present study only investigate one of higher-order processes in Chinese reading, future studies may explore other higher-order processes in Chinese reading, such as making inferences, in order to compare and contrast the processes with reading in alphabetic languages. Secondly, the present study only used a single text type -narratives, thus, it is difficult for us to generalize the findings into reading other text types, as reading different text types tends to rely on different reading strategies and skills (Horiba, 2000). Future studies may wish to use multiple text types to examine higher-order of reading processes across different orthographies.…”

Section: Discussionmentioning

confidence: 95%

Comprehension Monitoring in Chinese Reading among Chinese Adolescent Readers

Han¹

2017

TPLS

View full text Add to dashboard Cite

Abstract-English and Chinese reading place different requirements in terms of lower-order processing. Research has consistently found evidence that word recognition in English and Chinese reading requires different cognitive processes. However, whether English reading differs from Chinese reading with regard to higher-order processing receives little attention. This study investigated comprehension monitoring, an important higher-order skill, among 126 Chinese adolescent readers using two kinds of information errors (i.e., external and internal information errors), in order to compare results from studies on comprehension monitoring in English. The results showed that the detection of external errors was significantly higher than the detection of internal errors. Proficient Chinese readers performed significantly higher on overall comprehension monitoring task, on monitoring of external errors, and on monitoring of internal errors compared to poor Chinese readers. There was also significant correlation between comprehension monitoring and Chinese reading proficiency. Conclusions and Recommendations: The results of the study suggest that Chinese readers' comprehension monitoring was similar to comprehension monitoring of native English speakers in English reading, and this may provide some evidence that Chinese and English reading may have similar higher-order processes even though reading in the two languages place different requirements in terms of lower-order processing skills.

show abstract

“…In relation to reading in EFL at the university level, such a finding seems to be in contrast to the aim of preparing students to read texts in content areas, which are primarily expository texts (e.g., Pugh, Pawan & Antomarchi, 2000). Past studies have shown that narrative and expository texts require different cognitive processing and cognitive demands (e.g., Baretta, Tomitch, McNair, Lim, & Waldie, 2009;Horiba, 2000;Trabasso & Magliano, 1996). As such, if EFL instruction at the secondary level focuses on training students more on reading narrative texts than reading expository texts, students might be faced with difficulty in processing expository texts, which they encounter the most at the university level.…”

Section: Resultsmentioning

confidence: 99%

EFL Textbook Analysis: A Case Study

Sidek

2012

L & L

View full text Add to dashboard Cite

The purpose of the present study was to determine how well a nationally mandated Malaysian EFL Upper Secondary textbook prepares upper secondary students for tertiary reading in English. The data were in the form of comprehension reading passages in the selected EFL textbook. In this study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages. Using the data acquired from an analysis of this mandated textbook, the author argues that the ESL reading instructional design in the national Malaysian EFL Upper Secondary curriculum significantly under prepares students because of its overemphasis on narrative passages that are below grade-level texts.

show abstract

Reader Control in Reading: Effects of Language Competence, Text Type, and Task

Cited by 65 publications

References 62 publications

Revising what readers know: Updating text representations during narrative comprehension

Revising what readers know: Updating text representations during narrative comprehension

Comprehension Monitoring in Chinese Reading among Chinese Adolescent Readers

EFL Textbook Analysis: A Case Study

Contact Info

Product

Resources

About