Reading and Comprehension in the African Context

Kibui, Agnes

doi:10.2307/j.ctvgc6073

Cited by 2 publications

(11 citation statements)

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“…Also, at the levels of text comprehension, the analysing skill is needed at the inferential level, and evaluating skill together with the analysing skill is needed at the highest, evaluative level (Basabara et al, 2013). To analyse any text it is important to know how to integrate different parts of the text to a whole, to find the main idea of the text and to use the background knowledge (Butcher, & Kintsch, 2012;Eason et al 2012;Kibui, 2012). During the evaluation of a text a reader has to use the highest cognitive processes: the text has to be critically evaluated, the author's thoughts or messages must be detected and associated with the reader's opinion.…”

Section: Discussionmentioning

confidence: 99%

“…Readers can understand the texts on different levels (Basabara et al, 2013). Firstly, at the literal comprehension level, the readers understand the explicit information conveyed by the text (Kibui, 2012), without interpreting or associating it with readers' prior knowledge (Butcher & Kintsch, 2012). Secondly, at the inferential comprehension level readers have to analyze the text and make assumptions about the information which is not explicitly stated in the text (Basabara et al, 2013).…”

Section: Levels Of Text Comprehensionmentioning

confidence: 99%

“…The readers' ability to evaluate texts is at the top of the comprehension skills. For that reason, the readers discuss their ideas and feelings that texts evoke in them (Kibui, 2012). In case of evaluative comprehension readers adopt a broader based information platform, going beyond the text (Basabara et al, 2013).…”

Section: Levels Of Text Comprehensionmentioning

confidence: 99%

“…In case of evaluative comprehension readers adopt a broader based information platform, going beyond the text (Basabara et al, 2013). Readers who have more accomplished evaluative skills know better how to evaluate the content of the text, how to interpret it, make conclusions and have an opinion about the context (Kaplan, 2013;Kibui, 2012). This level is based on combining literal and inferential comprehension levels.…”

Section: Levels Of Text Comprehensionmentioning

confidence: 99%

“…Later, when the cognitive processes (e.g. working memory, verbal skills) are more evolved and texts are being understood at a higher-level, the reader's prior knowledge, experiences, and ability to infer and interpret the information are becoming more important (Kibui, 2012;Seigneuric & Ehrlich, 2005). Comparing the students' ability to answer the questions at different comprehension level has revealed that the most difficult task is to answer to the questions that need skills of the evaluative comprehension level (Basabara et al, 2013;Veeravagu, Muthusamy, Marimuthu & Michael, 2010).…”

Section: Changes In Text Comprehension Skills At the Basic School Levelmentioning

confidence: 99%

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Assessment of Students’ Higher-level Text Comprehension Skills in Basic School

Kärbla

Uibu

2017

PROSOC

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Text comprehension is a sophisticated process that is influenced by the reader’s cognitive skills, prior knowledge and the type of texts. The aim of the present longitudinal study was to assess the students’ ability to analyse and evaluate the narrative text in Grades 4 and 5. A total of 831 Estonian students were tested in two consecutive years. The results indicated that fewer than half of the students succeeded in analysing and evaluating the contents of the text, while the students’ text comprehension skills in Grade 5 were significantly better than in Grade 4. Students had more difficulties answering the questions that examined their skill of evaluating the text, compared to their ability to analyse the text. This led to the conclusion that teachers should pay more attention to the students’ higher-level cognitive processes and support their text comprehension skills. Keywords: Analysis and evaluation skills; Basic school; Reading; Text comprehension

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Section: Discussionmentioning

confidence: 99%

Section: Levels Of Text Comprehensionmentioning

confidence: 99%

Section: Levels Of Text Comprehensionmentioning

confidence: 99%

Section: Levels Of Text Comprehensionmentioning

confidence: 99%

Section: Changes In Text Comprehension Skills At the Basic School Levelmentioning

confidence: 99%

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Assessment of Students’ Higher-level Text Comprehension Skills in Basic School

Kärbla

Uibu

2017

PROSOC

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Gender differences in the reading literacy of Estonian basic school students

Puksand¹,

Uibu²

2021

EHA

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Rahvusvahelise PISA võrdlusuuringu fookuses oli 2018. aastal funktsionaalne lugemisoskus, mille hindamisel kasutatakse eri situatsioonidel põhinevaid ja eri tüüpi tekste ning mille ülesanded nõuavad eri kognitiivsete protsesside rakendamist. Siinse uurimuse eesmärk oli kirjeldada poiste ja tüdrukute ülesannete sooritust teksti iseloomustava situatsiooni ja tekstitüübi ning ülesande lahendamisel eeldatava kognitiivse protsessi alusel. Uurimusest selgus, et tüdrukud lahendasid ülesandeid poistest paremini kõigi kriteeriumide alusel. Teksti situatsioon on suhtlussfäär, kuhu autentne tekst kuulub. Selle järgi edestasid tüdrukud poisse kõige rohkem töösituatsiooniga ülesannetes. Tekstitüüpide võrdluses avaldus suurim sooline erinevus tüdrukute kasuks dialoogilistel tekstidel põhinenud ülesannete lahendamisel. Selle põhjal, milliseid kognitiivseid protsesse lugemine aktiveerib, lahendasid tüdrukud poistest paremini ülesandeid, kus oli vaja esitada sõnasõnalist tähendust ning teha järeldusi teksti sisu ja vormi põhjal. Kõige väiksem erinevus ilmnes ülesannetes, mis eeldasid konflikti avastamist ja käsitlemist ning info kvaliteedi ja usaldusväärsuse hindamist. Nende ülesannete sooritusprotsent oli väike nii poistel kui tüdrukutel. Uurimuse tulemused võimaldavad anda õpetajatele ja õppematerjalide koostajatele soovitusi, millele õpilaste lugemisoskuse arendamisel tähelepanu pöörata ja missuguseid lugemisülesandeid kasutada. Summary

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Reading and Comprehension in the African Context

Cited by 2 publications

References 0 publications

Assessment of Students’ Higher-level Text Comprehension Skills in Basic School

Assessment of Students’ Higher-level Text Comprehension Skills in Basic School

Gender differences in the reading literacy of Estonian basic school students

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