Students’ genre expectations and the effects of text cohesion on reading comprehension

Schmitz, Anke; Gräsel, Cornelia; Rothstein, Björn

doi:10.1007/s11145-016-9714-0

Cited by 19 publications

(14 citation statements)

References 27 publications

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“…Zwaan's (1991; research speaks to the substantial influence of paratextual cues on reading speed and basic comprehension processes. More recent research using more advanced methods has found similar outcomes, as reported by researchers from an educational (Schmitz et al, 2017) and neuroscientific perspective (Altmann et al, 2014). In the latter study, fact versus fiction labelling elicited different brain activation patterns when reading one and the same text.…”

Section: Paratextual Information and The Effects Of Non-fiction Versu...supporting

confidence: 77%

“…Further analyses of a time-based recognition task and a text-completion task showed that fiction yielded a stronger surface structure representation of the texts, reflecting a focus on stylistic aspects elicited by the supposed genre. Zwaan (1994) discussed these results in terms of Kintsch's (1988) construction-integration model (see also Schmitz et al, 2017). In this model, two phases in text comprehension are distinguished.…”

Section: Paratextual Information and The Effects Of Non-fiction Versu...mentioning

confidence: 95%

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The Psychological and Social Effects of Literariness: Formal Features and Paratextual Information

Appel¹,

Hanauer²,

Hoeken³

et al. 2021

Handbook of Empirical Literary Studies

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This chapter explores the effects of literariness on readers' psychological and social understandings within and beyond literary texts. Literariness is introduced as (a) a function of specific textual features that create linguistic foregrounding and (b) the positioning of a text as literary through para-textual signifiers (such as non-fiction and fiction labelling). After a brief review of the history of research on literariness, we discuss empirical studies of the role of paratext (such as non-fiction and fiction labelling) in the processing of texts and connect this research to the concepts of identification and perspective taking. We introduce research on readers' responses to the formal features of narrative and highlight the role of literary techniques in the non-literary context of journalism.

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Section: Paratextual Information and The Effects Of Non-fiction Versu...supporting

confidence: 77%

Section: Paratextual Information and The Effects Of Non-fiction Versu...mentioning

confidence: 95%

The Psychological and Social Effects of Literariness: Formal Features and Paratextual Information

Appel¹,

Hanauer²,

Hoeken³

et al. 2021

Handbook of Empirical Literary Studies

View full text Add to dashboard Cite

show abstract

“…Siêu nhận thức đề cập đến nhận thức và quy định về các quá trình suy nghĩ của chính mình (Flavell, 1979), và chức năng điều hành đề cập đến "lệnh và kiểm soát" chức năng hướng dẫn hoặc chỉ đạo tất cả các kỹ năng nhận thức, bao gồm cả sự chú ý, trí nhớ, và nỗ lực (Butterfuss và Kendeou, 2017) từ sự kết hợp của giải mã hiệu quả với khả năng hiểu ngôn ngữ miệng nói chung (Hoover và Gough, 1990). Đặc biệt, tác giả đã đưa ra những biện pháp để cải thiện khả năng đọc hiểu với định hướng tăng tính trải nghiệm cho người học: dạy các kiến thức nền tảng, hỗ trợ phát triển ngôn ngữ bao gồm từ vựng, sử dụng kiến thức và phát triển kiến thức, thực hành có hướng dẫn, các chiến lược đọc hiểu toàn diện, đọc hiểu theo bối cảnh, viết về văn bản, động lực và sự tham gia có vai trò quan trọng trong phát triển năng lực đọc hiểu [7][8][9][10].…”

Section: Tổng Quan Nghiên Cứuunclassified

Teaching Reading Subjects by Kolb's Model for Experiential Learning to Develop the Capacity of Elementary Students Meet Education Program 2018

Lien

Hoa²,

Hanh³

2022

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The 2018 educational program is oriented to develop learners' competencies comprehensively through subjects. However, in order to develop students' capacity, it is necessary to have teaching activities suitable for each subject. Especially in Vietnamese for primary school students, the reading section clearly shows the students' listening, speaking, reading, and writing abilities. In order for students to manifest those abilities, experiential learning is extremely necessary. Students need to be given opportunities to express themselves through specific activities that are consistent with the lesson objectives. The study has selected the Kolb’s Model for Experiential Learning to build the tasks, and choose the effective learning method that is suitable for the reading subject with the aim to develop learner’s comprehensive reading, writing, listening, and speaking skills. From there, it is proposed to design a teaching plan according to the Kolb experiential model to develop specific competencies in Vietnamese: listening, speaking, reading, and writing.

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“…Membaca pemahaman sebagai prosedur kognitif yang kompleks, yang idealnya menghasilkan representasi mental dan koheren tentang konten tertentu (Schmitz, Grasel, & Rothstein, 2017:1117. Kompleksnya membaca pemahaman, Rapp, Broek, McMaster, Kendeou, & Espin (dalam Tarchi, 2015:80) menunjukan bahwa pemahaman teks dianggap sebagai suatu hierarki keterampilan dari tingkat dasar (atau bottom -up), seperti kerja memori dan decoding, ke tingkat tinggi (atau top-down) membaca keterampilan, yakni keterampilan inferensia dan metakognisi.…”

Section: Pendahuluanunclassified

Perilaku Awareness Siswa Kelas v Sd Dalam Membaca Pemahaman Teks Nonfiksi

Kedang¹,

Bani²

2021

J. Rev. Pendidik. Dasar J. Kaji. Pendidik. dan Has. Penelit.

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The purpose of this study was to describe awareness behavior using a descriptive-qualitative approach in the first semester of class VA and VB, with a total of 30 students (16 boys and 14 girls). The data collection process was given a reading comprehension test (TMP), a behavioral awareness test (TPA) 1 which was seen from the test scores of Indonesian Language Subjects for each student. The results of the analysis of TMP, TPA 1, TPA 2 and the Indonesian language test scores were categorized into three abilities, namely high, medium, and low abilities. The three categories are represented by a communicative subject. It was concluded that the SBT awareness behavior in reading comprehension of non-fiction texts fulfilled the five indicators, namely P1, P2, P3, P4 and E1. SBS also fulfills the five indicators, but in implementation there are still errors in the P2 and P3 indicators so that they affect the answers. The SBR ignores indicators P4 and E1, and is less than optimal and does not understand indicators P1, P2, and P3.Keywords: behavior awareness, non-fictional, text reading comprehensionABSTRAK Tujuan penelitian ini adalah mendeskripsikan perilaku awareness menggunakan pendekatan deskriptif-kualitatif di kelas VA dan VB semester I, dengan jumlah kesuluruhan siswa 30 orang (16 laki-laki dan 14 perempuan). Proses pengambilan data diberikan tes membaca pemahaman (TMP), tes perilaku awareness (TPA) 1 yang dilihat dari nilai ulangan Mata Pelajaran Bahasa Indonesia tiap siswa. Hasil analisis TMP, TPA 1, TPA 2 dan nilai ulangan Bahasa Indonesia dikategorikan dalam tiga kemampuan, yakni kemampuan tinggi, sedang, dan rendah. Ketiga kategori itu diwakili salah satu subjek yang komunikatif. Disimpulkan bahwa perilaku awareness SBT dalam membaca pemahaman teks nonfiksi memenuhi kelima indikator, yakni P1, P2, P3, P4 dan E1. SBS juga memenuhi kelima indikator, namun dalam implementasi masih terdapat kekeliruan pada indikator P2 dan P3 sehingga berpengaruh pada jawaban. Adapun SBR yang mengabaikan indikator P4 dan E1, serta kurang maksimal dan kurang paham dalam indikator P1, P2, dan P3.Kata Kunci: kesadaran perilaku, nonfiksi, pemahaman membaca teks

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Students’ genre expectations and the effects of text cohesion on reading comprehension

Cited by 19 publications

References 27 publications

The Psychological and Social Effects of Literariness: Formal Features and Paratextual Information

The Psychological and Social Effects of Literariness: Formal Features and Paratextual Information

Teaching Reading Subjects by Kolb's Model for Experiential Learning to Develop the Capacity of Elementary Students Meet Education Program 2018

Perilaku Awareness Siswa Kelas v Sd Dalam Membaca Pemahaman Teks Nonfiksi

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