The Interplay Between Working Memory and Background Knowledge in L2 Reading Comprehension

Shin, Jangho; Dronjic, Vedran; Park, Boon-Joo

doi:10.1002/tesq.482

Cited by 35 publications

(29 citation statements)

References 53 publications

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“…Some studies ask participants to recall the final words in the same order they were presented in the set (e.g., Adams & Shahnazari-Dorcheh, 2014;Chun & Payne, 2004) while others do not impose any restrictions (e.g., Joh, 2015;Leeser, 2007). Some studies have used a semantic judgment task to assess the processing function of WM, in which participants must decide if the sentence is semantically plausible (e.g., Shin et al, 2019;Tsai, 2014) whereas other studies used a grammatical judgment task (e.g., Alptekin & Erçetin, 2010;Bailer, 2011). In addition, studies tend to differ in terms of the length of sentences included in the RST, which can be found as short as 5 words (Zhang, 2015) and as long as 18 words (Choi, 2013).…”

Section: Potential Effects Of Task Types and Methodological Features mentioning

confidence: 99%

“…They also added that requiring verbal processing in the task as opposed to arithmetic processing (e.g., operation span task) can better distinguish between skilled and less skilled readers. Waters and Caplan's (1996) scoring system was later adopted by a few studies (e.g., Leeser, 2007;Shin, Dronjic, & Park, 2019). However, a more common system is the one that includes a storage task and a processing task without taking reaction times into account (e.g., Chun & Payne, 2004;Joh, 2015;Kozan, Erçetin, & Richardson, 2015;Osamu, 2006), and quite a number of studies still used the original method that relies only on the storage component (e.g., Bailer, 2011;Chun & Payne, 2004;Shibasaki, Tokimoto, Ono, Inuoe, & Tamaoka, 2015).…”

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A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?

Shin

2020

Applied Psycholinguistics

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Despite the increasing attention paid to the role of working memory in reading, findings and measurement of working memory have been inconsistent. The current meta-analysis aims to provide a quantitative description of the overall relationship between second language (L2) reading comprehension and working memory measured through reading span task and identify methodological features that moderate this relationship. Following a comprehensive search, 25 primary studies (23 peer-reviewed studies and 2 dissertations) were included comprising 37 unique samples (N = 2,682), all of which were coded for substantive and methodological features. The results showed that (a) there is a moderate relationship between L2 reading comprehension and working memory (r = .30), (b) reading span task features such as the scoring procedure, task language, and final word recall order moderate this relationship, and (c) the degree to which working memory’s involvement in L2 reading comprehension may vary depending on the type of reading tasks at hand. Implications are discussed in terms of conceptualization and measurement of working memory. Future directions are also offered in relation to measurement practices to encourage consistency and to improve our understanding of the link between working memory and L2 reading comprehension.

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Section: Potential Effects Of Task Types and Methodological Features mentioning

confidence: 99%

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confidence: 99%

A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?

Shin

2020

Applied Psycholinguistics

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“…Penelitian ini menghubungkan antara memori bekerja dan kemampuan membaca. Memori yang digunakan bekerja untuk membaca (Shin et al, 2018).…”

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Efektivitas Pengembangan Karakter melalui Fun Garden of Literacy Bagi Anak Usia 7 Tahun

Yarmi

Wardhani

2020

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Untuk meningkatkan budaya literasi, dibutuhkan model pembelajaran Literasi yang menyenangkan. Penelitian ini bertujuan untuk menguji efektivitas mengembangkan konsep Fun Garden of Literacy yang ramah bagi siswa sekolah dasar. Melalui Fun Garden of Literacy digunakan untuk mengembangan literasi siswa. Penelitian ini menggunakan metode penelitian eksperimental dengan desain pretest-posttest. Sampel dalam penelitian ini berjumlah 100 siswa. Penentuan sampel menggunakan simple random sampling. Teknik pengumpulan data adalah tes dan observasi. Teknik analisis data adalah statistik deskriptif dan uji-t (uji-t). Temuan perhitungan menunjukkan bahwa hasil t adalah 4,53 dengan tingkat signifikansi 0,002, yang lebih kecil dari 0,05. Hasil penelitian menunjukkan ada perbedaan dalam hasil tes sebelum dan sesudah diberikan Fun Garden of Literacy. Berdasarkan hasil penelitian menunjukkan bahwa Fun Garden of Literacy efektif dalam meningkatkan keterampilan baca tulis siswa sekolah dasar. Fun Garden of Literacy dapat menumbuhkan minat baca anak.

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“…Viewed as "the goal of reading" (Pugalee, 2015, p. 69) as well as "the heart of reading" (Moore & Hall, 2012, p. 24), reading comprehension is a key component in learning English as a foreign language (Ahmadi & Ismail, 2012). It is a multifaceted process (Shin, Dronjic, & Park, 2019) that involves transforming a text into thought or meaning (Kong, 2019). Therefore, it has a significant impact on academic achievement (Hunter, 2009).…”

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Digital Posters to Engage EFL Students and Develop Their Reading Comprehension

Ahmad¹

2019

JEL

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This study investigates the effect of digital posters on the reading comprehension and engagement of EFL students. Thirty-three 3rd-year EFL college students were divided into a control group (n = 17) and an experimental group (n = 16). Both groups were pretested on reading comprehension and engagement before the experiment and then posttested after it. For 12 weeks, participants in the control group received their regular instruction while those in the experimental group used digital posters. Using digital posters went through six steps: orientation, preparation, production, presentation, evaluation, and reflection. While Mann-Whitney U Test showed no significant differences between the two groups in the pretest of reading comprehension (U = 118.00; p > 0.05) or engagement (U = 102.00; p > 0.05), it showed significant differences between them in the posttest of reading comprehension (U = 70.00, p < 0.05) and engagement (U = 57.00, p < 0.05). This led the researcher to reach the conclusion that digital posters significantly improved the reading comprehension and engagement of EFL students.

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The Interplay Between Working Memory and Background Knowledge in L2 Reading Comprehension

Abstract: R eading comprehension is a multifaceted process that requires intricate interaction among multiple skills and factors. Background knowledge is a well-known factor that influences

Cited by 35 publications

References 53 publications

A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?

A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?

Efektivitas Pengembangan Karakter melalui Fun Garden of Literacy Bagi Anak Usia 7 Tahun

Digital Posters to Engage EFL Students and Develop Their Reading Comprehension

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