219-7677 10 7500817 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 201709261356 ONIX title feed eng 01 EUR
881017781 03 01 01 JB John Benjamins Publishing Company 01 JB code SWLL 16 Eb 15 9789027265210 06 10.1075/swll.16 13 2017046092 DG 002 02 01 SWLL 02 0929-7324 Studies in Written Language and Literacy 16 <TitleType>01</TitleType> <TitleText textformat="02">Reading Comprehension in Educational Settings</TitleText> 01 swll.16 01 https://benjamins.com 02 https://benjamins.com/catalog/swll.16 1 B01 José A. León León, José A. José A. León Universidad Autónoma de Madrid 2 B01 Inmaculada Escudero Escudero, Inmaculada Inmaculada Escudero National Distance Education University, Madrid 01 eng 216 xvii 198 LAN013000 v.2006 CJCR 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.WRIT Writing and literacy 06 01 Text comprehension is a critical area of psychological and educational research, and has particular relevance to educational context. The general aim of this international volume <i>Reading Comprehension in Educational Settings</i> is to encourage excellence in research and to bring together teachers, students, researchers and other professionals from different disciplines (e.g. psychology, linguistics, neuroscience, education, information technology, and communication), as well as all those members of the general public who have an interest in the study of reading. The specific objectives of the different chapters in this volume are to analyze existing methods of studying the various aspects of reading comprehension, disseminate results already obtained by research groups working in the field and debate current and future trends in the study of reading. 04 09 01 https://benjamins.com/covers/475/swll.16.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027218124.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027218124.tif 06 09 01 https://benjamins.com/covers/1200_front/swll.16.hb.png 07 09 01 https://benjamins.com/covers/125/swll.16.png 25 09 01 https://benjamins.com/covers/1200_back/swll.16.hb.png 27 09 01 https://benjamins.com/covers/3d_web/swll.16.hb.png 10 01 JB code swll.16.001pre ix 1 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Preface</TitleText> 1 A01 Inmaculada Escudero Escudero, Inmaculada Inmaculada Escudero 2 A01 José A. León León, José A. José A. León 10 01 JB code swll.16.002ove xi xiii 3 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Chapter overviews</TitleText> 10 01 JB code swll.16.ack xv 1 Miscellaneous 3 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code swll.16.004loc xvii 1 Miscellaneous 4 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code swll.16.01lei 1 27 27 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. What we know about skilled, beginning, and older readers from monitoring their eye movements</TitleText> <Subtitle textformat="02">Implications for teaching reading</Subtitle> 1 A01 Mallorie Leinenger Leinenger, Mallorie Mallorie Leinenger Department of Psychology, University of California, San Diego 2 A01 Keith Rayner Rayner, Keith Keith Rayner Department of Psychology, University of California, San Diego 01 In this chapter, we will discuss research conducted over the past 40 years dealing with the eye movements during reading of skilled readers as compared to poor readers, as well as beginning and older readers. We will discuss issues related to the perceptual span (or area of effective vision), preview benefit, basic characteristics of eye movements, and eye movement control across the different groups&#160;&#8211; asking what we can infer about each group&#8217;s reading behavior from their eye movements. We will then discuss attempts to model different stages of reading development over the lifespan. Finally, we will discuss the implications that this research has for teaching children to read. 10 01 JB code swll.16.02bek 29 62 34 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. Meaningful learning from texts</TitleText> <Subtitle textformat="02">The construction of knowledge representations</Subtitle> 1 A01 Katinka Beker Beker, Katinka Katinka Beker Leiden University, the Netherlands 2 A01 Dietsje Jolles Jolles, Dietsje Dietsje Jolles Leiden University, the Netherlands 3 A01 Paul van den Broek Broek, Paul van den Paul van den Broek Leiden University, the Netherlands 01 This chapter describes how comprehension and meaningful learning processes are related. It explains how comprehension processes can contribute to meaningful learning and how knowledge representations in turn affect comprehension processes. Both passive and strategic reading processes are important in comprehending texts and constructing knowledge representations from texts. An overview is provided of reading strategies that are particularly effective improving learning from texts. It is suggested that consolidation and enrichment processes play an important role in effective learning strategies. Furthermore, the chapter describes reader and text characteristics that affect the process of constructing meaningful knowledge representations from texts. It concludes with a summary of ways to improve learning from texts. 10 01 JB code swll.16.03leo 63 99 37 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Causal inferences in reading comprehension</TitleText> <Subtitle textformat="02">State of the art</Subtitle> 1 A01 José A. León León, José A. José A. León Universidad Autónoma de Madrid 2 A01 Inmaculada Escudero Escudero, Inmaculada Inmaculada Escudero UNED 01 In recent decades, the study of inferences and, in particular, causal inferences, has acquired great importance. Inferences are now considered to be the key to our understanding and interpretation of reality and one of the bases of human cognition. Causal inferences, such as backward and forward inferences, are crucial components in discourse comprehension and reading comprehension processes because they are required in order to establish a coherent representation that provides a basis to predict and explain behaviors. In this chapter, we focus on several aspects related to causal inferences such as its universal character in cognitive processing and reading comprehension and its underlying neural correlates. Finally, we focus on the influence of different text genre on causal inferences generation. 10 01 JB code swll.16.04van 101 124 24 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. Reading comprehension in the early years</TitleText> <Subtitle textformat="02">Making the case for oral language</Subtitle> 1 A01 Martin Van Boekel Van Boekel, Martin Martin Van Boekel University of Minnesota 2 A01 Panayiota Kendeou Kendeou, Panayiota Panayiota Kendeou University of Minnesota 3 A01 Charles R. Fletcher Fletcher, Charles R. Charles R. Fletcher University of Minnesota 01 The relation between comprehension and reading comprehension is strong at all ages and levels of proficiency. Even though there are reciprocal influences on one another, comprehension remains a strong predictor for reading comprehension performance across development. In this chapter, we will review current research advances on comprehension development, with an emphasis in the early years, specifically from preschool to early elementary school. We view comprehension as a multidimensional construct that includes broader oral language skills. This view has implications for the early diagnosis of comprehension difficulties, assessment of comprehension, and instruction of comprehension skills in the early years. 10 01 JB code swll.16.05all 125 144 20 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Five building blocks for comprehension strategy instruction</TitleText> 1 A01 Laura K. Allen Allen, Laura K. Laura K. Allen Arizona State University 2 A01 Danielle S. McNamara McNamara, Danielle S. Danielle S. McNamara Arizona State University 01 Comprehension is a complex task that is integral to success in academics and the workplace. Unfortunately, it is not a task that comes easily to all students. Hence, an important question faced by educators and researchers is how to most effectively provide students with instruction to improve comprehension, particularly on how to understand and learn from challenging texts. One promising approach is to provide students with training to use comprehension strategies. Strategies are intended to help students overcome skill and knowledge deficits by using overt techniques that mimic or support the processes integral to successful comprehension, including understanding the words and sentences in the text, making connections between sentences, and making connections to what the student already knows (i.e., prior knowledge). In this chapter, we approach these research questions by building upon the 4-pronged comprehension strategy framework proposed by McNamara, Ozuru, Best, and O&#8217;Reilly (2007). This framework describes five types of strategies that can help to scaffold reading and comprehension. We expand upon this framework by describing various contextual factors that may influence comprehension and strategy use. Further, we discuss methods to enhance strategy instruction, introducing five building blocks for effective comprehension strategy training. 10 01 JB code swll.16.06lor 145 167 23 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. What is so difficult about expository text?</TitleText> 1 A01 Robert F. Lorch Lorch, Robert F. Robert F. Lorch University of Kentucky 10 01 JB code swll.16.07van 169 192 24 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Development of a cognitive model of web-navigation</TitleText> 1 A01 Herre van Oostendorp Oostendorp, Herre van Herre van Oostendorp Utrecht University 2 A01 Sonal Aggarwal Aggarwal, Sonal Sonal Aggarwal 3 A01 Saraschandra Karanam Karanam, Saraschandra Saraschandra Karanam Utrecht University 20 cognitive models 20 hyperlink 20 information scent 20 navigation support 20 path adequacy 20 pictures 20 web-navigation 01 Easiness of navigation within a website is an important factor for information seeking performance. Several cognitive models exist that simulate the web-navigation process and these models in turn can be useful in supporting information seeking behavior. In this chapter we first discuss previous work we did on further developing a cognitive model of web-navigation CoLiDeS (<i>Co</i>mprehension-based <i>Li</i>nked model of <i>De</i>liberate <i>S</i>earch) that takes information from pictures into consideration, next to information from hyperlinks. This model is called CoLiDeS&#8239;+&#8239;Pic. Just like its parent model CoLiDeS, it uses Latent Semantic Analysis to compute semantic similarity in order to measure the information scent of hyperlinks available on a page. Next, we propose a new model CoLiDeS&#8239;++&#8239;Pic that adds path adequacy (with information from both hyperlinks and pictures) and applies backtracking. We hypothesize that in this way the information seeking process can be better modeled when compared to the previous model CoLiDeS&#8239;+&#8239;Pic. This was verified by simulating the model on a mockup website and comparing the results with the previous CoLiDeS&#8239;+&#8239;Pic model. The results support our hypothesis. We also present briefly the results of an experiment with tool-support based on the new model CoLiDeS&#8239;++&#8239;Pic. The results prove that model-generated support is fostering information seeking performance and helps in search tasks. We further discuss the challenges and advantages of automating navigation support using the proposed model. 10 01 JB code swll.16.index 193 198 6 Miscellaneous 12 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20171019 2017 John Benjamins B.V. 02 WORLD 13 15 9789027218124 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 90.00 EUR R 01 00 76.00 GBP Z 01 gen 00 135.00 USD S 829017780 03 01 01 JB John Benjamins Publishing Company 01 JB code SWLL 16 Hb 15 9789027218124 13 2017025597 BB 01 SWLL 02 0929-7324 Studies in Written Language and Literacy 16 <TitleType>01</TitleType> <TitleText textformat="02">Reading Comprehension in Educational Settings</TitleText> 01 swll.16 01 https://benjamins.com 02 https://benjamins.com/catalog/swll.16 1 B01 José A. León León, José A. José A. León Universidad Autónoma de Madrid 2 B01 Inmaculada Escudero Escudero, Inmaculada Inmaculada Escudero National Distance Education University, Madrid 01 eng 216 xvii 198 LAN013000 v.2006 CJCR 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.WRIT Writing and literacy 06 01 Text comprehension is a critical area of psychological and educational research, and has particular relevance to educational context. The general aim of this international volume <i>Reading Comprehension in Educational Settings</i> is to encourage excellence in research and to bring together teachers, students, researchers and other professionals from different disciplines (e.g. psychology, linguistics, neuroscience, education, information technology, and communication), as well as all those members of the general public who have an interest in the study of reading. The specific objectives of the different chapters in this volume are to analyze existing methods of studying the various aspects of reading comprehension, disseminate results already obtained by research groups working in the field and debate current and future trends in the study of reading. 04 09 01 https://benjamins.com/covers/475/swll.16.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027218124.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027218124.tif 06 09 01 https://benjamins.com/covers/1200_front/swll.16.hb.png 07 09 01 https://benjamins.com/covers/125/swll.16.png 25 09 01 https://benjamins.com/covers/1200_back/swll.16.hb.png 27 09 01 https://benjamins.com/covers/3d_web/swll.16.hb.png 10 01 JB code swll.16.001pre ix 1 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Preface</TitleText> 1 A01 Inmaculada Escudero Escudero, Inmaculada Inmaculada Escudero 2 A01 José A. León León, José A. José A. León 10 01 JB code swll.16.002ove xi xiii 3 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Chapter overviews</TitleText> 10 01 JB code swll.16.ack xv 1 Miscellaneous 3 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code swll.16.004loc xvii 1 Miscellaneous 4 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code swll.16.01lei 1 27 27 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. What we know about skilled, beginning, and older readers from monitoring their eye movements</TitleText> <Subtitle textformat="02">Implications for teaching reading</Subtitle> 1 A01 Mallorie Leinenger Leinenger, Mallorie Mallorie Leinenger Department of Psychology, University of California, San Diego 2 A01 Keith Rayner Rayner, Keith Keith Rayner Department of Psychology, University of California, San Diego 01 In this chapter, we will discuss research conducted over the past 40 years dealing with the eye movements during reading of skilled readers as compared to poor readers, as well as beginning and older readers. We will discuss issues related to the perceptual span (or area of effective vision), preview benefit, basic characteristics of eye movements, and eye movement control across the different groups&#160;&#8211; asking what we can infer about each group&#8217;s reading behavior from their eye movements. We will then discuss attempts to model different stages of reading development over the lifespan. Finally, we will discuss the implications that this research has for teaching children to read. 10 01 JB code swll.16.02bek 29 62 34 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. Meaningful learning from texts</TitleText> <Subtitle textformat="02">The construction of knowledge representations</Subtitle> 1 A01 Katinka Beker Beker, Katinka Katinka Beker Leiden University, the Netherlands 2 A01 Dietsje Jolles Jolles, Dietsje Dietsje Jolles Leiden University, the Netherlands 3 A01 Paul van den Broek Broek, Paul van den Paul van den Broek Leiden University, the Netherlands 01 This chapter describes how comprehension and meaningful learning processes are related. It explains how comprehension processes can contribute to meaningful learning and how knowledge representations in turn affect comprehension processes. Both passive and strategic reading processes are important in comprehending texts and constructing knowledge representations from texts. An overview is provided of reading strategies that are particularly effective improving learning from texts. It is suggested that consolidation and enrichment processes play an important role in effective learning strategies. Furthermore, the chapter describes reader and text characteristics that affect the process of constructing meaningful knowledge representations from texts. It concludes with a summary of ways to improve learning from texts. 10 01 JB code swll.16.03leo 63 99 37 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Causal inferences in reading comprehension</TitleText> <Subtitle textformat="02">State of the art</Subtitle> 1 A01 José A. León León, José A. José A. León Universidad Autónoma de Madrid 2 A01 Inmaculada Escudero Escudero, Inmaculada Inmaculada Escudero UNED 01 In recent decades, the study of inferences and, in particular, causal inferences, has acquired great importance. Inferences are now considered to be the key to our understanding and interpretation of reality and one of the bases of human cognition. Causal inferences, such as backward and forward inferences, are crucial components in discourse comprehension and reading comprehension processes because they are required in order to establish a coherent representation that provides a basis to predict and explain behaviors. In this chapter, we focus on several aspects related to causal inferences such as its universal character in cognitive processing and reading comprehension and its underlying neural correlates. Finally, we focus on the influence of different text genre on causal inferences generation. 10 01 JB code swll.16.04van 101 124 24 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. Reading comprehension in the early years</TitleText> <Subtitle textformat="02">Making the case for oral language</Subtitle> 1 A01 Martin Van Boekel Van Boekel, Martin Martin Van Boekel University of Minnesota 2 A01 Panayiota Kendeou Kendeou, Panayiota Panayiota Kendeou University of Minnesota 3 A01 Charles R. Fletcher Fletcher, Charles R. Charles R. Fletcher University of Minnesota 01 The relation between comprehension and reading comprehension is strong at all ages and levels of proficiency. Even though there are reciprocal influences on one another, comprehension remains a strong predictor for reading comprehension performance across development. In this chapter, we will review current research advances on comprehension development, with an emphasis in the early years, specifically from preschool to early elementary school. We view comprehension as a multidimensional construct that includes broader oral language skills. This view has implications for the early diagnosis of comprehension difficulties, assessment of comprehension, and instruction of comprehension skills in the early years. 10 01 JB code swll.16.05all 125 144 20 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Five building blocks for comprehension strategy instruction</TitleText> 1 A01 Laura K. Allen Allen, Laura K. Laura K. Allen Arizona State University 2 A01 Danielle S. McNamara McNamara, Danielle S. Danielle S. McNamara Arizona State University 01 Comprehension is a complex task that is integral to success in academics and the workplace. Unfortunately, it is not a task that comes easily to all students. Hence, an important question faced by educators and researchers is how to most effectively provide students with instruction to improve comprehension, particularly on how to understand and learn from challenging texts. One promising approach is to provide students with training to use comprehension strategies. Strategies are intended to help students overcome skill and knowledge deficits by using overt techniques that mimic or support the processes integral to successful comprehension, including understanding the words and sentences in the text, making connections between sentences, and making connections to what the student already knows (i.e., prior knowledge). In this chapter, we approach these research questions by building upon the 4-pronged comprehension strategy framework proposed by McNamara, Ozuru, Best, and O&#8217;Reilly (2007). This framework describes five types of strategies that can help to scaffold reading and comprehension. We expand upon this framework by describing various contextual factors that may influence comprehension and strategy use. Further, we discuss methods to enhance strategy instruction, introducing five building blocks for effective comprehension strategy training. 10 01 JB code swll.16.06lor 145 167 23 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. What is so difficult about expository text?</TitleText> 1 A01 Robert F. Lorch Lorch, Robert F. Robert F. Lorch University of Kentucky 10 01 JB code swll.16.07van 169 192 24 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Development of a cognitive model of web-navigation</TitleText> 1 A01 Herre van Oostendorp Oostendorp, Herre van Herre van Oostendorp Utrecht University 2 A01 Sonal Aggarwal Aggarwal, Sonal Sonal Aggarwal 3 A01 Saraschandra Karanam Karanam, Saraschandra Saraschandra Karanam Utrecht University 20 cognitive models 20 hyperlink 20 information scent 20 navigation support 20 path adequacy 20 pictures 20 web-navigation 01 Easiness of navigation within a website is an important factor for information seeking performance. Several cognitive models exist that simulate the web-navigation process and these models in turn can be useful in supporting information seeking behavior. In this chapter we first discuss previous work we did on further developing a cognitive model of web-navigation CoLiDeS (<i>Co</i>mprehension-based <i>Li</i>nked model of <i>De</i>liberate <i>S</i>earch) that takes information from pictures into consideration, next to information from hyperlinks. This model is called CoLiDeS&#8239;+&#8239;Pic. Just like its parent model CoLiDeS, it uses Latent Semantic Analysis to compute semantic similarity in order to measure the information scent of hyperlinks available on a page. Next, we propose a new model CoLiDeS&#8239;++&#8239;Pic that adds path adequacy (with information from both hyperlinks and pictures) and applies backtracking. We hypothesize that in this way the information seeking process can be better modeled when compared to the previous model CoLiDeS&#8239;+&#8239;Pic. This was verified by simulating the model on a mockup website and comparing the results with the previous CoLiDeS&#8239;+&#8239;Pic model. The results support our hypothesis. We also present briefly the results of an experiment with tool-support based on the new model CoLiDeS&#8239;++&#8239;Pic. The results prove that model-generated support is fostering information seeking performance and helps in search tasks. We further discuss the challenges and advantages of automating navigation support using the proposed model. 10 01 JB code swll.16.index 193 198 6 Miscellaneous 12 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20171019 2017 John Benjamins B.V. 02 WORLD 08 495 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 71 26 01 02 JB 1 00 90.00 EUR R 02 02 JB 1 00 95.40 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 26 02 02 JB 1 00 76.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 26 01 gen 02 JB 1 00 135.00 USD