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John Benjamins Publishing Company
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ONIX title feed
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John Benjamins Publishing Company
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Studies in Written Language and Literacy
16
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Reading Comprehension in Educational Settings
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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
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eng
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xvii
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LAN013000
v.2006
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Applied linguistics
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LIN.EDUC
Language teaching
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LIN.WRIT
Writing and literacy
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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.
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Miscellaneous
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Preface
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A01
Inmaculada Escudero
Escudero, Inmaculada
Inmaculada
Escudero
2
A01
José A. León
León, José A.
José A.
León
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xiii
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Miscellaneous
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Chapter overviews
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Acknowledgments
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Miscellaneous
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List of contributors
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27
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Chapter
5
01
Chapter 1. What we know about skilled, beginning, and older readers from monitoring their eye movements
Implications for teaching reading
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 – asking what we can infer about each group’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.
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62
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Chapter
6
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Chapter 2. Meaningful learning from texts
The construction of knowledge representations
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.
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Chapter
7
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Chapter 3. Causal inferences in reading comprehension
State of the art
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.
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Chapter
8
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Chapter 4. Reading comprehension in the early years
Making the case for oral language
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.
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144
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Chapter
9
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Chapter 5. Five building blocks for comprehension strategy instruction
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’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.
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167
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Chapter
10
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Chapter 6. What is so difficult about expository text?
1
A01
Robert F. Lorch
Lorch, Robert F.
Robert F.
Lorch
University of Kentucky
10
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JB code
swll.16.07van
169
192
24
Chapter
11
01
Chapter 7. Development of a cognitive model of web-navigation
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 + 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 ++ 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 + Pic. This was verified by simulating the model on a mockup website and comparing the results with the previous CoLiDeS + 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 ++ 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.
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198
6
Miscellaneous
12
01
Index
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
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WORLD
21
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90.00
EUR
R
01
00
76.00
GBP
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gen
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135.00
USD
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829017780
03
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JB
John Benjamins Publishing Company
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JB code
SWLL 16 Hb
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9789027218124
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2017025597
BB
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SWLL
02
0929-7324
Studies in Written Language and Literacy
16
01
Reading Comprehension in Educational Settings
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.
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09
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https://benjamins.com/covers/475/swll.16.png
04
03
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https://benjamins.com/covers/475_jpg/9789027218124.jpg
04
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https://benjamins.com/covers/3d_web/swll.16.hb.png
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1
Miscellaneous
1
01
Preface
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
01
Chapter overviews
10
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JB code
swll.16.ack
xv
1
Miscellaneous
3
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Acknowledgments
10
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JB code
swll.16.004loc
xvii
1
Miscellaneous
4
01
List of contributors
10
01
JB code
swll.16.01lei
1
27
27
Chapter
5
01
Chapter 1. What we know about skilled, beginning, and older readers from monitoring their eye movements
Implications for teaching reading
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 – asking what we can infer about each group’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
01
Chapter 2. Meaningful learning from texts
The construction of knowledge representations
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
01
Chapter 3. Causal inferences in reading comprehension
State of the art
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
01
Chapter 4. Reading comprehension in the early years
Making the case for oral language
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
01
Chapter 5. Five building blocks for comprehension strategy instruction
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’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
01
Chapter 6. What is so difficult about expository text?
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
01
Chapter 7. Development of a cognitive model of web-navigation
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 + 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 ++ 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 + Pic. This was verified by simulating the model on a mockup website and comparing the results with the previous CoLiDeS + 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 ++ 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
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20171019
2017
John Benjamins B.V.
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WORLD
08
495
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John Benjamins Publishing Company
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