東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Predicting reading comprehension fro...

Swenson, Kristin Lee.

FindBook

Google Book

Amazon

博客來

Predicting reading comprehension from authentic text.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Predicting reading comprehension from authentic text./
作者:	Swenson, Kristin Lee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
面頁冊數:	120 p.
附註:	Source: Dissertations Abstracts International, Volume: 70-04, Section: A.
Contained By:	Dissertations Abstracts International70-04A.
標題:	Educational tests & measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3318503
ISBN:	9780549678915

Predicting reading comprehension from authentic text.
Swenson, Kristin Lee.

Predicting reading comprehension from authentic text. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 120 p.

Source: Dissertations Abstracts International, Volume: 70-04, Section: A.

Thesis (Ph.D.)--The University of Utah, 2008.

This item must not be sold to any third party vendors.

Reading comprehension was predicted for graduate students reading authentic, expository text. Three factors were used to predict comprehension; these factors were Latent Semantic Analysis (LSA), Causal Cohesion, and Flesch Reading Ease scores. Reading comprehension was measured as both accuracy and reading speed. The data was analyzed using hierarchical linear modeling and a separate analysis was conducted for each of the two dependent variables. The results showed that LSA and Flesch Reading Ease scores combined to predict 15% of the variance in accuracy and 10% of the variance in reading speed. These results extended to authentic text previous findings that showed LSA to predict comprehension in experimenter created. The results also indicated that measures of coherence and measures of traditional readability worked together to account for more of the variance in reading comprehension than either one could account for independently. No significant results were obtained for the causal measure. The findings in this study are interpreted within the framework of the construction-integration (CI) model and it is argued that they address some of the limitations of using propositional modeling to predict comprehension.

ISBN: 9780549678915Subjects--Topical Terms:

3168483
Educational tests & measurements.

Predicting reading comprehension from authentic text.
LDR:02317nmm a2200337 4500 001 2208288
005 20191010070908.5
008 201008s2008 ||||||||||||||||| ||eng d
020 $a 9780549678915
035 $a (MiAaPQ)AAI3318503
035 $a AAI3318503
040 $a MiAaPQ $c MiAaPQ
100 1 $a Swenson, Kristin Lee. $3 3435309
245 1 0 $a Predicting reading comprehension from authentic text.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2008
300 $a 120 p.
500 $a Source: Dissertations Abstracts International, Volume: 70-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--The University of Utah, 2008.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Reading comprehension was predicted for graduate students reading authentic, expository text. Three factors were used to predict comprehension; these factors were Latent Semantic Analysis (LSA), Causal Cohesion, and Flesch Reading Ease scores. Reading comprehension was measured as both accuracy and reading speed. The data was analyzed using hierarchical linear modeling and a separate analysis was conducted for each of the two dependent variables. The results showed that LSA and Flesch Reading Ease scores combined to predict 15% of the variance in accuracy and 10% of the variance in reading speed. These results extended to authentic text previous findings that showed LSA to predict comprehension in experimenter created. The results also indicated that measures of coherence and measures of traditional readability worked together to account for more of the variance in reading comprehension than either one could account for independently. No significant results were obtained for the causal measure. The findings in this study are interpreted within the framework of the construction-integration (CI) model and it is argued that they address some of the limitations of using propositional modeling to predict comprehension.
590 $a School code: 0240.
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Educational psychology. $3 517650
650 4 $a Literacy. $3 528342
650 4 $a Reading instruction. $3 2122756
690 $a 0288
690 $a 0525
690 $a 0535
690 $a 0535
710 2 $a The University of Utah. $3 1017410
773 0 $t Dissertations Abstracts International $g 70-04A.
790 $a 0240
791 $a Ph.D.
792 $a 2008
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3318503