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Heading effects on reading comprehen...

Hsia, Chung-shun.

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Heading effects on reading comprehension: Chinese and English expository texts.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Heading effects on reading comprehension: Chinese and English expository texts./
Author:	Hsia, Chung-shun.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1995,
Description:	190 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1644.
Contained By:	Dissertation Abstracts International56-05A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9529680

Heading effects on reading comprehension: Chinese and English expository texts.
Hsia, Chung-shun.

Heading effects on reading comprehension: Chinese and English expository texts. - Ann Arbor : ProQuest Dissertations & Theses, 1995 - 190 p.

Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1644.

Thesis (Ph.D.)--University of Minnesota, 1995.

The main purpose of this study was to find out whether and how headings affect the reading comprehension of Chinese EFL subjects in both Chinese and English.Subjects--Topical Terms:

684418
Curriculum development.

Heading effects on reading comprehension: Chinese and English expository texts.
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100 1 $a Hsia, Chung-shun. $3 3283424
245 1 0 $a Heading effects on reading comprehension: Chinese and English expository texts.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1995
300 $a 190 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1644.
502 $a Thesis (Ph.D.)--University of Minnesota, 1995.
520 $a The main purpose of this study was to find out whether and how headings affect the reading comprehension of Chinese EFL subjects in both Chinese and English.
520 $a The subjects were 192 Chinese undergraduate students at the Chinese Naval Academy (CNA) in Taiwan in 1994. They were placed, according to their English course grades, into six high intermediate reading proficiency (HIRP) and six low intermediate reading proficiency (LIRP) groups. One of six test-packs and a pre-test questionnaire were randomly given to subjects. They read and recalled in written protocols an English and a Chinese passage as well as responding to a questionnaire. Twelve subjects, one from each group, were interviewed to explore their attitudes toward and perceptions about headings.
520 $a The results suggest that both HIRP and LIRP Chinese EFL subjects seem to perform better when reading Chinese and English passages with headings than when they read identical passages without headings. There is no significant difference between statement--and question-heading forms or between the embedded--and marginal-formats.
520 $a Most subjects believed that headings, whether as statements or as questions, had a positive effect on their reading.
520 $a Analysis of the interviews showed that headings not only function as schema activators or organizational aids which are crucial for recall and reading comprehension, but also that headings function as a tool and a guidance element to help students decide whether and how to read new materials.
520 $a Finally, the interviews provide at least partial evidence that to facilitate their reading both HIRP and LIRP readers tend to first use top-down procedures. If the headings are too difficult to understand, however, EFL readers, especially LIRP readers, tend to ignore them. In sum, this study suggests that top-down and bottom-up procedures interact.
590 $a School code: 0130.
650 4 $a Curriculum development. $3 684418
650 4 $a Reading instruction. $3 2122756
690 $a 0727
690 $a 0535
710 2 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 56-05A.
790 $a 0130
791 $a Ph.D.
792 $a 1995
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9529680