東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Why Do You Read? Toward a More Compr...

Calloway, Regina Christine.

Linked to FindBook

Google Book

Amazon

博客來

Why Do You Read? Toward a More Comprehensive Model of Reading Comprehension: The Role of Standards of Coherence, Reading Goals, and Interest.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Why Do You Read? Toward a More Comprehensive Model of Reading Comprehension: The Role of Standards of Coherence, Reading Goals, and Interest./
Author:	Calloway, Regina Christine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	169 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13858136
ISBN:	9781085726795

Why Do You Read? Toward a More Comprehensive Model of Reading Comprehension: The Role of Standards of Coherence, Reading Goals, and Interest.
Calloway, Regina Christine.

Why Do You Read? Toward a More Comprehensive Model of Reading Comprehension: The Role of Standards of Coherence, Reading Goals, and Interest. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 169 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2019.

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

Readers read for different purposes and the texts they read vary in topic and difficulty. These situational factors influence standards of coherence-how much understanding a reader aims to have for a given text. Three studies examined whether individual differences in reader-based standards of coherence influenced off-line and on-line comprehension. Study 1 designed and evaluated a self-report measure of reader-based standards of coherence. For an adult community sample, an exploratory factor analysis found that the reader-based standards of coherence measure had four factors: 1) intrinsic reading goals, 2) extrinsic reading goals and learning strategies, 3) desire to understand and reading regulation strategies, and 4) desired reading difficulty. The measure predicted readers' reading habits. Study 2 positioned reader-based standards of coherence within a structural equation model of reading comprehension and the findings supported predictions from the Simple View of Reading (Gough & Tunmer, 1986) and the Reading Systems Framework (Perfetti, 1999; Perfetti & Stafura, 2014). College students' listening comprehension and vocabulary knowledge directly affected reading comprehension and decoding ability and reading experience indirectly affected reading comprehension via vocabulary knowledge. Crucially, the structural equation model showed that students with higher reader-based standards of coherence sought out more reading experiences, indirectly affecting vocabulary knowledge. Study 3 tested effects of reader-based standards of coherence, comprehension goal (answering open-ended questions vs. phrase matching), and interest on on-line reading and listening comprehension. Participants with the goal to answer open-ended questions read more slowly than those who completed a phrase matching task, indicating that comprehension goals influenced reading regulation strategies. Additionally, participants with more reading experience and more interest read passages more quickly. Participants across both comprehension goal conditions showed evidence of activating bridging inferences during reading and listening comprehension tasks; however, only participants with high interest showed evidence of activating predictive inferences during reading. Finally, reader-based standards of coherence predicted participants' interest in the passages they comprehended only in more difficult comprehension situations. Overall, the studies demonstrate that reader-based standards of coherence, interest in text material, and reading-related skills help explain sources of comprehension failures in adult readers.

ISBN: 9781085726795Subjects--Topical Terms:

2122756
Reading instruction.

Why Do You Read? Toward a More Comprehensive Model of Reading Comprehension: The Role of Standards of Coherence, Reading Goals, and Interest.
LDR:03693nmm a2200313 4500 001 2264034
005 20200410130113.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781085726795
035 $a (MiAaPQ)AAI13858136
035 $a AAI13858136
040 $a MiAaPQ $c MiAaPQ
100 1 $a Calloway, Regina Christine. $3 3541132
245 1 0 $a Why Do You Read? Toward a More Comprehensive Model of Reading Comprehension: The Role of Standards of Coherence, Reading Goals, and Interest.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 169 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
500 $a Advisor: Perfetti, Charles .
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Readers read for different purposes and the texts they read vary in topic and difficulty. These situational factors influence standards of coherence-how much understanding a reader aims to have for a given text. Three studies examined whether individual differences in reader-based standards of coherence influenced off-line and on-line comprehension. Study 1 designed and evaluated a self-report measure of reader-based standards of coherence. For an adult community sample, an exploratory factor analysis found that the reader-based standards of coherence measure had four factors: 1) intrinsic reading goals, 2) extrinsic reading goals and learning strategies, 3) desire to understand and reading regulation strategies, and 4) desired reading difficulty. The measure predicted readers' reading habits. Study 2 positioned reader-based standards of coherence within a structural equation model of reading comprehension and the findings supported predictions from the Simple View of Reading (Gough & Tunmer, 1986) and the Reading Systems Framework (Perfetti, 1999; Perfetti & Stafura, 2014). College students' listening comprehension and vocabulary knowledge directly affected reading comprehension and decoding ability and reading experience indirectly affected reading comprehension via vocabulary knowledge. Crucially, the structural equation model showed that students with higher reader-based standards of coherence sought out more reading experiences, indirectly affecting vocabulary knowledge. Study 3 tested effects of reader-based standards of coherence, comprehension goal (answering open-ended questions vs. phrase matching), and interest on on-line reading and listening comprehension. Participants with the goal to answer open-ended questions read more slowly than those who completed a phrase matching task, indicating that comprehension goals influenced reading regulation strategies. Additionally, participants with more reading experience and more interest read passages more quickly. Participants across both comprehension goal conditions showed evidence of activating bridging inferences during reading and listening comprehension tasks; however, only participants with high interest showed evidence of activating predictive inferences during reading. Finally, reader-based standards of coherence predicted participants' interest in the passages they comprehended only in more difficult comprehension situations. Overall, the studies demonstrate that reader-based standards of coherence, interest in text material, and reading-related skills help explain sources of comprehension failures in adult readers.
590 $a School code: 0178.
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational psychology. $3 517650
650 4 $a Adult education. $3 543202
690 $a 0525
690 $a 0535
690 $a 0516
710 2 $a University of Pittsburgh. $b Dietrich School Arts and Sciences. $3 3437270
773 0 $t Dissertations Abstracts International $g 81-03A.
790 $a 0178
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13858136