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A cognitive framework for the develo...

Rodriguez Garcia, Luz del Rosario.

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A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts?

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts?/
Author:	Rodriguez Garcia, Luz del Rosario.
Description:	196 p.
Notes:	Adviser: Dorothy Rissel.
Contained By:	Dissertation Abstracts International61-12A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9997994
ISBN:	0493066942

A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts?
Rodriguez Garcia, Luz del Rosario.

A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts? - 196 p.

Adviser: Dorothy Rissel.

Thesis (Ph.D.)--State University of New York at Buffalo, 2001.

The following study was conducted to test the hypothesis that interaction and negotiation of meaning among peers can enhance reading comprehension of authentic texts in a second language.

ISBN: 0493066942Subjects--Topical Terms:

1018115
Education, Language and Literature.

A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts?
LDR:02876nam 2200313 a 45 001 936331
005 20110510
008 110510s2001 eng d
020 $a 0493066942
035 $a (UnM)AAI9997994
035 $a AAI9997994
040 $a UnM $c UnM
100 1 $a Rodriguez Garcia, Luz del Rosario. $3 1260021
245 1 0 $a A cognitive framework for the development of speaking-reading skills: Can oral peer interaction enhance reading comprehension of authentic texts?
300 $a 196 p.
500 $a Adviser: Dorothy Rissel.
500 $a Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4708.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2001.
520 $a The following study was conducted to test the hypothesis that interaction and negotiation of meaning among peers can enhance reading comprehension of authentic texts in a second language.
520 $a The study compared reading comprehension scores of 37 nonnative speakers (NNSs) of English placed at a high intermediate level in an intensive language program. There were three groups in which the subjects were randomly assigned to the following three conditions: (1) Unmodified reading text (native-like baseline) with no peer interaction, (2) Modified reading text (elaborated version of native-like baseline) with no peer interaction, and (3) Unmodified reading text with peer interaction.
520 $a It was found that comprehension, assessed by 5 open-ended questions and 15 multiple-choice test items, was highest among learners who had the opportunity to interact with each other. Their performance was significantly different from those who read the same text but had no interaction. However, it was not significantly different from those who read the modified version of the reading text. Likewise, students' video and audio-recorded group interaction shed light on interaction and negotiation of meaning among peers. Findings of the present study provide strong evidence that for students of at least intermediate levels of language proficiency, interacting with their peers over the content of an unmodified text effectively aids comprehension when they have a specific task to perform. Students were in fact capable of elaborating upon authentic text, displaying a variety of strategies that teachers can and must capitalize on. Finally, students' own positive perception about the usefulness of interaction across all groups further support current theoretical claims regarding the role played by interaction in facilitating second language comprehension.
590 $a School code: 0656.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Language, General. $3 1018089
650 4 $a Speech Communication. $3 1017408
690 $a 0279
690 $a 0459
690 $a 0679
710 2 0 $a State University of New York at Buffalo. $3 1017814
773 0 $t Dissertation Abstracts International $g 61-12A.
790 $a 0656
790 1 0 $a Rissel, Dorothy, $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9997994