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A 1991 examination of children's comprehension abilities by Yuill and Oakhill.
An Introduction to Syntactic Analysis and Theory offers beginning students a comprehensive overview of and introduction to our current understanding of the rules and principles that govern the syntax of natural languages. Includes numerous pedagogical features such as 'practice' boxes and sidebars, designed to facilitate understanding of both the 'hows' and the 'whys' of sentence structure Guides readers through syntactic and morphological structures in a progressive manner Takes the mystery out of one of the most crucial aspects of the workings of language – the principles and processes behind the structure of sentences Ideal for students with minimal knowledge of current syntactic research, it progresses in theoretical difficulty from basic ideas and theories to more complex and advanced, up to date concepts in syntactic theory
This volume was conceived as a "best practices" resource for assessment in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices. The book opens with an introduction that reviews many key assessment terms and concepts. The myths examined in this book are: Assessment is just writing tests and using statistics. A comprehensive final exam is the best way to evaluate students. Scores on performance assessments are preferable because of their accuracy and authenticity. Multiple choice tests are inaccurate measures of language but are easy to write. We should test only one skill at a time. A test’s validity can be determined by looking at it. Issues of fairness are not a concern with standardized testing. Teachers should never be involved in preparing students for tests. Implications for teaching and an agenda for research are discussed in a conclusion.
Published in 1984, this volume presents methodologies for studying the ongoing psychological processes that occur as a person reads a text, as well as discussing the major findings that these methodologies have produced, to provide a handbook of reading comprehension research techniques. Focusing on the comprehension processes that occur when a person is reading, rather than the representation that remains after the text has been read, the methodologies use measures such as reading times that reflect ongoing processes, rather than relying exclusively on conventional measures of memory performance such as recall. These methods make use of computer technology for rapid and flexible stimulus representation and data acquisition. This book will allow researchers and students to select appropriate methodologies to investigate a range of fascinating questions about reading comprehension.
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This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!