Children’s Use of Comparative Text Signals: The Relationship between Age and Comprehension Ability

In this study we examined age differences in children and young adolescents’ use of comparative text signals in order to gain insights into the development of signaling knowledge. We predicted that differential patterns of age differences would be found for readers classified as having low, middle, and high comprehension ability, and that the middle group of comprehenders would have the greatest amount of variability with age. 4th-, 6th-, and 9th-grade readers’ use of words employed to mark comparative relationships were compared by means of an open cloze. Results from analyses of competency of use scores, indicated that readers in the middle comprehension group had a larger number of significant increases in competency with age. Fewer age differences in overall competency were found for readers in low and high comprehension groups. Analysis of individual signals indicated that patterns of age differences may also vary in relation to the particular signal being processed. The findings from this study suggest that readers’ overall comprehension ability may influence the acquisition and use of text signals

Children’s Use of Comparative Text Signals: The Relationship between Age and Comprehension Ability

In this study we examined age differences in children and young adolescents’ use of comparative text signals in order to gain insights into the development of signaling knowledge. We predicted that differential patterns of age differences would be found for readers classified as having low, middle, and high comprehension ability, and that the middle group of comprehenders would have the greatest amount of variability with age. 4th-, 6th-, and 9th-grade readers’ use of words employed to mark comparative relationships were compared by means of an open cloze. Results from analyses of competency of use scores, indicated that readers in the middle comprehension group had a larger number of significant increases in competency with age. Fewer age differences in overall competency were found for readers in low and high comprehension groups. Analysis of individual signals indicated that patterns of age differences may also vary in relation to the particular signal being processed. The findings from this study suggest that readers’ overall comprehension ability may influence the acquisition and use of text signals

Memory Improved: Reading and Memory Enhancement Across the Life Span Through Strategic Text Structures

This unique text presents a systematic study of a proven method for increasing the memory and reading comprehension of older adults by using a program based on discourse processing. The program facilitates the encoding and retrieval of information through a reading strategy plan utilizing top-level structures in the text. The authors of this volume provide student and teacher training manuals for the program as well as a review of the literature, data tables and graphs; an extensive bibliography; and five 1 1/2 hour sessions to improve memory and reading comprehension

Reading Comprehension and the Use of Text Structure Across The Adult Lifespan

This chapter briefly examines the research literature dealing with reading comprehension across the adult life span. Reviewed are both basic research studies in the area of prose learning and studies of reading training with adults. The final portion of the chapter briefly describes a study that taught young and old adults a reading strategy

Effects of Structure Stratergy Instruction Delivered to Fifth-Grade Children Using the Internet With and Without the Aid of Adult Tutors

The authors assessed the impact of using the structure strategy as a base for an intergenerational Internet tutoring program in which older adults, with strategy training, provided Internet-based tutoring for 5th-grade students learning the strategy through an instructional Web site. Students were randomly assigned to 1 of 3 groups: structure strategy with tutors, structure strategy without tutors, and control. Both tutors and children in the structure strategy group with tutors increased strategy use, total and main idea recall, and self-efficacy. Program effects were apparent months after instruction. Posttest performance was related both to careful completion of Web lessons and amount of tutor feedback and content-related questions. Findings have implications for learning from computers, intergenerational tutoring, and reading instruction

Multidisciplinary Perspectives on Signalling Text Organisation

Coordination éditoriale du numéro : Shirley Carter-Thomas & Frédéric Landragi

DUNE Offline Computing Conceptual Design Report

International audienceThis document describes Offline Software and Computing for the Deep Underground Neutrino Experiment (DUNE) experiment, in particular, the conceptual design of the offline computing needed to accomplish its physics goals. Our emphasis in this document is the development of the computing infrastructure needed to acquire, catalog, reconstruct, simulate and analyze the data from the DUNE experiment and its prototypes. In this effort, we concentrate on developing the tools and systems thatfacilitate the development and deployment of advanced algorithms. Rather than prescribing particular algorithms, our goal is to provide resources that are flexible and accessible enough to support creative software solutions as HEP computing evolves and to provide computing that achieves the physics goals of the DUNE experiment

DUNE Offline Computing Conceptual Design Report

This document describes Offline Software and Computing for the Deep Underground Neutrino Experiment (DUNE) experiment, in particular, the conceptual design of the offline computing needed to accomplish its physics goals. Our emphasis in this document is the development of the computing infrastructure needed to acquire, catalog, reconstruct, simulate and analyze the data from the DUNE experiment and its prototypes. In this effort, we concentrate on developing the tools and systems thatfacilitate the development and deployment of advanced algorithms. Rather than prescribing particular algorithms, our goal is to provide resources that are flexible and accessible enough to support creative software solutions as HEP computing evolves and to provide computing that achieves the physics goals of the DUNE experiment