Effects of Text Construction and Instructional Procedures for Teaching Word Meanings on Comprehension and Recall.
Effects of Text Construction and Instructional Procedures for Teaching Word Meanings on Comprehension and Recall.
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文本构建和词义教学程序对理解和回忆的影响。
DOI：
10.2307/747525
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发表时间：
1982
期刊：
影响因子：
--
通讯作者：
E. Kameenui
中科院分区：
文献类型：
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作者：
E. Kameenui
两个涉及小学生的独立实验解决了以下理解问题：（1）用文本中的难词替换容易的词是否使该文本更难理解，（2）学习难词的含义是否有助于文本理解，（3）嵌入特定于难词汇的冗余信息是否显著有助于文本理解，以及（4）篇章整合词汇训练策略是否比不包括篇章整合的词汇训练策略更有效。测量方法包括多项选择题和复述分数。在这两个实验中，人们发现，在一个人为的文章中，用容易的词汇代替困难的词汇，使文本更容易理解，除了第一个实验中的复述分数外，文本中的冗余信息显著有助于成功的文本理解。在两个实验中，对困难词汇的指导促进了理解。在实验1和实验2中，多项选择题和复述题的成绩在教学过程中有显著差异。接受通道整合训练的儿童得分高于未接受整合训练的儿童。
TWO SEPARATE EXPERIMENTS involving elementary students addressed the following comprehension issues: (1) whether substituting difficult words for easy words in a text make that text more difficult to comprehend, (2) whether learning the meanings of the difficult words facilitates text comprehension, (3) whether embedding redundant information specific to difficult vocabulary words significantly contributes to text comprehension, and (4) whether a passage integration vocabulary training strategy is more effective than a vocabulary training strategy that does not include passage integration. Measures included multiple-choice tests and retell scores. In both experiments, it was found that substituting easy vocabulary words for difficult vocabulary words in a contrived passage made the text significantly easier to comprehend, and that redundant information in a text significantly contributed to successful text comprehension except for the retell scores in the first experiment. Instruction on difficult vocabulary facilitated comprehension in both experiments. Differences between instructional procedures were significant for the multiple-choice test scores in Experiment 1 and for the retell scores in Experiment 2. Children receiving passage integration training scored higher than those who did not receive integration training.