Understanding and improving reading comprehension skills: An individual-differences perspective

理解和提高阅读理解能力：个体差异的视角

• 批准号: 2690-2011
• 负责人: Daneman, Meredyth
• 金额: $ 2.26万
• 依托单位: University of Toronto
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2017
• 资助国家: 加拿大
• 起止时间: 2017-01-01 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=631330
• 关键词: Understanding; improving; reading; comprehension; skills

My research program is concerned with developing ways to measure, understand, and improve reading comprehension skills. An assumption underlying my approach is that there are two major determinants of reading comprehension: the text and the reader. My research focuses primarily on the contributions of the reader, and how characteristics of the reader interact with characteristics of the text to influence reading success. My early individual-differences research focused almost exclusively on developing a measure of the reader's working memory capacity and establishing that it is a very good predictor of reading comprehension. My more recent working memory research has focused on why working memory capacity is not a perfect predictor. One reason appears to be that some readers are able to compensate for their low working memory capacities if they happen to have mature metacognitive awareness about the complexity of knowledge and the importance of integration to learning. My new research will explore when and how this compensation might occur, and whether these compensatory strategies can be taught to low span readers who do not have mature metacognitive awareness. My new research will also explore the role of spatial working memory in reading success; in particular, I will explore whether long-term retention of text material is influenced by the reader's ability to retain memory for the spatial location of that material. In 2001, my graduate student and I developed and validated a new tool that provides estimates of a reader's ability to activate and integrate long-term memory knowledge with text information, to make text-based inferences, and to recall text. We plan to use this tool to explore the cognitive and memory processes tapped by a variety of verbal reasoning and even nonverbal problem solving tasks. My individual-differences research has important educational and real-world applications.

我的研究项目是关于发展测量、理解和提高阅读理解能力的方法。我的方法的一个基本假设是，阅读理解有两个主要的决定因素：文本和读者。我的研究主要集中在读者的贡献，以及读者的特点如何与文本的特点相互作用，以影响阅读的成功。我早期的个体差异研究几乎完全集中在开发读者工作记忆容量的测量方法上，并确定它是阅读理解能力的一个非常好的预测指标。我最近的工作记忆研究集中在为什么工作记忆容量不是一个完美的预测器。其中一个原因似乎是，一些读者能够弥补他们的低工作记忆容量，如果他们碰巧有成熟的元认知意识的知识的复杂性和整合的重要性，学习。我的新研究将探索这种补偿何时以及如何发生，以及这些补偿策略是否可以教授给没有成熟元认知意识的低跨度读者。我的新研究还将探索空间工作记忆在阅读成功中的作用;特别是，我将探索读者对文本材料的空间位置的记忆能力是否会影响文本材料的长期保留。2001年，我和我的研究生开发并验证了一种新的工具，该工具可以评估读者激活和整合长期记忆知识与文本信息的能力，进行基于文本的推理和回忆文本的能力。我们计划使用这个工具来探索各种语言推理甚至非语言问题解决任务所涉及的认知和记忆过程。我的个体差异研究具有重要的教育和现实应用。