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Lexical quality and reading comprehension in primary school children
Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne
Zeitschriftenbeitrag
| In: Scientific Studies of Reading | 2013
34062 Endnote
Autor*innen:
Richter, Tobias; Isberner, Maj-Britt; Naumann, Johannes; Neeb, Yvonne
Titel:
Lexical quality and reading comprehension in primary school children
In:
Scientific Studies of Reading, 17 (2013) 6, S. 415-434
DOI:
10.1080/10888438.2013.764879
URL:
http://www.tandfonline.com/doi/abs/10.1080/10888438.2013.764879#.UvjablO2yQo
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutsch als Zweitsprache; Deutschland; Empirische Untersuchung; Grundschule; Grundschüler; Leistungsmessung; Lesekompetenz; Lesetest; Modell; Pfadanalyse; Phonologie; Qualität; Rechtschreibung; Schülerleistung; Technologiebasiertes Testen; Textverständnis
Abstract:
In a cross-sectional study, we examined the relationship between the quality of lexical representations and text comprehension skill in German primary school children (Grades 1-4). We measured the efficiency and accuracy of orthographical, phonological, and meaning representations by means of computerized tests. Text comprehension skill was assessed with a standardized reading test with questions requiring recognition of text information and inferencing. Both the accuracy of and the efficiency of access to the three types of lexical representations contributed to explaining interindividual variation in text comprehension skill. Results from a path-analytic model suggest a specific causal order of the three components of lexical quality with the quality of meaning representations partly mediating the effects of form representations.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Towards fine-grained readability measures for self-directed language learning
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Sammelbandbeitrag
| Aus: Borin, Lars; Volodina, Elena (Hrsg.): Proceedings of the SLTC 2012 workshop on NLP for CALL | Linköping: Linköping University Electronic Press, Linköpings universitet | 2012
33096 Endnote
Autor*innen:
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Titel:
Towards fine-grained readability measures for self-directed language learning
Aus:
Borin, Lars; Volodina, Elena (Hrsg.): Proceedings of the SLTC 2012 workshop on NLP for CALL, Linköping: Linköping University Electronic Press, Linköpings universitet, 2012 (Linköping Electronic Conference Proceedings, 080), S. 11-19
URL:
http://www.ep.liu.se/ecp/080/002/ecp12080002.pdf
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Computerunterstütztes Lernen; Differenzierender Unterricht; E-Learning; Fremdsprache; Lernen; Lesen; Leseverstehen; Messung; Selbstgesteuertes Lernen; Textverständnis
Abstract (english):
In this paper, we analyze existing readability measures regarding their applicability to self-directed language learning. We identify a set of dimensions for text complexity and focus on the lexical, syntactic, semantic, and discourse dimensions. We argue that for the purposes of self-directed language learning, the assessment according to the individual dimensions should be preferred over the overall readability prediction. Furthermore, due to the heterogeneity of the learners in such a setting, modeling the background knowledge of the learner becomes a critical step.
DIPF-Abteilung:
Informationszentrum Bildung
Multiple-choice versus open-ended response formats of reading test items: A two-dimensional IRT […]
Rauch, Dominique; Hartig, Johannes
Zeitschriftenbeitrag
| In: Psychological Test and Assessment Modeling | 2010
32468 Endnote
Autor*innen:
Rauch, Dominique; Hartig, Johannes
Titel:
Multiple-choice versus open-ended response formats of reading test items: A two-dimensional IRT analysis
In:
Psychological Test and Assessment Modeling, 52 (2010) 4, S. 354-379
URL:
http://www.psychologie-aktuell.com/fileadmin/download/ptam/4-2010_20101218/02_Rauch.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bildungsforschung; Datenanalyse; Deutschland; Experimentelle Psychologie; Itemanalyse; Item-Response-Theory; Leistungsmessung; Lesefertigkeit; Lesetest; Leseverstehen; Mehrebenenanalyse; Messverfahren; Multiple-Choice-Verfahren; Textverständnis
Abstract (english):
The dimensionality of a reading comprehension assessment with non-stem equivalent multiplechoice (MC) items and open-ended (OE) items was analyzed with German test data of 8523 9th-graders. We found that a two-dimensional IRT model with within-item multidimensionality, where MC and OE items load on a general latent dimension and OE items additionally load on a nested latent dimension, had a superior fit compared to an unidimensional model (p .05). Correlations between general cognitive abilities, orthography and vocabulary and the general latent dimension were significantly higher than with the nested latent dimension (p .05). Drawing back on experimental studies on the effect of item format on reading processes, we suppose that the general latent dimension measures abilities necessary to master basic reading processes and the nested latent dimension captures abilities necessary to master higher reading processes. Including gender, language spoken at home, and school track as predictors in latent regression models showed that the well known advantage of girls and mother-tongue students is found only for the nested latent dimension.
DIPF-Abteilung:
Bildungsqualität und Evaluation
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