Academic Journal
Effects of Unfamiliar Diverse Names on Elementary Students' Passage Comprehension
| العنوان: | Effects of Unfamiliar Diverse Names on Elementary Students' Passage Comprehension |
|---|---|
| اللغة: | English |
| المؤلفون: | Taylor, Kala L. H., Skinner, Christopher H., Ciancio, Dennis J., Daniels, Stephanie, Wright, Shelby, Ryan, Kyle (ORCID |
| المصدر: | School Psychology. May 2020 35(3):215-225. |
| الاتاحة: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education Grade 2 |
| Descriptors: | Multicultural Education, Elementary School Students, Reading Instruction, Reading Comprehension, Cognitive Development, Grade 1, Grade 2, Correlation, Childrens Literature, Reading Achievement, Reading Skills |
| DOI: | 10.1037/spq0000352 |
| تدمد: | 2578-4218 |
| مستخلص: | Elementary school multicultural reading curricula include characters with diverse proper names, which are often unfamiliar and differ phonetically from students' native language. These names could impact reading outcomes by increasing students' cognitive load and/or creating cognitive disfluency. In Study 1, students in grades 1 through 2 read a standard passage including common names and a matched passage including unfamiliar names of Russian origin. A paired samples "t" test indicated unfamiliar diverse names in grade-level passages significantly reduced students' reading comprehension. Study 2 was designed to determine if preteaching diverse names would mitigate their adverse effects on reading comprehension. Results indicated second-grade students who received preteaching comprehended significantly more of the passage than those who did not receive preteaching. Discussion focuses on the need for research clarifying the relationship between multicultural learning materials and academic outcomes and validating efficient methods for familiarizing students with difficult, phonetically unfamiliar words. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الانضمام: | EJ1253517 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2578-4218 |
|---|---|
| DOI: | 10.1037/spq0000352 |