Using the meaning equivalence methodology to assess deep comprehension of English spatial prepositions in normally achieving, reading disabled, and English as a second language college students
By: by Rachel E. Shalit.
Published: 2006
Language: eng
Number of pages: 251
ISBN-13: 9780494158210
Subjects: English language -- Prepositions -- Study and teaching.; Reading -- Ability testing.; Reading (Higher education); Reading disability.; Reading comprehension.; English language -- Study and teaching (higher) -- Foreign speakers.
Description: Deep comprehension is defined as a learner's ability to demonstrate mastery of knowledge in a given domain through flexible recognition and/or production of multiple representations with equivalence-of-meaning of the concept. English as first language (E1), English as second language (E2) and reading disabled (RD) students attending a multicultural, downtown Toronto college participated. The study was conducted to determine if previous Meaning Equivalence (ME) research findings would be upheld using a college-level sample. Prior findings with E1 and RD university students revealed no significant differences in deep comprehension on ME Tests of language, arithmetic, and algebra. Those students had more difficulty on Q2 statements (statements that meant the same but did not resemble Target statements) and Q3 statements (statements that resembled Target statements but had different meanings), than on Q1 statements (statements that looked like and meant the same as Target statements) and Q4 statements (statements that did not resemble nor mean the same as Target statements). This study also examined comprehension difficulties of E2 students, demographic factors, and strategies to solve the ME Test items.Measures included tests of word recognition, decoding, reading comprehension, and the new ME Test of English Spatial Prepositions. E1 students significantly outscored RD and E2 students on Q2 and Q3 statements. All students scored lower on Q2 and Q3 statements than on T and Q4 statements.This study also examined comprehension difficulties of E2 students, demographic factors, and strategies to solve the ME Test items.Measures included tests of word recognition, decoding, reading comprehension, and the new ME Test of English Spatial Prepositions. E1 students significantly outscored RD and E2 students on Q2 and Q3 statements. All students scored lower on Q2 and Q3 statements than on T and Q4 statements. RD students significantly outscored E2 students on ME Test 2, despite E2 students scoring higher on the word recognition and decoding measures. Females generally outscored males. RD students used more strategies to solve ME Test items than the other students. A new subgroup of E1 students with no significant differences from RD students on any measures was also revealed. Application of this research could result in more effective instruction once instructors understand that students have different levels of reading and comprehension of English spatial prepositions. E2 students have difficulty understanding English syntax, vocabulary, and colloquial expressions. RD students have trouble with vocabulary, auditory processing, and memory for text-based information.
Notes: Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2054.

Thesis (ED.D.) -- University of Toronto, 2006.

Includes bibliographical references (leaves 206-222)