Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers
Although filling the gap in reading comprehension gained momentum with the rise of the top-down approach, Vygotsky’ concept of scaffolding and the dual code theory provided a strong support for the use of paratext to enhance comprehension. Scaffolding is dependent on other-regulation, one type of w...
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| Format: | Article |
| Language: | English |
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Allameh Tabataba'i University Press
2013-06-01
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| Series: | Issues in Language Teaching |
| Subjects: | |
| Online Access: | https://ilt.atu.ac.ir/article_1354_b5d09e783f9d968922360ae8a910dd64.pdf |
| _version_ | 1797378273182744576 |
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| author | Zia Tajeddin |
| author_facet | Zia Tajeddin |
| author_sort | Zia Tajeddin |
| collection | DOAJ |
| description | Although filling the gap in reading comprehension gained momentum with the rise of the top-down approach, Vygotsky’ concept of scaffolding and the dual code theory provided a strong support for the use of paratext to enhance comprehension. Scaffolding is dependent on other-regulation, one type of which is object-regulation. From this vantage-point, various types of paratext can function as sources of object-regulation to scaffold the interaction between the reader and the text. Hence, the purpose of this study was to explore the effect of three types of paratext (the picture, preface, and title) on the reading comprehension and recall of less proficient and more proficient EFL learners. The control groups in the two proficiency levels read a text with no paratext, whereas participants in the experimental groups read the same text accompanied by the three types of scaffolding paratext. Both groups were also given a recall test which required the recall of propositions from the original texts. The results showed the beneficial effect of paratext on reading comprehension among the more proficient experimental group. As to reading recall, neither less proficient nor more proficient group succeeded in manifesting better recall than the control groups. These findings have two implications. First, there is proficiency “short-circuit” for the scaffolding effect of paratext on reading comprehension. Second, short-circuit has a task-bound nature. As the results of this study show, the proficiency ceiling needed to move beyond the short-circuit effect of comprehension is different from that of recall because recall is a comparatively more demanding task. |
| first_indexed | 2024-03-08T20:04:23Z |
| format | Article |
| id | doaj.art-c40ed542eedc439eb2e9b8e3603411e7 |
| institution | Directory Open Access Journal |
| issn | 2322-3715 2476-6194 |
| language | English |
| last_indexed | 2024-03-08T20:04:23Z |
| publishDate | 2013-06-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Issues in Language Teaching |
| spelling | doaj.art-c40ed542eedc439eb2e9b8e3603411e72023-12-23T10:46:09ZengAllameh Tabataba'i University PressIssues in Language Teaching2322-37152476-61942013-06-01211251481354Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance OrganizersZia Tajeddin0Associate Professor of Applied Linguistics, Allameh Tabataba’i University, IranAlthough filling the gap in reading comprehension gained momentum with the rise of the top-down approach, Vygotsky’ concept of scaffolding and the dual code theory provided a strong support for the use of paratext to enhance comprehension. Scaffolding is dependent on other-regulation, one type of which is object-regulation. From this vantage-point, various types of paratext can function as sources of object-regulation to scaffold the interaction between the reader and the text. Hence, the purpose of this study was to explore the effect of three types of paratext (the picture, preface, and title) on the reading comprehension and recall of less proficient and more proficient EFL learners. The control groups in the two proficiency levels read a text with no paratext, whereas participants in the experimental groups read the same text accompanied by the three types of scaffolding paratext. Both groups were also given a recall test which required the recall of propositions from the original texts. The results showed the beneficial effect of paratext on reading comprehension among the more proficient experimental group. As to reading recall, neither less proficient nor more proficient group succeeded in manifesting better recall than the control groups. These findings have two implications. First, there is proficiency “short-circuit” for the scaffolding effect of paratext on reading comprehension. Second, short-circuit has a task-bound nature. As the results of this study show, the proficiency ceiling needed to move beyond the short-circuit effect of comprehension is different from that of recall because recall is a comparatively more demanding task.https://ilt.atu.ac.ir/article_1354_b5d09e783f9d968922360ae8a910dd64.pdfcomprehensionrecallscaffoldingparatextprior knowledge |
| spellingShingle | Zia Tajeddin Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers Issues in Language Teaching comprehension recall scaffolding paratext prior knowledge |
| title | Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers |
| title_full | Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers |
| title_fullStr | Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers |
| title_full_unstemmed | Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers |
| title_short | Scaffolding Comprehension and Recall Gaps: Effects of Paratextual Advance Organizers |
| title_sort | scaffolding comprehension and recall gaps effects of paratextual advance organizers |
| topic | comprehension recall scaffolding paratext prior knowledge |
| url | https://ilt.atu.ac.ir/article_1354_b5d09e783f9d968922360ae8a910dd64.pdf |
| work_keys_str_mv | AT ziatajeddin scaffoldingcomprehensionandrecallgapseffectsofparatextualadvanceorganizers |