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University of Namibia
1.
Bruwer, Wilhelmina M.
A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region.
Degree: 2013, University of Namibia
URL: http://hdl.handle.net/11070/895 
► Reading with comprehension is a matter of concern in Namibian schools. To read with understanding, reading comprehension strategies should explicitly be taught to learners. Six…
(more)
▼ Reading with comprehension is a matter of concern in Namibian schools. To read with understanding, reading comprehension strategies should explicitly be taught to learners. Six reading comprehension strategies were identified by researchers as effective in improving reading comprehension. The purpose of this study was to find out whether teachers are acquainted with a range of reading comprehension strategies, whether they are explicitly teaching them and whether they are trained in these strategies. Grade 7 learners’ application of reading comprehension strategies were also observed to see what strategies they apply. Both the Social Cognitive and the Constructivist Theories formed the theoretical framework for this study. A qualitative research design was employed and respondents for the study were selected via purposive sampling from primary schools in the Khomas Region. The sample comprised of seven grade 7 English second language teachers, twelve grade 7 learners, one advisory teacher for European languages and one university lecturer for Teaching Methods of English. Semi- structured interviews were used to collect data. Data analyses were done by coding and categorizing responses into themes. Results are presented based on the themes and patterns that emerged from the data. The main findings were that teachers were aware of and teaching two of the six identified strategies and learners were also acquainted with these two strategies. Most teachers were not aware of three of the identified strategies and consequently also did not teach them to learners. Clear differences were detected between top and low performing schools, for example the strategy of “summarizing” was practiced more by top performing schools than by low performing schools.
Subjects/Keywords: Reading comprehension
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APA (6th Edition):
Bruwer, W. M. (2013). A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region.
(Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/895
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bruwer, Wilhelmina M. “A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region.
” 2013. Thesis, University of Namibia. Accessed February 25, 2020.
http://hdl.handle.net/11070/895.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bruwer, Wilhelmina M. “A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region.
” 2013. Web. 25 Feb 2020.
Vancouver:
Bruwer WM. A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region.
[Internet] [Thesis]. University of Namibia; 2013. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/11070/895.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bruwer WM. A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region.
[Thesis]. University of Namibia; 2013. Available from: http://hdl.handle.net/11070/895
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
California State University – Chico
2.
Robles, Oralia.
Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science
.
Degree: 2010, California State University – Chico
URL: http://hdl.handle.net/10211.4/215
► ABSTRACT USING COGNATES WITH ENGLISH LEARNERS AT 5TH GRADE LEVEL: STRATEGIES FOR TEACHERS AND PARENTS TO BUILD READING COMPREHENSION IN SCIENCE by Oralia Robles Master…
(more)
▼ ABSTRACT
USING COGNATES WITH ENGLISH LEARNERS AT 5TH GRADE
LEVEL: STRATEGIES FOR TEACHERS AND PARENTS TO
BUILD
READING COMPREHENSION IN SCIENCE
by
Oralia Robles
Master of Arts in Education:
Linguistically and Culturally Diverse Learners Option
California State University, Chico
Spring 2010
English Learners continue to be one of the lowest performing student subgroups on standardized tests in
reading and math. Consequences brought forth from state and federal mandates, have resulted in educators focusing on English Learners??? limitations and overlooking their strengths. The literature reviewed, establishes the use of primary language and culture as an essential basis for acquiring a second language. It presents the progression of English language development stages, as well as the challenges of content
reading, precursor skills required for enhancing
comprehension and factors that impact
reading assessment. Finally, it establishes the significance of vocabulary enrichment and how using cognate transfer is one of the many effective strategies that facilitate access to content area
reading.
The project, a Handbook of Strategies for Teachers and Parents to Build
Reading Comprehension in Science, is a compilation of teacher created and adapted strategies based on author experience, research, and general principles drawn from prominent second language researchers. The strategies are designed to be implemented with fifth grade ELs whose native language is Spanish, during English Language Development time. The project goals are: (a) teacher implementation of cognate strategies that help scaffold vocabulary in science, (b) teacher awareness of the benefits that students??? first language bring into the classroom, (c) parent involvement in their child???s English learning (d) create awareness and train ELs to apply primary language through use of cognate skills to enhance academic language. An educational program that strives to meet these goals will enhance ELs??? opportunity for academic success.
Advisors/Committee Members: Larocco, Esther (advisor).
Subjects/Keywords: Reading Comprehension
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APA (6th Edition):
Robles, O. (2010). Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science
. (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/215
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Robles, Oralia. “Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science
.” 2010. Thesis, California State University – Chico. Accessed February 25, 2020.
http://hdl.handle.net/10211.4/215.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Robles, Oralia. “Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science
.” 2010. Web. 25 Feb 2020.
Vancouver:
Robles O. Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science
. [Internet] [Thesis]. California State University – Chico; 2010. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/10211.4/215.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Robles O. Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science
. [Thesis]. California State University – Chico; 2010. Available from: http://hdl.handle.net/10211.4/215
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Southern Illinois University
3.
Nguyen, Trang Thi Thuy.
THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE.
Degree: MA, Teaching English to Speakers of Other Languages, 2012, Southern Illinois University
URL: http://opensiuc.lib.siu.edu/theses/931
► Reading in a second language is an interesting area of research because the factors affecting reading have brought about much controversy in related theory…
(more)
▼ Reading in a second language is an interesting area of research because the factors affecting
reading have brought about much controversy in related theory and research. Particularly, schema theory has raised long-term debate about whether background knowledge facilitates or impedes
reading comprehension. In recognition of such issue, the current research was conducted to examine the impact of background knowledge on second language
reading comprehension. Additionally, the impact of time constraint on
reading comprehension was also investigated. Thirty-one students of intermediate level of English in Le Quy Don high school, Vietnam took part in the study. Four cloze texts, two of familiar topics and two of unfamiliar topics, were administered under the conditions of limited time and unlimited time. The results revealed significantly positive effects of background knowledge and no time constraint on second language
reading comprehension. Further, a significant interaction between background knowledge and time constraint was found. These findings have important implications for second language pedagogy in view of standardized and classroom assessment of
reading performance. However, the most important finding of this research relates to the significant interaction between background knowledge and time constraint which has not been given due attention in previous research.
Advisors/Committee Members: Charkova, Krassimira.
Subjects/Keywords: Reading comprehension
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APA (6th Edition):
Nguyen, T. T. T. (2012). THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE. (Masters Thesis). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/theses/931
Chicago Manual of Style (16th Edition):
Nguyen, Trang Thi Thuy. “THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE.” 2012. Masters Thesis, Southern Illinois University. Accessed February 25, 2020.
http://opensiuc.lib.siu.edu/theses/931.
MLA Handbook (7th Edition):
Nguyen, Trang Thi Thuy. “THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE.” 2012. Web. 25 Feb 2020.
Vancouver:
Nguyen TTT. THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE. [Internet] [Masters thesis]. Southern Illinois University; 2012. [cited 2020 Feb 25].
Available from: http://opensiuc.lib.siu.edu/theses/931.
Council of Science Editors:
Nguyen TTT. THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE. [Masters Thesis]. Southern Illinois University; 2012. Available from: http://opensiuc.lib.siu.edu/theses/931
University of Houston
4.
Scott, Melanie.
Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.
Degree: EdD, Curriculum and Instruction, 2018, University of Houston
URL: http://hdl.handle.net/10657/3111
► Background: Reading instruction begins at the primary level with reading comprehension issues manifesting themselves by the 3rd-grade and becoming more pronounced by fourth-grade. While primary…
(more)
▼ Background:
Reading instruction begins at the primary level with
reading comprehension issues manifesting themselves by the 3rd-grade and becoming more pronounced by fourth-grade. While primary teachers often teach narrative
comprehension skills, middle school teachers have the responsibility to teach both narrative and expository
comprehension skills. Purpose: The purpose of this study was to investigate the viability of the Secondary Explicit
Comprehension Model of Instruction for middle school teachers to use with students. This study posed the following research questions: 1) What are the perceptions of middle school teachers on the use of the Secondary Explicit
Comprehension Model of Instruction? and 2) What is the impact of the Secondary Explicit
Comprehension Model of Instruction on the performance of students who repeated the State of Texas Assessments of Academic Readiness (STAAR) Grade 8
Reading Assessment? Methods: This study used a mixed methods approach to answer the research questions. The qualitative data included observation notes and teacher survey responses. The quantitative data included students’ pre-test and post-test scores on the STAAR Grade 8
Reading Assessment. Descriptive statistics were used to describe the impact of selected literacy strategies on the
reading comprehension of middle school students. Constant comparative analysis was used to identify the emergent themes related to teacher perceptions about the use of the Secondary Explicit
Comprehension Model of Instruction. Results: The results of this study identified three emergent themes: 1) implementation fidelity, 2) viability of the Secondary Explicit
Comprehension Model of Instruction to other content areas, and 3) impact of the Secondary Explicit
Comprehension Model of Instruction on students who repeated an administration of the STAAR Grade 8
Reading Assessment. Conclusion: Results suggested that the Secondary Explicit
Comprehension Model of Instruction is a viable instructional framework that could be used in classroom settings to support middle school educators in effectively teaching
reading comprehension skills..
Advisors/Committee Members: Hutchison, Laveria F. (advisor), White, Cameron S. (committee member), McAlister-Shields, Leah (committee member), Beaudry, Christine (committee member).
Subjects/Keywords: Reading comprehension
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APA ·
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Manager
APA (6th Edition):
Scott, M. (2018). Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3111
Chicago Manual of Style (16th Edition):
Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Doctoral Dissertation, University of Houston. Accessed February 25, 2020.
http://hdl.handle.net/10657/3111.
MLA Handbook (7th Edition):
Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Web. 25 Feb 2020.
Vancouver:
Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/10657/3111.
Council of Science Editors:
Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3111
University of Zambia
5.
Kalabula, Mutale.
Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District
.
Degree: 2013, University of Zambia
URL: http://hdl.handle.net/123456789/3003
► The purpose of this study was to ascertain what challenges grade twelve learners faced in reading comprehension. Another aim was to examine the reading strategies…
(more)
▼ The purpose of this study was to ascertain what challenges grade twelve learners faced in reading comprehension. Another aim was to examine the reading strategies that grade twelve learners used to aid them comprehend text. Finally, the study sought to ascertain the strategies that teachers used to teach reading comprehension to grade twelve learners.The study applied the qualitative method. A case study was employed. The study was carried out at a high school in Kafue District with twenty learners. The learners were given two texts; one narrative and the other expository to provide information about the strategies that they used to comprehend texts. An adaptation of the think aloud protocol was used to determine the challenges faced by learners before, during and after reading narrative or expository texts. After marking the texts, the researcher, a qualified teacher, conducted semi-structured interviews and Focus group discussions with the same learners to provide information on the challenges they faced as well as the strategies they used when reading to ensure comprehension was achieved. The researcher also conducted interviews with teachers to ascertain the strategies that they used to teach reading comprehension to the grade twelve learners. Analysis involved scrutiny of the notes from the think- aloud for challenges faced by learners and transcription and review of interview scripts. The results of the study were that grade twelve learners faced challenges in reading comprehension. It was found that learners were unable to approach written texts actively in order to interact with the texts; they were not able to set specific goals for reading and had challenges with word meanings resulting in the inability to make connections of new vocabulary to prior knowledge. Finally, it was found that when comprehension broke down, learners were only able to monitor their comprehension using the clarifying strategy which is only one of the monitoring strategies used to repair comprehension breakdown. Findings also indicated that teachers were inconsistent in their use of strategies that helped learners activate their prior knowledge. Teachers also used less effective strategies such as looking up words in Dictionaries, using words in sentences and using the context to find meanings that did not help learners to approach texts actively by connecting new knowledge to prior knowledge.The principal conclusion was that learners did not use most of the comprehension strategies that good readers employed in comprehending written text; they may not have been taught to do so. Recommendations include a reflection upon the current practices in schools by all stakeholders in order to improve understanding of how to effectively teach comprehension.
Subjects/Keywords: Reading(Secondary);
Reading Comprehension
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APA (6th Edition):
Kalabula, M. (2013). Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District
. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3003
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kalabula, Mutale. “Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District
.” 2013. Thesis, University of Zambia. Accessed February 25, 2020.
http://hdl.handle.net/123456789/3003.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kalabula, Mutale. “Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District
.” 2013. Web. 25 Feb 2020.
Vancouver:
Kalabula M. Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District
. [Internet] [Thesis]. University of Zambia; 2013. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/123456789/3003.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kalabula M. Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District
. [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3003
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Victoria
6.
Pereira, Lytta J.
The role of the situation model in the reading comprehension processes of grade seven readers.
Degree: Department of Curriculum and Instruction, 2018, University of Victoria
URL: https://dspace.library.uvic.ca//handle/1828/9540
► Within the context of reading comprehension research, the present study is an investigation into the role of prior knowledge in the form of a situation…
(more)
▼ Within the context of
reading comprehension research, the present study is an investigation into the role of prior knowledge in the form of a situation model, constructed and used strategically during on-line text processing. Data consisted of Think-Out-Loud protocols collected from ten Grade Seven subjects as they read two expository text passages. The findings shed light on the structure of the situation model as well as its strategic use by subjects. The contents of the model include episodic and semantic memory fragments as well as beliefs, attitudes, values, and opinions. Eight categories of moves and four major strategies were identified in the TOL protocols by the researcher. The reliability of the categorization scheme of moves was established through a process using three independent raters. The study suggests that the strategic uses of the model are mainly for clarifying and evaluating the text, as well as for reasoning and monitoring one's understanding. Implications for research and instruction are discussed.
Advisors/Committee Members: Harker, W. John (supervisor).
Subjects/Keywords: Reading comprehension; Reading, Psychology of
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APA (6th Edition):
Pereira, L. J. (2018). The role of the situation model in the reading comprehension processes of grade seven readers. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9540
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Pereira, Lytta J. “The role of the situation model in the reading comprehension processes of grade seven readers.” 2018. Thesis, University of Victoria. Accessed February 25, 2020.
https://dspace.library.uvic.ca//handle/1828/9540.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pereira, Lytta J. “The role of the situation model in the reading comprehension processes of grade seven readers.” 2018. Web. 25 Feb 2020.
Vancouver:
Pereira LJ. The role of the situation model in the reading comprehension processes of grade seven readers. [Internet] [Thesis]. University of Victoria; 2018. [cited 2020 Feb 25].
Available from: https://dspace.library.uvic.ca//handle/1828/9540.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pereira LJ. The role of the situation model in the reading comprehension processes of grade seven readers. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9540
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
7.
Chazangwe, Victor.
An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District.
Degree: 2011, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/936
► There have been some concerns on the poor performance of pupils in reading comprehension from people in different fora. For instance during School Programme for…
(more)
▼ There have been some concerns on the poor performance of pupils in reading comprehension from people in different fora. For instance during School Programme for In-Service for the Term (SPRINT) Meetings in schools, and Grade Twelve Marking Centers. Examiners and teachers have expressed this concern generally in Zambia. The concern is that generally Grade Twelve pupils do not perform well in Reading Comprehension.
An analysis of the Examinations Council of Zambia examiners report on the 2007 Joint School Certificate and General Certificate of Education examinations also shows this weakness on the part of pupils in reading comprehension tasks. Reporting on the passage, the report indicates that more than fifty percent of the candidates scored below half the total mark in reading comprehension section; with some scoring as low as between 0 and 5 marks out of 20. The 2008 Examination Council of Zambia, Examiners’ report shows almost the same scenario. This state of affairs has raised concerns among education practitioners and officials in the country. However, the performance and reasons for the performance varies from one school to another.
The focus of this study was to find out the reasons for the performance of grade twelve pupils in reading comprehension in the selected High Schools in Kalomo District. The study had (5) five main objectives and were:
1. Find out the teachers’ attitudes towards reading comprehension component.
2. Find out the rate of teachers’ planning and preparation for reading comprehension lessons.
3. Find out how a reading comprehension lesson proceeded in grade twelve classes observed in the selected schools in Kalomo District.
4. Find out the appropriancy of the materials used for teaching reading comprehension to the pupils.
The study followed a descriptive research design. Interviews, observations and focus group discussions helped to derive the respondents’ opinion on the performance and reasons behind the performance in reading comprehension. The tests in reading comprehension given to the pupils helped to give an idea of the actual performance of pupils in reading comprehension.
The study also tried to establish the reasons behind the poor performance in reading comprehension. The reasons are quiet many. They range from the way reading comprehension lessons are taught to the reading culture among pupils.
The responses obtained from both lesson observations and teacher interviews stated that teachers found it difficult to teach reading comprehension. For instance, some teachers talked to said teaching reading comprehension was difficult because it was time consuming and also the quality of pupils they usually had were difficult to teach in that they did not even understand certain concepts used in reading comprehension passages. The above reasons make the teaching of reading comprehension some what problematic for many teachers of English Language and thus, making the performance of pupils in reading comprehension poor.
The other reason for the poor performance of grade…
Subjects/Keywords: Reading(Secondary); Reading Comprehension
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APA ·
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APA (6th Edition):
Chazangwe, V. (2011). An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/936
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Chazangwe, Victor. “An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District.” 2011. Thesis, University of Zimbabwe. Accessed February 25, 2020.
http://dspace.unza.zm/handle/123456789/936.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chazangwe, Victor. “An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District.” 2011. Web. 25 Feb 2020.
Vancouver:
Chazangwe V. An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2020 Feb 25].
Available from: http://dspace.unza.zm/handle/123456789/936.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chazangwe V. An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/936
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Columbia University
8.
Silvestri, Julia A.
An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition.
Degree: 2016, Columbia University
URL: https://doi.org/10.7916/D8G44Q90
► This study is a mixed methods analysis of reading processes and language experiences of deaf and hearing readers. The sample includes four groups each with…
(more)
▼ This study is a mixed methods analysis of reading processes and language experiences of deaf and hearing readers. The sample includes four groups each with fifteen adults—identified as: deaf/high-achieving readers, deaf/struggling/non-academic readers, hearing/high-achieving readers, and hearing/non-academic readers. The purpose of this study is to identify factors related to reading achievement and to explore themes that emerge in the language experience and reading behaviors. The quantitative measures of the study are: a background demographics form, reading comprehension assessment, phonological skills assessment, metacognition assessment and think-aloud discussion with a reading strategy checklist where readers are guided through the process of decoding and interpreting the scene from a play. Scores from the reading comprehension assessment are correlated with other assessments and demographic statistics to identify factors of achievement. Similarities and differences between groups of readers are tested with one-way ANOVAs to identify mean differences in scores according to achievement level (skilled/struggling) and hearing status (deaf/hearing). Qualitative data are measured by collecting, reviewing and identifying shared themes in the transcripts of reading background interview and think-aloud discussions (open coding), relating codes and categories (axial coding), and determining a central theme (selective category). Results shows that deaf high-achieving readers perform at similar levels as hearing high-achieving readers, and that for all participants, phonology and metacognition are related to reading achievement; there are similarities and differences in their conceptualization of language; and access to varied instructional strategies and meaningful language experiences is an overarching theme in effective reading.
Subjects/Keywords: Reading comprehension; Readers; Reading
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APA ·
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APA (6th Edition):
Silvestri, J. A. (2016). An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8G44Q90
Chicago Manual of Style (16th Edition):
Silvestri, Julia A. “An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition.” 2016. Doctoral Dissertation, Columbia University. Accessed February 25, 2020.
https://doi.org/10.7916/D8G44Q90.
MLA Handbook (7th Edition):
Silvestri, Julia A. “An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition.” 2016. Web. 25 Feb 2020.
Vancouver:
Silvestri JA. An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2020 Feb 25].
Available from: https://doi.org/10.7916/D8G44Q90.
Council of Science Editors:
Silvestri JA. An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8G44Q90
Columbia University
9.
Bly, Brittany Dianne.
The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.
Degree: 2019, Columbia University
URL: https://doi.org/10.7916/d8-wh5r-0s50
► Researchers and educators agree that reading comprehension and interest in reading are strong predictors of future success in academics. I studied the effects of establishing…
(more)
▼ Researchers and educators agree that reading comprehension and interest in reading are strong predictors of future success in academics. I studied the effects of establishing interest for reading (i.e. increased reinforcement value for reading) and reading achievement with 4th grade students. In Experiment I, I tested the correlations between a measure of reinforcement value for reading level (determined by a 20-min, 10s whole interval probe session) and reading achievement tests of 30 fourth-grade students. The reading achievement tests measured passage comprehension, literary comprehension, informational comprehension, and vocabulary. I found significant correlations between reinforcement value for reading and all reading achievement measures. In Experiment II, using a pre- and postintervention design with a multiple probe logic, I tested the effects of establishing a level of interest in reading (CR+ for reading) through a 4-step, peer-collaborative procedure on reading achievement outcomes for 6 fourth grade students. The 4-step procedure included 1) shared reading period, 2) vocabulary task 3) independent reading period, and 4) a comprehension drawing task. The establishment of CR+ for reading in all 6 participants resulted in grade-level increases from 0.8-4.1 in WJ-IV passage comprehension, -0.4- 2.3 in WJ-IV vocabulary, and 0.2-2.3 in Gray Silent Reading Tests (GSRT). In Experiment III, I conducted a component analysis to test the significance of the independent and shared reading component of the 4-step peer-collaborative procedure. Using a simultaneous treatment design with a built-in crossover, I studied the effects a Collaborative Independent Reading Treatment (CIR) and Collaborative Shared Reading Treatment (CSR) on establishing CR+ for Reading and the overall effect it had on reading achievement. The 4-step peer-collaborative procedure was the same except students were either exposed to only shared or independent reading and not the other. Participants were yoked into dyads across treatment conditions and completed intervention with a partner in the same treatment condition. Participants in the CIR treatment met CR+ for reading in 1 phase while participants in the CSR treatment did not meet CR+ for reading in 1 phase. The establishment of CR+ for reading in the CIR treatment group resulted in grade-level increases from 1.2 to 3.4 in the WJ-IV passage comprehension, 0.4 to 4.5 in the WJ-IV vocabulary, and -1.2 to 4.3 in the GSRT. Without the establishment of CR+ for reading in the CSR treatment group, grade-level increases for WJ-IV passage comprehension was -1 to 2.1, WJ-IV vocabulary was -0.9 to 0, and GSRT was -0.3 to 1.5). I conducted a crossover treatment where participants in the CSR treatment group underwent the CIR treatment procedure. All 4 participants acquired CR+ for reading in 1 phase of the intervention and increases were 0.6 to 2.2 for WJ-IV passage comprehension, 0.8 to 4.3 for WJ-IV vocabulary, and -0.5 to 2.7 for GSRT. The CIR treatment procedure was more effective in, not only…
Subjects/Keywords: Reading; Academic achievement; Reading comprehension
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APA (6th Edition):
Bly, B. D. (2019). The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-wh5r-0s50
Chicago Manual of Style (16th Edition):
Bly, Brittany Dianne. “The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.” 2019. Doctoral Dissertation, Columbia University. Accessed February 25, 2020.
https://doi.org/10.7916/d8-wh5r-0s50.
MLA Handbook (7th Edition):
Bly, Brittany Dianne. “The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.” 2019. Web. 25 Feb 2020.
Vancouver:
Bly BD. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2020 Feb 25].
Available from: https://doi.org/10.7916/d8-wh5r-0s50.
Council of Science Editors:
Bly BD. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-wh5r-0s50
Rhodes University
10.
Matakane, Euphimia Nobuzwe.
An exploration of strategies to enhance grade 8 learners' reading comprehension skills.
Degree: Faculty of Education, Education, 2013, Rhodes University
URL: http://hdl.handle.net/10962/d1004330
► This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in…
(more)
▼ This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
Subjects/Keywords: Reading (Secondary) – Research; Reading comprehension
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APA (6th Edition):
Matakane, E. N. (2013). An exploration of strategies to enhance grade 8 learners' reading comprehension skills. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1004330
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Matakane, Euphimia Nobuzwe. “An exploration of strategies to enhance grade 8 learners' reading comprehension skills.” 2013. Thesis, Rhodes University. Accessed February 25, 2020.
http://hdl.handle.net/10962/d1004330.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Matakane, Euphimia Nobuzwe. “An exploration of strategies to enhance grade 8 learners' reading comprehension skills.” 2013. Web. 25 Feb 2020.
Vancouver:
Matakane EN. An exploration of strategies to enhance grade 8 learners' reading comprehension skills. [Internet] [Thesis]. Rhodes University; 2013. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/10962/d1004330.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Matakane EN. An exploration of strategies to enhance grade 8 learners' reading comprehension skills. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1004330
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Texas – Austin
11.
Kang, Eun Young, Ph. D.
The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.
Degree: PhD, Special Education, 2015, University of Texas – Austin
URL: http://hdl.handle.net/2152/31621
► Reading comprehension is considered to consist of decoding and linguistic comprehension. However, some researchers have argued that a third component should be considered – reading fluency.…
(more)
▼ Reading comprehension is considered to consist of decoding and linguistic
comprehension. However, some researchers have argued that a third component should be considered –
reading fluency. Although
reading fluency is an important component of
reading comprehension, little evidence indicates how much variance in
reading comprehension can be explained by
reading fluency, or how much the difference in degree of variance is rooted in test format differences. Therefore, the goal of this study is to identify how
reading fluency predicts
reading comprehension using a multiple linear regression model for fourth and fifth graders. In addition, writing fluency may correlate with
reading fluency, as
reading and writing moderately correlate with each other. However, few studies have examined these assumptions. This study addresses the following research questions: 1. How do
reading fluency and decoding contribute to
reading comprehension in the upper elementary grades? Do the contributions of
reading fluency and decoding differ depending on how
reading comprehension is measured? 2. What is the relation between
reading fluency and writing fluency in the upper elementary grades? Results indicate that
reading fluency and decoding predict 40.4% to 57.4% of the variance of
reading comprehension, regardless of how
reading comprehension is measured. Specifically,
reading fluency contributed 31.7% of the variance associated with the Gates-MacGinitie, 35.7% associated with the TOSREC, and 40.8% associated with WJ3 Passage
Comprehension. An additional 8.9%, 8.3%, and 16.6% of variance for the Gates-MacGinitie, TOSREC, and WJ3 Passage
Comprehension, respectively, can be explained by decoding. According to the second set of hierarchical regressions, 37.1%, 39.2%, and 54.8% of the variance of the Gates-MacGinitie, TOSREC, and WJ-III Passage
Comprehension, respectively, can be explained by decoding. When
reading fluency was entered as a step 2, an additional 3.5%, 4.8%, and 2.6% of the variance for the Gates-MacGinitie, TOSREC, and WJ3 Passage
Comprehension, respectively, is accounted for by
reading fluency. With regard to the relation between
reading fluency and writing fluency, statistically significant positive medium correlations with a range of .448 to .488 were found, which is aligned with the findings from previous studies.
Advisors/Committee Members: Vaughn, Sharon, 1952- (advisor), Bryant, Diane P. (committee member), Barnes, Marcia (committee member), Toste, Jessica R. (committee member), Keith, Timothy Z. (committee member), Roberts, Gregory J. (committee member).
Subjects/Keywords: Reading fluency; Reading comprehension
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APA (6th Edition):
Kang, Eun Young, P. D. (2015). The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31621
Chicago Manual of Style (16th Edition):
Kang, Eun Young, Ph D. “The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed February 25, 2020.
http://hdl.handle.net/2152/31621.
MLA Handbook (7th Edition):
Kang, Eun Young, Ph D. “The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.” 2015. Web. 25 Feb 2020.
Vancouver:
Kang, Eun Young PD. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/2152/31621.
Council of Science Editors:
Kang, Eun Young PD. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31621
University of Notre Dame
12.
Kyle Pettijohn.
Causality and Expectedness in Establishing Event
Boundaries</h1>.
Degree: MA, Psychology, 2014, University of Notre Dame
URL: https://curate.nd.edu/show/g158bg27d60
► During text comprehension, readers maintain a mental representation of the described events in a situation model. When new information is encountered, this model must…
(more)
▼ During text
comprehension, readers maintain a
mental representation of the described events in a situation model.
When new information is encountered, this model must be updated or
a new model created. The additional processing that this requires
is usually reflected in increased
reading times for sentences that
convey a shift along one of several situation model dimensions.
However, these increases have not been consistently found for all
variables. This thesis addresses these inconsistencies by examining
the role of causal connections in the creation of event boundaries.
That is, to what degree do the processing differences observed with
event boundaries reflect model updating and to what degree do they
reflect an unexpected causal break in the flow of narrative action?
In three experiments, participants read stories in which an event
shift was foreshadowed or not. The results of Experiment 1 revealed
that readers do not expect event shifts, but providing prior
knowledge of a shift eliminates the difference in expectedness.
Experiment 2 showed that providing foreshadow information does not
affect the realization that a shift has taken place. Finally,
Experiment 3 found that
reading times were slower when a shift was
not foreshadowed but were not different in the other conditions.
Overall, the results support the idea that causal connections play
a role in the amount of online processing required to mentally
process an event shift.
Advisors/Committee Members: G.A. Radvansky, Committee Chair, Sidney DMello, Committee Member, Julianne Turner, Committee Member.
Subjects/Keywords: reading; segmentation; comprehension
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APA (6th Edition):
Pettijohn, K. (2014). Causality and Expectedness in Establishing Event
Boundaries</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/g158bg27d60
Chicago Manual of Style (16th Edition):
Pettijohn, Kyle. “Causality and Expectedness in Establishing Event
Boundaries</h1>.” 2014. Masters Thesis, University of Notre Dame. Accessed February 25, 2020.
https://curate.nd.edu/show/g158bg27d60.
MLA Handbook (7th Edition):
Pettijohn, Kyle. “Causality and Expectedness in Establishing Event
Boundaries</h1>.” 2014. Web. 25 Feb 2020.
Vancouver:
Pettijohn K. Causality and Expectedness in Establishing Event
Boundaries</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2014. [cited 2020 Feb 25].
Available from: https://curate.nd.edu/show/g158bg27d60.
Council of Science Editors:
Pettijohn K. Causality and Expectedness in Establishing Event
Boundaries</h1>. [Masters Thesis]. University of Notre Dame; 2014. Available from: https://curate.nd.edu/show/g158bg27d60
University of Houston
13.
Arreola, Dana.
The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.
Degree: EdD, Professional Leadership, 2015, University of Houston
URL: http://hdl.handle.net/10657/1992
► Reading instruction for older students with reading difficulties is a topic increasingly in need of well-informed support and research-based guidance. Recent reform efforts have resulted…
(more)
▼ Reading instruction for older students with
reading difficulties is a topic increasingly in need of well-informed support and research-based guidance. Recent reform efforts have resulted in positive literacy results in the primary grades, but far too many students are advancing to secondary schools without the prerequisite literacy skills to be successful in history, literature, mathematics, and science. The purpose of this study was to examine trends and differences that exist in vocabulary and
reading comprehension mean scores over a period of nine months. The study determined if differences exist in mean gain vocabulary scores and mean gain
reading comprehension scores as measured by Istation’s Indicators of Progress (ISIP) Advanced
Reading; and vocabulary and
reading comprehension scores were examined to determine if significant differences exist in vocabulary and
reading comprehension beginning of year and end of year scores of students receiving guided
reading and students receiving direct instruction as their
reading approach.
This study utilized archived ISIP Advanced
Reading vocabulary and
reading comprehension scores from 237 fifth grade students in one large urban school district during the 2013-14 school year; 119 students were taught by two teachers who utilized Guided
Reading as an instructional approach in one elementary school and 118 students were taught by two teachers who utilized Direct Instruction as an instructional approach in another elementary school.
Data treatment and analyses were divided into three phases including: 1) examining trends in mean vocabulary and
reading comprehension scores of students instructed using guided
reading and students instructed using direct instruction over a nine month period of time; 2) conducting independent t-tests to examine if there are significant differences in beginning of year and end of year vocabulary and
reading comprehension mean gain scores in each of the classes that utilized the guided
reading approach and each of the classes that utilized the direct instruction approach; and 3) conducting an ANOVA test to compare differences that exist in the vocabulary and
reading comprehension mean gain scores among classes that received the guided
reading approach and classes that received the direct instruction approach.
The findings of this study revealed important differences in student performance gains, from beginning of year to end of year, for those taught using the guided
reading approach and those taught using the direct instruction approach for both vocabulary and
reading comprehension. Both direct instruction classes had statistically significant and medium size gains in vocabulary and
reading comprehension (with large size vocabulary gains in one of the Direct Instruction classes), whereas only one of the Guided
Reading classes had statistically significant gains in their vocabulary scores, although not in
reading comprehension scores.
When comparing scores from the beginning of the year to the end of the year, results revealed that students…
Advisors/Committee Members: McGlohn, Robin (advisor), MacNeil, Angus J. (committee member), Borneman, Robert C. (committee member), Busch, Steven D. (committee member).
Subjects/Keywords: Vocabulary; Reading comprehension
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APA (6th Edition):
Arreola, D. (2015). The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1992
Chicago Manual of Style (16th Edition):
Arreola, Dana. “The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.” 2015. Doctoral Dissertation, University of Houston. Accessed February 25, 2020.
http://hdl.handle.net/10657/1992.
MLA Handbook (7th Edition):
Arreola, Dana. “The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.” 2015. Web. 25 Feb 2020.
Vancouver:
Arreola D. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/10657/1992.
Council of Science Editors:
Arreola D. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1992
University of Southern California
14.
Mejia, Madeleine.
Self-reflective practices and procedures to systematically
examine reading comprehension instruction.
Degree: EdD, Education (Leadership), 2015, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772
► The purpose of this study was to examine the processes and practices teachers use to engage in self-reflection of reading comprehension instruction. The aim was…
(more)
▼ The purpose of this study was to examine the processes
and practices teachers use to engage in self-reflection of
reading
comprehension instruction. The aim was to determine the nature of
self-reflection on instructional decisions. Five 4th grade
experienced teachers participated in the study. Participants
responded to a teacher survey, participated in one-on-one
interviews, were observed teaching three to five
reading
comprehension lessons, and discussed their teaching practices
during post-lesson conversations. A grounded theory approach was
used to analyze data findings. Findings from the study suggest that
using a systematic approach to engage in self-reflection helps
teachers develop an accurate understanding of their professional
knowledge in
reading comprehension instruction. Teachers who
consistently engaged in self-reflection were also aware of their
professional knowledge needs and actively sought guidance,
coaching, and feedback from expert others to continue to develop
their expertise in
reading instruction. The study also revealed
that teachers who engaged in self-reflection demonstrated the
dispositions of open-mindedness, sense of responsibility, and
wholeheartedness that supported a close review of instructional
practices and led to a deeper understanding of students’ and
professional knowledge needs. Recommendations based on these
findings include providing teachers with the structure and space to
engage in quality self-reflection, and providing differentiated
professional development to foster self-reflection as an on-going
and sustainable practice.
Advisors/Committee Members: Mora-Flores, Eugenia (Committee Chair), Rueda, Robert (Committee Member), Perez, Mayra (Committee Member).
Subjects/Keywords: self-reflection; reading comprehension; reading; reading instruction; reading comprehension instruction
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APA (6th Edition):
Mejia, M. (2015). Self-reflective practices and procedures to systematically
examine reading comprehension instruction. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772
Chicago Manual of Style (16th Edition):
Mejia, Madeleine. “Self-reflective practices and procedures to systematically
examine reading comprehension instruction.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 25, 2020.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772.
MLA Handbook (7th Edition):
Mejia, Madeleine. “Self-reflective practices and procedures to systematically
examine reading comprehension instruction.” 2015. Web. 25 Feb 2020.
Vancouver:
Mejia M. Self-reflective practices and procedures to systematically
examine reading comprehension instruction. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Feb 25].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772.
Council of Science Editors:
Mejia M. Self-reflective practices and procedures to systematically
examine reading comprehension instruction. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772
Mississippi State University
15.
Bush, Margaret Carol.
An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students.
Degree: PhD, Counseling and Educational Psychology, 2014, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/
;
► An important reading skill that is often overlooked by educators is reading fluency. There is a paucity of studies that have investigated computer programs…
(more)
▼ An important
reading skill that is often overlooked by educators is
reading fluency. There is a paucity of studies that have investigated computer programs that address this and other critical
reading skills.
Reading Assistant is a form of computer-assisted instruction that uses speech recognition technology and research supported strategies to target
reading fluency, vocabulary, and
comprehension. The purpose of the present study was to examine the effects of
Reading Assistant on the oral
reading fluency and
comprehension skills of second through third grade students considered at-risk for
reading failure.
A total of eight participants were involved in this study across a 6- to 8-week intervention period. In order to evaluate the impact of
Reading Assistant, a multiple baseline across participants design was used. Multiple sources of data were collected to determine the overall effectiveness of the
Reading Assistant computer program. Data for
reading fluency was collected using AIMSweb
reading curriculum based measurement (CBM) probes while data for
reading comprehension was collected using AIMSweb maze CBM probes. The effect of the
Reading Assistant computer program was also evaluated by determining the rate of improvement (ROI) as well as by calculating the percentage of non-overlapping data points (PND).
The results of this study suggest that
Reading Assistant may have been somewhat effective for improving the oral
reading fluency and
reading comprehension skills, but only for some of the participants. The effect size data do not provide a convincing demonstration that
Reading Assistant had a substantial impact on the majority of struggling readers involved in this study. Further research is needed to establish the effectiveness of
Reading Assistant as an intervention for
reading fluency.
Advisors/Committee Members: Carlen Henington (chair), Carmen Reisener (committee member), Kent Coffey (committee member), Cheryl Justice (committee member), Tawny McCleon (committee member).
Subjects/Keywords: school psychology; reading comprehension; reading fluency; reading
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APA (6th Edition):
Bush, M. C. (2014). An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;
Chicago Manual of Style (16th Edition):
Bush, Margaret Carol. “An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students.” 2014. Doctoral Dissertation, Mississippi State University. Accessed February 25, 2020.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;.
MLA Handbook (7th Edition):
Bush, Margaret Carol. “An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students.” 2014. Web. 25 Feb 2020.
Vancouver:
Bush MC. An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2020 Feb 25].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;.
Council of Science Editors:
Bush MC. An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;
Texas A&M University
16.
Reyna-Barron, Elsa Yvonne.
An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.
Degree: 2016, Texas A&M University
URL: http://hdl.handle.net/1969.1/157058
► The primary purpose of this mixed methods study was to identify the amount of time teachers spent implementing reading comprehension and vocabulary instruction to facilitate…
(more)
▼ The primary purpose of this mixed methods study was to identify the amount of time teachers spent implementing
reading comprehension and vocabulary instruction to facilitate students?
comprehension of texts. Observations and interviews were used for this study. The observations supplied valuable data to address the research questions guiding this study: 1) What is the amount and percent of instructional time that teachers spend implementing
reading comprehension instructional strategies during 7th grade English Language Arts/
Reading (ELA/R) and social studies (SS) instruction?; 2) Is there a difference between the amount of time ELA/R and SS teachers implement
comprehension instructional practices?; 3) Is there a difference between the amount of time beginner and seasoned teachers implement
comprehension instructional practices?; 4) Are there differences among beginner ELA/R, seasoned ELA/R, beginner SS and seasoned SS teachers, in the amount of time they teach
comprehension instructional practices?; 5) What is the amount and percent of instructional time that teachers spend implementing vocabulary instructional activities during ELA/R and SS instruction?: 6) Is there a difference between the amount of time ELA/R and SS teachers implement vocabulary instructional activities?; 7) Is there a difference between the amount of time beginner and seasoned teachers implement vocabulary instructional activities?; 8) Are there differences among beginner ELA/R, seasoned ELA/R, beginner SS and seasoned SS teachers, in the amount of time they teach vocabulary instructional activities?; 9) Do ELA/R and SS teachers differ significantly in the frequency with which they implement
reading comprehension and vocabulary instructional strategies to facilitate students?
comprehension of texts?
Additionally, the observations provided the following conclusions: 1) No
comprehension instruction is being taught to 7th grade students in ELA/R and SS classes; 2) Beginner teachers implemented more
comprehension practices than seasoned teachers; 3) Teachers have a very limited understanding about
reading comprehension; 4)
Comprehension and vocabulary practices were implemented minimally; 5) Professional Development is not transferring for instruction; 6) Teachers lack knowledge of
comprehension instruction, and 7) No instruction is being provided to struggling learners. Based on the results, the researcher concluded that a minimal amount of time is being spent on
comprehension and vocabulary practices to assist learners on how to understand text. Moreover, no
comprehension instruction is taking place in the 7th grade English Language Arts/
Reading and social studies classrooms.
Advisors/Committee Members: Helfeldt, John (advisor), Lira, Juan R (advisor), Rupley, William (committee member), McTigue, Erin (committee member), Brown, Randel (committee member).
Subjects/Keywords: comprehension instruction; reading comprehension strategies; vocabulary strategies
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APA (6th Edition):
Reyna-Barron, E. Y. (2016). An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157058
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Reyna-Barron, Elsa Yvonne. “An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.” 2016. Thesis, Texas A&M University. Accessed February 25, 2020.
http://hdl.handle.net/1969.1/157058.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Reyna-Barron, Elsa Yvonne. “An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.” 2016. Web. 25 Feb 2020.
Vancouver:
Reyna-Barron EY. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/1969.1/157058.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Reyna-Barron EY. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157058
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Michigan State University
17.
Mignerey, Joan Mc Cartney, 1936-.
The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading.
Degree: PhD, Department of Education, 1975, Michigan State University
URL: http://etd.lib.msu.edu/islandora/object/etd:41680
Subjects/Keywords: Comprehension; Reading comprehension
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APA (6th Edition):
Mignerey, Joan Mc Cartney, 1. (1975). The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:41680
Chicago Manual of Style (16th Edition):
Mignerey, Joan Mc Cartney, 1936-. “The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading.” 1975. Doctoral Dissertation, Michigan State University. Accessed February 25, 2020.
http://etd.lib.msu.edu/islandora/object/etd:41680.
MLA Handbook (7th Edition):
Mignerey, Joan Mc Cartney, 1936-. “The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading.” 1975. Web. 25 Feb 2020.
Vancouver:
Mignerey, Joan Mc Cartney 1. The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading. [Internet] [Doctoral dissertation]. Michigan State University; 1975. [cited 2020 Feb 25].
Available from: http://etd.lib.msu.edu/islandora/object/etd:41680.
Council of Science Editors:
Mignerey, Joan Mc Cartney 1. The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading. [Doctoral Dissertation]. Michigan State University; 1975. Available from: http://etd.lib.msu.edu/islandora/object/etd:41680
18.
Stålhandske, Johanna.
Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie.
Degree: Educational Work, 2016, Dalarna University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596
► The results from the international surveys PISA 2011 and PIRLS 2011 shows that Swedish students have been deteriorating in reading comprehension. The main purpose…
(more)
▼ The results from the international surveys PISA 2011 and PIRLS 2011 shows that Swedish students have been deteriorating in reading comprehension. The main purpose of this literature study was to do a research review over different methods that intend to increase students’ reading comprehension by including students’ background knowledge. The method that is applied is a systematic literature study. The result of the study shows two bigger specializations of teaching methodics within reading comprehension, strategy oriented, and contextual teaching methods. The difference between these methods is hardly worth mentioning, but the contextual method is proven to be more efficient. Despite this the strategy oriented teaching method is to a great extent more researched. The result also shows that a new orientation within the research of reading comprehension is growing, where the focus is on the teachers’ knowledge and competence, instead of on teaching methods. A conclusion of the study is that all teaching methods that have been presented in the study develop the students’ reading comprehension in an effective way. It is also shown that the teacher has a big responsibility for the development within students’ reading comprehension.
Resultaten av de internationella undersökningarna PISA 2011 och PIRLS 2011 visar att de svenska elevernas resultat inom läsförståelse försämrats. Syftet med denna litteraturstudie var att göra en forskningsöversikt för att kunna ge en fördjupad bild av olika metoder som inkluderar elevers tidigare kunskaper inom läsförståelse, och som anses öka elevernas läsförståelse. Metoden som används är en systematisk litteraturstudie. Resultatet av studien visar på två större inriktningar av undervisningsmetodik inom läsförståelse, strategiinriktad, och innehållsbaseras undervisningsmetodik. Skillnaderna mellan dessa är minimala, men den innehållsbaserade undervisningsmetodiken har visat sig vara lite effektivare. Trots detta är den strategiinriktade undervisningsmetodiken i stor utsträckning mer beforskad. Resultatet visar även att en ny inriktning inom forskningen av läsförståelse växer fram, där fokuset ligger på lärarens kunskaper och kompetens, istället för undervisningsmetoder. En slutsats av studien är att samtliga undervisningsmetoder som presenterats i studien utvecklar elevers läsförståelse på ett effektivt sätt, samt att läraren har ett stort ansvar för elevernas läsförståelseutveckling.
svenska
Subjects/Keywords: Reading comprehension. Background knowledge. Reading comprehension methods. Teaching reading comprehension.; Läsförståelse. Bakgrundskunskaper. Läsförståelsemetoder. Läsförståelseundervisning
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APA (6th Edition):
Stålhandske, J. (2016). Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Stålhandske, Johanna. “Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie.” 2016. Thesis, Dalarna University. Accessed February 25, 2020.
http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Stålhandske, Johanna. “Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie.” 2016. Web. 25 Feb 2020.
Vancouver:
Stålhandske J. Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie. [Internet] [Thesis]. Dalarna University; 2016. [cited 2020 Feb 25].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Stålhandske J. Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie. [Thesis]. Dalarna University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
19.
Gäfvert, Molly.
Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.
Degree: Teacher Education, 2015, Södertörn University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127
► The purpose of this study is to investigate how teachers in grades 1-3 work with reading comprehension in the classroom. This essey will further…
(more)
▼ The purpose of this study is to investigate how teachers in grades 1-3 work with reading comprehension in the classroom. This essey will further analyze how they describe the concept poor comprehenders and how they discover if a pupil have bad reading comprehension. I have used the following questions: How do teachers describe the concept poor comprehenders?How do the teachers work with reading comprehension in the classroom?How do the teachers describe how they find out if a pupil have bad reading comprehension? The study is based on a qualitative method with three interviews and three observations. The theories and central concepts that I used is poor comprehenders, reading comprehension, reading comprehension strategies and pedagogical methods. The result shows that the teachers have difficulities of explaining the concept poor comprehenders When comparing which reading comprehension method they use in the teaching, the result shows that they have used similar methods but in different ways. The result also shows that all the teachers in this study believes that it´s hard to find out if a pupil have problems with reading comprehension.
Subjects/Keywords: Poor comprehenders; reading comprehension; reading comprehension teaching; reading comprehension strategies; Specifika läsförståelseproblem; läsförståelse; läsförståelseundervisning; läsförståelsestrategier
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APA (6th Edition):
Gäfvert, M. (2015). Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gäfvert, Molly. “Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.” 2015. Thesis, Södertörn University. Accessed February 25, 2020.
http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gäfvert, Molly. “Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.” 2015. Web. 25 Feb 2020.
Vancouver:
Gäfvert M. Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. [Internet] [Thesis]. Södertörn University; 2015. [cited 2020 Feb 25].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gäfvert M. Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Georgia
20.
Stahl, Katherine A.
The effects of three instructional methods on the reading comprehension and content acquisition of novice readers.
Degree: EdD, Reading Education, 2003, University of Georgia
URL: http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd
► This study was designed to explore the effects of three instructional methods, the Directed Reading–Thinking Activity (Stauffer, 1969), KWL (Ogle, 1986), and picture walks (Clay,…
(more)
▼ This study was designed to explore the effects of three instructional methods, the
Directed Reading–Thinking Activity (Stauffer, 1969), KWL (Ogle, 1986), and picture
walks (Clay, 1991; Fountas & Pinnell, 1996) on the
reading comprehension and science
content acquisition of novice readers. The participants were 31 second-graders with an instructional
reading level that was approaching grade level. Each of 4 groups received each treatment. A replicated Latin Square, within subjects repeated measures design was employed that examined 4 Treatments: 3 intervention groups (DRTA, KWL, PW) and a Control group. The replicated Latin Square increased the validity of the design by increasing the number of groups and minimizing the chance for differential crossover. The primary analysis evaluated Treatment effects by conducting one-way repeated measures analyses of variance (ANOVA) on all measures using the group as the unit of analysis. A series of repeated measures pairwise and complex contrasts were used to address three research questions. Results indicated that the picture walk and DRTA yielded statistically significant effects on fluency as measured by a timed maze task. Analysis of Cued Recall indicated that the DRTA yielded statistically significant effects in
reading comprehension and science content acquisition. KWL was motivational, but did not yield significant effects on measures of
comprehension or content acquisition. There were no statistically significant differences for Treatment effects on measures of vocabulary and free recall. A secondary analysis, ANOVA for Text effects, indicated that the children possessed more knowledge about life science topics (spiders, insects) than physical science (water changing form). Student interviews provided evidence that the participants possessed declarative, procedural, and conditional knowledge of the strategic processes that are the foundation for the three interventions, activation of prior knowledge and prediction. However, the likelihood of the participants putting that knowledge to effective use seemed to be dependent upon the amount of teacher scaffolding provided by the instructional procedure. The components of DRTA,
generating and justifying predictions, verifying predictions after
reading, engaging
students in a social context around a text, seemed to provide the necessary caffolding for facilitating the
reading comprehension and science content cquisition in novice readers.
Advisors/Committee Members: James Baumann.
Subjects/Keywords: Reading comprehension
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APA (6th Edition):
Stahl, K. A. (2003). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd
Chicago Manual of Style (16th Edition):
Stahl, Katherine A. “The effects of three instructional methods on the reading comprehension and content acquisition of novice readers.” 2003. Doctoral Dissertation, University of Georgia. Accessed February 25, 2020.
http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd.
MLA Handbook (7th Edition):
Stahl, Katherine A. “The effects of three instructional methods on the reading comprehension and content acquisition of novice readers.” 2003. Web. 25 Feb 2020.
Vancouver:
Stahl KA. The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2020 Feb 25].
Available from: http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd.
Council of Science Editors:
Stahl KA. The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd
University of Alberta
21.
Ally, Mohamed.
Effectiveness of instructor-provided and student-generated
spatial synthesizers on learning from prose.
Degree: PhD, Department of Educational Psychology, 1990, University of Alberta
URL: https://era.library.ualberta.ca/files/pg15bg886
Subjects/Keywords: Reading comprehension.
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APA ·
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Manager
APA (6th Edition):
Ally, M. (1990). Effectiveness of instructor-provided and student-generated
spatial synthesizers on learning from prose. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pg15bg886
Chicago Manual of Style (16th Edition):
Ally, Mohamed. “Effectiveness of instructor-provided and student-generated
spatial synthesizers on learning from prose.” 1990. Doctoral Dissertation, University of Alberta. Accessed February 25, 2020.
https://era.library.ualberta.ca/files/pg15bg886.
MLA Handbook (7th Edition):
Ally, Mohamed. “Effectiveness of instructor-provided and student-generated
spatial synthesizers on learning from prose.” 1990. Web. 25 Feb 2020.
Vancouver:
Ally M. Effectiveness of instructor-provided and student-generated
spatial synthesizers on learning from prose. [Internet] [Doctoral dissertation]. University of Alberta; 1990. [cited 2020 Feb 25].
Available from: https://era.library.ualberta.ca/files/pg15bg886.
Council of Science Editors:
Ally M. Effectiveness of instructor-provided and student-generated
spatial synthesizers on learning from prose. [Doctoral Dissertation]. University of Alberta; 1990. Available from: https://era.library.ualberta.ca/files/pg15bg886
Victoria University of Wellington
22.
Titter, Anita.
Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study.
Degree: 2014, Victoria University of Wellington
URL: http://hdl.handle.net/10063/3308
► A mixed-methods quasi-experimental design was used to identify relationships between adolescent students’ attributions for their reading performance and their reading achievement by gathering baseline data…
(more)
▼ A mixed-methods quasi-experimental design was used to identify relationships between adolescent students’ attributions for their
reading performance and their
reading achievement by gathering baseline data from year 9 and 10 students (n = 175) and then investigating the effects of two stages of intervention on a treatment group (n = 22) and a comparison group (n = 16). The first stage of intervention used the instructional activity of reciprocal teaching to teach students cognitive strategies to improve
reading comprehension. The second stage of the intervention combined on-going reciprocal teaching with attributional-retraining, aimed at to developing internal attributions for
reading performance; specifically effort-related attributions rather than attributions focussing on ability.
A baseline sample (which included the treatment and comparison samples as well as students from the wider year 9 and 10 cohort) completed a questionnaire about their attributions for their
reading performance. There was no evidence of the hypothesised correlation between a measure of students’ incremental mindset (internal, unstable and controllable attribution) and standardised measures of
reading comprehension. Analysis of the attribution data for the baseline sample showed evidence that internal and external attributions are not, as theorised, two ends of the same continuum, rather they are separate constructs, albeit negatively correlated.
The treatment and comparison groups completed a standardised
reading comprehension test and the attribution questionnaire at four time points: pre-intervention; between the two stages of intervention; post-intervention; and delayed post-intervention. A sub-sample of six students, representing a spectrum of
reading achievement was interviewed to develop a better understanding of the responses provided in the questionnaire.
The combined interventions had no significant effect on students’ attributions for their
reading performance or on their
reading comprehension achievement. Conversely, the first stage of the intervention, reciprocal teaching, did have a significant effect on the treatment group’s
reading comprehension achievement immediately following the intervention and the group were observed eagerly participating in the activity with significantly increased engagement.
The combined qualitative and quantitative data from the interventions provided evidence about the complexity of adolescents’ attributional beliefs. Students responded with a wide variety of beliefs that did not conform to the theorised pattern of attributional beliefs. The findings raise questions about how students form attributions for their successes and failures, in particular the direction of the causal relationship between achievement and attributional beliefs.
Advisors/Committee Members: Hubbard, Gillian, Johnston, Michael.
Subjects/Keywords: Reading comprehension; Adolescent; Attribution
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APA (6th Edition):
Titter, A. (2014). Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3308
Chicago Manual of Style (16th Edition):
Titter, Anita. “Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study.” 2014. Masters Thesis, Victoria University of Wellington. Accessed February 25, 2020.
http://hdl.handle.net/10063/3308.
MLA Handbook (7th Edition):
Titter, Anita. “Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study.” 2014. Web. 25 Feb 2020.
Vancouver:
Titter A. Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study. [Internet] [Masters thesis]. Victoria University of Wellington; 2014. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/10063/3308.
Council of Science Editors:
Titter A. Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study. [Masters Thesis]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3308
University of Hong Kong
23.
Hsu, Shih Ju.
Are faster readers also better readers? : exploring the
role of reading fluency in Chinese children's reading
development.
Degree: PhD, 2017, University of Hong Kong
URL: http://hdl.handle.net/10722/250768
► Recently, reading fluency, the ability to read with accuracy, automaticity and prosody, has gained wide attention in the field of reading research. Prior research on…
(more)
▼ Recently,
reading fluency, the ability to read with
accuracy, automaticity and prosody, has gained wide attention in
the field of
reading research. Prior research on alphabetic readers
has suggested that
reading fluency plays an additional role in
children’s development of
reading comprehension. Yet, the specific
definition and the role of
reading fluency in a theoretical
framework remain elusive. To better understand the role of
reading
fluency in children’s
reading comprehension, the present work aimed
to examine the language and literacy factors that contribute to
reading fluency and how they interact with each other to support
children’s
reading in Chinese, a language with morphosyllabic
writing system.
Study 1 was a one-year longitudinal study,
examining the developmental effect of
reading fluency on children’s
reading comprehension skills. Hierarchical regression analyses
showed that
reading fluency measures were significant longitudinal
predictors of children’s
reading comprehension. Follow up analyses
showed that
reading fluency’s role in children’s
reading
comprehension may differ depending on children’s age. This finding
suggested a developmental role for
reading fluency in predicting
reading comprehension and provided further implications for the
types of
reading fluency measures used.
To further understand the
specific role of
reading fluency within the context of a model of
reading comprehension, namely, Simple View of
Reading, Study 2
showed that
reading fluency measures bridge the relationship
between decoding and
reading comprehension, after accounting for
linguistic
comprehension skills. Results from the Structural
Equation Modeling analyses showed that decoding and
reading fluency
are two separable constructs that play distinctive roles in a model
of
reading comprehension.
While studies 1 and 2 examined
reading
fluency in typical readers, Study 3 investigated whether
reading
fluency deficit exists in Chinese dyslexic children by comparing
the
reading performances of 30 dyslexic children with the
chronological-age and
reading-level matched counterparts. Results
from the multivariate analysis of variance indicated that dyslexic
children performed worst on all
reading fluency measures than those
of the typical readers in both groups, suggesting that
reading
fluency deficit may be one of the core deficits in Chinese
developmental dyslexia. Further analyses demonstrated that
orthographic awareness and vocabulary knowledge contributed to
children’s
reading fluency performances.
Collectively, the present
work showed that
reading fluency contributes uniquely to children’s
development of
reading comprehension in Chinese. As better decoders
become fluent and proficient readers, they develop better abilities
to quickly recognize visual-orthographic patterns, decipher
phonological information and access the semantic lexicons.
Efficiency in applying these skills contributed to their
reading
fluency development at both word and text levels, which supported
children’s
reading comprehension skills. On the…
Advisors/Committee Members: Ho, CSH.
Subjects/Keywords: Reading comprehension; Language - Children
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Manager
APA (6th Edition):
Hsu, S. J. (2017). Are faster readers also better readers? : exploring the
role of reading fluency in Chinese children's reading
development. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/250768
Chicago Manual of Style (16th Edition):
Hsu, Shih Ju. “Are faster readers also better readers? : exploring the
role of reading fluency in Chinese children's reading
development.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed February 25, 2020.
http://hdl.handle.net/10722/250768.
MLA Handbook (7th Edition):
Hsu, Shih Ju. “Are faster readers also better readers? : exploring the
role of reading fluency in Chinese children's reading
development.” 2017. Web. 25 Feb 2020.
Vancouver:
Hsu SJ. Are faster readers also better readers? : exploring the
role of reading fluency in Chinese children's reading
development. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/10722/250768.
Council of Science Editors:
Hsu SJ. Are faster readers also better readers? : exploring the
role of reading fluency in Chinese children's reading
development. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/250768
University of Missouri – Columbia
24.
Franke, Christine T.
Relationships between decoding, reading comprehension and syntax in weak and strong decoders.
Degree: 2011, University of Missouri – Columbia
URL: http://hdl.handle.net/10355/14277
► [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The Modified Triangle Model of Reading (Bishop and Snowling, 2004) suggests that broader language skills,…
(more)
▼ [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The Modified Triangle Model of
Reading (Bishop and Snowling, 2004) suggests that broader language skills, such as syntax, assist with
reading, and possibly allow children with poor decoding skills to compensate for this weakness in decoding when
reading. In the current study, relationships between decoding,
reading comprehension and syntax in both strong and weak decoders were explored; syntactic skills of poor decoders and garden variety poor readers were compared; and miscues between different groups of readers were examined in terms of graphic similarity to the text and syntactic acceptability. Results showed that syntactic skills, decoding skills and
reading
comprehension scores were all significantly and positively correlated in the strong decoders, while only syntactic skills and
reading comprehension scores were significantly and positively correlated in the weak decoders. Significant differences in composite syntax scores were found between garden variety poor readers and the poor decoders. Miscues of both the controls and the poor decoders had less graphic similarity to the text than did the other two groups, while only controls differed significantly from the other groups in terms of syntactic acceptability.
Advisors/Committee Members: Wagovich, Stacy A. (advisor).
Subjects/Keywords: dyslexia; syntax; reading comprehension
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APA (6th Edition):
Franke, C. T. (2011). Relationships between decoding, reading comprehension and syntax in weak and strong decoders. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14277
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Franke, Christine T. “Relationships between decoding, reading comprehension and syntax in weak and strong decoders.” 2011. Thesis, University of Missouri – Columbia. Accessed February 25, 2020.
http://hdl.handle.net/10355/14277.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Franke, Christine T. “Relationships between decoding, reading comprehension and syntax in weak and strong decoders.” 2011. Web. 25 Feb 2020.
Vancouver:
Franke CT. Relationships between decoding, reading comprehension and syntax in weak and strong decoders. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/10355/14277.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Franke CT. Relationships between decoding, reading comprehension and syntax in weak and strong decoders. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14277
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Urbana-Champaign
25.
Kubalanza, Mary Christine.
An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities.
Degree: PhD, Speech & Hearing Science, 2015, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/78747
► Language and literacy research suggests a strong correlation between reading comprehension and vocabulary knowledge. Intervention research suggests that students who are struggling to read at…
(more)
▼ Language and literacy research suggests a strong correlation between
reading comprehension and vocabulary knowledge. Intervention research suggests that students who are struggling to read at grade level benefit from additional direct instruction. The present study proposed a vocabulary intervention for struggling readers, led by a speech-language pathologist (SLP) in the classroom setting. Four second and third grade students participated in small-group instruction during the scheduled classroom literacy block.
Two instructional models were compared using a single-case alternating treatments design. During treatment A, small-group instruction integrated interactive, multi-linguistic, and multimodal strategies to support word learning. Research suggests that these instructional techniques may allow students with language and literacy differences greater access to new word knowledge. This treatment is referred to as DRAW, due to one of its multimodal components, in which the students drew pictures. During treatment B, small-group instruction followed a traditional instructional model focused on dictionary definitions and independent composition of sentences using the target words. This treatment is referred to as DICT, due to its use of an online dictionary.
Vocabulary gains were measured by the accuracy of written definitions, word recognition during oral
reading, and the use of target words during spoken story retell (i.e., vocabulary retell). A secondary analysis of the number of propositions recalled during the spoken story retells was used to explore the effects of vocabulary intervention on overall
reading comprehension (i.e., proposition retell). Following treatment, the social validity of the SLP offering classroom-based vocabulary intervention was determined through a teacher questionnaire, as well as teacher and student interviews.
A treatment effect was demonstrated for the written definition and word recognition tasks, in which all four and three of the students, respectively, acquired a larger number of words following the DRAW treatment. No effect was demonstrated for vocabulary retell or proposition retell (i.e.,
reading comprehension). Although only a fairly small number of target words were acquired for written definitions following the DICT treatment, all four of the students acquired one to two thirds of the target words on this measure following the DRAW treatment. Similarly, the students gained approximately one third to one half of the target words on the word recognition measure as well. Two of the students showed a bias towards acquiring nouns, as opposed to verbs and adjectives. With regard to social validity, the teacher indicated that the classroom intervention was effective and feasible. The children reported that they enjoyed the treatment, particularly DRAW.
The present study supports the value of SLPs providing intervention or instruction in the classroom (called a “push-in” service delivery model), a practice long advocated by the national professional…
Advisors/Committee Members: Johnson, Cynthia J. (advisor), Johnson, Cynthia J. (Committee Chair), Meadan-Kaplansky, Hedda (committee member), Segebart DeThorne, Laura (committee member), Anand Mudar, Raksha (committee member).
Subjects/Keywords: vocabulary intervention; reading comprehension
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APA ·
Chicago ·
MLA ·
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APA (6th Edition):
Kubalanza, M. C. (2015). An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78747
Chicago Manual of Style (16th Edition):
Kubalanza, Mary Christine. “An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 25, 2020.
http://hdl.handle.net/2142/78747.
MLA Handbook (7th Edition):
Kubalanza, Mary Christine. “An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities.” 2015. Web. 25 Feb 2020.
Vancouver:
Kubalanza MC. An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/2142/78747.
Council of Science Editors:
Kubalanza MC. An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78747
Rochester Institute of Technology
26.
Curtze, Kristen.
Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension.
Degree: Department of Communication (CLA), 2011, Rochester Institute of Technology
URL: https://scholarworks.rit.edu/theses/4577
► Since 1995, the number of Internet users has increased by 1.88 billion people. As the population increased, so did the number of websites, news portals,…
(more)
▼ Since 1995, the number of Internet users has increased by 1.88 billion people. As the population increased, so did the number of websites, news portals, and the amount of information presented on the Internet. Information once commonly read in a newspaper can now be found online with videos, interactive features, and other forms of multimedia. Yet, is
reading a story in static, plain text different from
reading a story with videos and interactivity? This study asks whether or not a relationship exists between Internet news article presentations and a reader's recall and
comprehension. Forty-two participants read online news articles presented in both multimedia and plain text formats before a test. The results are discussed and analyzed for future consideration.
Advisors/Committee Members: Austin, Bruce.
Subjects/Keywords: Comprehension; News; Online; Reading; Recall
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APA ·
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MLA ·
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CSE |
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Manager
APA (6th Edition):
Curtze, K. (2011). Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/4577
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Curtze, Kristen. “Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension.” 2011. Thesis, Rochester Institute of Technology. Accessed February 25, 2020.
https://scholarworks.rit.edu/theses/4577.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Curtze, Kristen. “Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension.” 2011. Web. 25 Feb 2020.
Vancouver:
Curtze K. Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension. [Internet] [Thesis]. Rochester Institute of Technology; 2011. [cited 2020 Feb 25].
Available from: https://scholarworks.rit.edu/theses/4577.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Curtze K. Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension. [Thesis]. Rochester Institute of Technology; 2011. Available from: https://scholarworks.rit.edu/theses/4577
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
27.
Edaso, Mulu.
An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill
.
Degree: 2007, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/5955
► The objective of this study is to explore into factors affecting government school students’ reading comprehension attainment. The study was carried out in one of…
(more)
▼ The objective of this study is to explore into factors affecting government school students’
reading comprehension attainment. The study was carried out in one of the Southern Nations, Nationalities and Peoples Regional Government Zones-Sidama. From the three available preparatory schools in Sidama zone, two schools (Yirgalem senior secondary preparatory and Awasa Tabor senior secondary preparatory) were chosen by a lot method as a study area. When this study was conducted, there were only one teacher in Yirgalem and two teachers in Awasa Tabor who were teaching English in preparatory I. Hence, the three available teachers were considered in the study and interview was held with them to gather data for the study. With regard to the students, there were four sections (A,B,C and D) of students in Yirgalem Preparatory I class. Students in sections A and B were Natural Science Stream and students in sections C and D were Social Science Stream. From each stream, one section of students were chosen as a sample by a lot method. Likewise, there were five sections of students (sections A,B and C -Social Science Stream and Sections D and Natural Science Stream) in Awasa Tabor preparatory I. From each stream, one section of students were considered in the study. In order to gather data for the study, the researcher held a semi-structured interview with the available teachers. Closed ended questionnaire was distributed among the sample students. The data gathered from the teachers and sample students were analyzed both qualitatively and quantitatively.
Advisors/Committee Members: Teshome Demissie (PhD) (advisor).
Subjects/Keywords: Reading; Comprehension
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APA ·
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APA (6th Edition):
Edaso, M. (2007). An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/5955
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Edaso, Mulu. “An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill
.” 2007. Thesis, Addis Ababa University. Accessed February 25, 2020.
http://etd.aau.edu.et/dspace/handle/123456789/5955.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Edaso, Mulu. “An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill
.” 2007. Web. 25 Feb 2020.
Vancouver:
Edaso M. An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill
. [Internet] [Thesis]. Addis Ababa University; 2007. [cited 2020 Feb 25].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/5955.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Edaso M. An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill
. [Thesis]. Addis Ababa University; 2007. Available from: http://etd.aau.edu.et/dspace/handle/123456789/5955
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Zambia
28.
Tembo, Bessie.
Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province
.
Degree: 2011, University of Zambia
URL: http://hdl.handle.net/123456789/808
► Literate citizens of any country are an asset to that particular country. Furthermore, if a country has got human resource that is literate, then that…
(more)
▼ Literate citizens of any country are an asset to that particular country. Furthermore, if a country has got human resource that is literate, then that country stands a better chance of developing and continuing to do so. Literacy is, however, a broad notion. Different types of literacy are talked about today. There is basic literacy that entails one’s ability to read and to write. This literacy, basic as it is, forms the springboard from which one can move to other more advanced forms of literacy. Technological literacy cannot be attained if one does not know how to read and write neither can any other forms of literacy be realized. The departure point is, therefore, basic literacy. But despite it being the springboard and gateway to other strands of literacy, basic literacy in itself is not enough. It is not sufficient for development, be it individual or societal.
The Literacy strand of particular interest is that which intertwines with the cognitive abilities. The development of an individual’s cognitive abilities in an indicator of the literacy that this study sought to establish. One scholar said that to be considered literate one should be in possession of sound thinking abilities (Rajendran, 1998).
This study sought to find out the cognitive levels of grade 12 learners. Of thus addressed itself to two major questions. These were;
to find out which question levels of the Bloom’s classification of cognitive abilities the learners were able to answer; and
to find out which of the question levels of Bloom’s classification of cognitive abilities the learners are not able to answer.
A case study design was used to assist the researcher gain more insight into this issue. The study used the qualitative method to collect data from the respondents. The population consisted of all the grade 12 learners in the Central Province of Zambia. Using a random sampling procedure, 60 grade 12 learners were selected. This was the total sample population of the study.
Data was collected from the respondents using two standardized reading comprehension passages. One was extracted from a grade 12 English language text book and another was from a past grade 12 final examination paper under the Examinations Council of Zambia. Percentages were obtained using simple calculations and analysed through themes and question categories.
The findings of the study revealed that the learners did not have the desired cognitive abilities that would be expected of a soon-to-be school leaver. The study established that most of the learners were not able to even answer questions that merely required of them to recall certain information.
Advanced cognitive levels of learners are an integral part of the developmental process of any kind. It is important that the Ministry of Education addresses the issue of learners cognitive levels by coming up with a deliberate policy. A policy of ensuring that a literacy course package for learners in upper grades is a good step forward. This package should be one that will assist the learners…
Subjects/Keywords: Learners – Thinking skills;
Reading Comprehension
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APA ·
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Export
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Manager
APA (6th Edition):
Tembo, B. (2011). Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province
. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/808
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Tembo, Bessie. “Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province
.” 2011. Thesis, University of Zambia. Accessed February 25, 2020.
http://hdl.handle.net/123456789/808.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tembo, Bessie. “Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province
.” 2011. Web. 25 Feb 2020.
Vancouver:
Tembo B. Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province
. [Internet] [Thesis]. University of Zambia; 2011. [cited 2020 Feb 25].
Available from: http://hdl.handle.net/123456789/808.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tembo B. Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province
. [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/808
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Bowling Green State University
29.
Halleck, Marilyn Kathleen.
WILL STORYTELLING ACTIVITIES INCREASE DRA READING
COMPREHENSION SCORES OF 2ND GRADERS?.
Degree: MEd, Reading, 2007, Bowling Green State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174680252
► Story retelling is often used as a measure of reading comprehension. Hence, the ability to retell a story read (a literary tale) has become an…
(more)
▼ Story retelling is often used as a measure of
reading
comprehension. Hence, the ability to retell a story read (a
literary tale) has become an important academic skill (Benson &
Cummins, 2000, Bloome, Katz & Champion, 2003). Teachers need to
have pedagogical approaches that are effective for retelling a
literary tale that strengthens
reading comprehension for all
students. This study proposed that adding the art of storytelling
to an already literacy-rich classroom environment would be an
additional educational approach to accomplish this outcome. The
research question that this case study attempted to answer was,
“What effect will training second grade students in the art of
storytelling have on their Developmental
Reading Assessment (DRA)
reading comprehension scores?” A classroom of twenty-one students
from a northwest Ohio school district was taught a unit on oral
storytelling over an eleven-week period. Subsequently,
pre-and-post-
reading comprehension scores were obtained for
fourteen students who participated in the study. The Developmental
Reading Assessment (DRA) was chosen for the assessment tool. Scores
were analyzed based upon the criteria set forth in the DRA and
categorized into four
reading profiles: good decoders/good
comprehenders, good decoders/poor comprehenders, poor decoders/good
comprehenders and poor decoders/poor comprehenders. The results of
this case study indicate that teaching the art of storytelling in a
literacy-rich environment did not have an adverse effect upon the
reading comprehension scores for any of the fourteen participants,
and appeared, with this population of students, that it may have
had a favorable effect on
reading comprehension.
Advisors/Committee Members: Fordhan, Nancy (Advisor).
Subjects/Keywords: STORYTELLING; DRA; READING COMPREHENSION
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APA ·
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Manager
APA (6th Edition):
Halleck, M. K. (2007). WILL STORYTELLING ACTIVITIES INCREASE DRA READING
COMPREHENSION SCORES OF 2ND GRADERS?. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174680252
Chicago Manual of Style (16th Edition):
Halleck, Marilyn Kathleen. “WILL STORYTELLING ACTIVITIES INCREASE DRA READING
COMPREHENSION SCORES OF 2ND GRADERS?.” 2007. Masters Thesis, Bowling Green State University. Accessed February 25, 2020.
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174680252.
MLA Handbook (7th Edition):
Halleck, Marilyn Kathleen. “WILL STORYTELLING ACTIVITIES INCREASE DRA READING
COMPREHENSION SCORES OF 2ND GRADERS?.” 2007. Web. 25 Feb 2020.
Vancouver:
Halleck MK. WILL STORYTELLING ACTIVITIES INCREASE DRA READING
COMPREHENSION SCORES OF 2ND GRADERS?. [Internet] [Masters thesis]. Bowling Green State University; 2007. [cited 2020 Feb 25].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174680252.
Council of Science Editors:
Halleck MK. WILL STORYTELLING ACTIVITIES INCREASE DRA READING
COMPREHENSION SCORES OF 2ND GRADERS?. [Masters Thesis]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174680252
Penn State University
30.
Ray, Melissa N.
THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP
BETWEEN AGE, SKILL, AND TEXT.
Degree: MS, Educational Psychology, 2011, Penn State University
URL: https://etda.libraries.psu.edu/catalog/11822
► An important aspect of expository text comprehension is structural awareness, readers’ ability to perceive and use the author’s organization to organize their own understandings. This…
(more)
▼ An important aspect of expository text comprehension
is structural awareness, readers’ ability to perceive and use the
author’s organization to organize their own understandings. This
study consisted of two experiments which examined the development
of structural awareness through the comparison of 4th, 6th, 7th and
9th grade students’ performance on measures of structural awareness
and text comprehension. Experiment 1 investigated the development
of structural awareness for the problem-and-solution text
structure, and Experiment 2 served as a replication, investigating
awareness for the comparison structure. Each experiment tested for
a reading skill by grade interaction on measures of text
comprehension and structural awareness. Three hypotheses about the
relationship between grade and skill were tested: increased
difference, stable difference, and no difference. No grade by skill
interaction was found. The results from both experiments support a
stable difference hypothesis. Structural awareness increases with
age; however there maybe periods in which little change
occur.
Subjects/Keywords: reading comprehension; text structure
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ray, M. N. (2011). THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP
BETWEEN AGE, SKILL, AND TEXT. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11822
Chicago Manual of Style (16th Edition):
Ray, Melissa N. “THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP
BETWEEN AGE, SKILL, AND TEXT.” 2011. Masters Thesis, Penn State University. Accessed February 25, 2020.
https://etda.libraries.psu.edu/catalog/11822.
MLA Handbook (7th Edition):
Ray, Melissa N. “THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP
BETWEEN AGE, SKILL, AND TEXT.” 2011. Web. 25 Feb 2020.
Vancouver:
Ray MN. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP
BETWEEN AGE, SKILL, AND TEXT. [Internet] [Masters thesis]. Penn State University; 2011. [cited 2020 Feb 25].
Available from: https://etda.libraries.psu.edu/catalog/11822.
Council of Science Editors:
Ray MN. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP
BETWEEN AGE, SKILL, AND TEXT. [Masters Thesis]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11822
◁ [1] [2] [3] [4] [5] … [60] ▶
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Open Access Theses and Dissertations