subject:(Reading comprehension)

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)

Subjects/Keywords: Reading comprehension

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APA (6^th 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 (16^th 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 27, 2021. 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 (7^th 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. 27 Feb 2021.

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 2021 Feb 27]. 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

University of Houston

2. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 27, 2021. http://hdl.handle.net/10657/3111.

MLA Handbook (7^th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Web. 27 Feb 2021.

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 2021 Feb 27]. 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

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: https://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)

Subjects/Keywords: Reading comprehension

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APA (6^th 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 https://opensiuc.lib.siu.edu/theses/931

Chicago Manual of Style (16^th 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 27, 2021. https://opensiuc.lib.siu.edu/theses/931.

MLA Handbook (7^th 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. 27 Feb 2021.

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 2021 Feb 27]. Available from: https://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: https://opensiuc.lib.siu.edu/theses/931

University of Zambia

4. 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 (6^th 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 (16^th 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 27, 2021. 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 (7^th Edition):

Kalabula, Mutale. “Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District .” 2013. Web. 27 Feb 2021.

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 2021 Feb 27]. 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

Vanderbilt University

5. Patton III, Samuel Allen. Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts.

Degree: PhD, Special Education, 2019, Vanderbilt University

URL: http://hdl.handle.net/1803/14128

► The capacity to read nonfiction text with understanding is of obvious and vital importance, yet many students struggle to do so. This randomized control trial… (more)

Subjects/Keywords: reading intervention; reading comprehension; elementary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Patton III, S. A. (2019). Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14128

Chicago Manual of Style (16^th Edition):

Patton III, Samuel Allen. “Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed February 27, 2021. http://hdl.handle.net/1803/14128.

MLA Handbook (7^th Edition):

Patton III, Samuel Allen. “Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts.” 2019. Web. 27 Feb 2021.

Vancouver:

Patton III SA. Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1803/14128.

Council of Science Editors:

Patton III SA. Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/14128

Rhodes University

6. 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)

Subjects/Keywords: Reading (Secondary) – Research; Reading comprehension

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APA (6^th 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 (16^th Edition):

Matakane, Euphimia Nobuzwe. “An exploration of strategies to enhance grade 8 learners' reading comprehension skills.” 2013. Thesis, Rhodes University. Accessed February 27, 2021. 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 (7^th Edition):

Matakane, Euphimia Nobuzwe. “An exploration of strategies to enhance grade 8 learners' reading comprehension skills.” 2013. Web. 27 Feb 2021.

Vancouver:

Matakane EN. An exploration of strategies to enhance grade 8 learners' reading comprehension skills. [Internet] [Thesis]. Rhodes University; 2013. [cited 2021 Feb 27]. 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

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)

Subjects/Keywords: Reading(Secondary); Reading Comprehension

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 27, 2021. 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 (7^th 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. 27 Feb 2021.

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 2021 Feb 27]. 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)

Subjects/Keywords: Reading comprehension; Readers; Reading

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 27, 2021. https://doi.org/10.7916/D8G44Q90.

MLA Handbook (7^th 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. 27 Feb 2021.

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 2021 Feb 27]. 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)

Subjects/Keywords: Reading; Academic achievement; Reading comprehension

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 27, 2021. https://doi.org/10.7916/d8-wh5r-0s50.

MLA Handbook (7^th Edition):

Bly, Brittany Dianne. “The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.” 2019. Web. 27 Feb 2021.

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 2021 Feb 27]. 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

University of Victoria

10. 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)

Subjects/Keywords: Reading comprehension; Reading, Psychology of

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APA (6^th 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 (16^th 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 27, 2021. 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 (7^th Edition):

Pereira, Lytta J. “The role of the situation model in the reading comprehension processes of grade seven readers.” 2018. Web. 27 Feb 2021.

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 2021 Feb 27]. 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

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)

Subjects/Keywords: Reading fluency; Reading comprehension

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APA (6^th 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 (16^th 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 27, 2021. http://hdl.handle.net/2152/31621.

MLA Handbook (7^th 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. 27 Feb 2021.

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 2021 Feb 27]. 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 Houston

12. 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)

Subjects/Keywords: Vocabulary; Reading comprehension

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APA (6^th 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 (16^th 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 27, 2021. http://hdl.handle.net/10657/1992.

MLA Handbook (7^th 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. 27 Feb 2021.

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 2021 Feb 27]. 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 Notre Dame

13. Kyle Pettijohn. Causality and Expectedness in Establishing Event Boundaries</h1>.

Degree: 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)

Subjects/Keywords: reading; segmentation; comprehension

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APA (6^th Edition):

Pettijohn, K. (2014). Causality and Expectedness in Establishing Event Boundaries</h1>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/g158bg27d60

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pettijohn, Kyle. “Causality and Expectedness in Establishing Event Boundaries</h1>.” 2014. Thesis, University of Notre Dame. Accessed February 27, 2021. https://curate.nd.edu/show/g158bg27d60.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pettijohn, Kyle. “Causality and Expectedness in Establishing Event Boundaries</h1>.” 2014. Web. 27 Feb 2021.

Vancouver:

Pettijohn K. Causality and Expectedness in Establishing Event Boundaries</h1>. [Internet] [Thesis]. University of Notre Dame; 2014. [cited 2021 Feb 27]. Available from: https://curate.nd.edu/show/g158bg27d60.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pettijohn K. Causality and Expectedness in Establishing Event Boundaries</h1>. [Thesis]. University of Notre Dame; 2014. Available from: https://curate.nd.edu/show/g158bg27d60

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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/5779

► 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)

Subjects/Keywords: self-reflection; reading comprehension; reading; reading instruction; reading comprehension instruction

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APA (6^th 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/5779

Chicago Manual of Style (16^th Edition):

Mejia, Madeleine. “Self-reflective practices and procedures to systematically examine reading comprehension instruction.” 2015. Doctoral Dissertation, University of Southern California. Accessed February 27, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5779.

MLA Handbook (7^th Edition):

Mejia, Madeleine. “Self-reflective practices and procedures to systematically examine reading comprehension instruction.” 2015. Web. 27 Feb 2021.

Vancouver:

Mejia M. Self-reflective practices and procedures to systematically examine reading comprehension instruction. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Feb 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5779.

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/5779

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)

Subjects/Keywords: school psychology; reading comprehension; reading fluency; reading

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APA (6^th 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 (16^th 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 27, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;.

MLA Handbook (7^th 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. 27 Feb 2021.

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 2021 Feb 27]. 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/ ;

University of Georgia

16. Yoon, Jun-Chae. Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/20720

► The purpose of this study was to reevaluate the effectiveness of SSR on reading attitude and reading comprehension of fourth-grade Korean students by employing a… (more)

Subjects/Keywords: Sustained Silent Reading; Reading attitude; Reading comprehension

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yoon, J. (2014). Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/20720

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yoon, Jun-Chae. “Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students.” 2014. Thesis, University of Georgia. Accessed February 27, 2021. http://hdl.handle.net/10724/20720.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yoon, Jun-Chae. “Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students.” 2014. Web. 27 Feb 2021.

Vancouver:

Yoon J. Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10724/20720.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yoon J. Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/20720

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

17. 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: PhD, Curriculum and Instruction, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157058

Chicago Manual of Style (16^th 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. Doctoral Dissertation, Texas A&M University. Accessed February 27, 2021. http://hdl.handle.net/1969.1/157058.

MLA Handbook (7^th 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. 27 Feb 2021.

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] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1969.1/157058.

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. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157058

Michigan State University

18. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 27, 2021. http://etd.lib.msu.edu/islandora/object/etd:41680.

MLA Handbook (7^th 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. 27 Feb 2021.

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 2021 Feb 27]. 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

University of Maryland

19. Santoro, Julie. CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION.

Degree: Special Education, 2012, University of Maryland

URL: http://hdl.handle.net/1903/12563

► There are a high number of students who struggle with reading comprehension beyond the primary grades and understanding the skills involved in successful reading comprehension… (more)

Subjects/Keywords: Special education; Education; Linguistic comprehension; Reading comprehension

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APA (6^th Edition):

Santoro, J. (2012). CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/12563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Santoro, Julie. “CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION.” 2012. Thesis, University of Maryland. Accessed February 27, 2021. http://hdl.handle.net/1903/12563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Santoro, Julie. “CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION.” 2012. Web. 27 Feb 2021.

Vancouver:

Santoro J. CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION. [Internet] [Thesis]. University of Maryland; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1903/12563.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Santoro J. CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION. [Thesis]. University of Maryland; 2012. Available from: http://hdl.handle.net/1903/12563

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. 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

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 27, 2021. 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 (7^th Edition):

Stålhandske, Johanna. “Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie.” 2016. Web. 27 Feb 2021.

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 2021 Feb 27]. 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

21. 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)

Subjects/Keywords: Poor comprehenders; reading comprehension; reading comprehension teaching; reading comprehension strategies; Specifika läsförståelseproblem; läsförståelse; läsförståelseundervisning; läsförståelsestrategier

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th Edition):

Gäfvert, Molly. “Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.” 2015. Thesis, Södertörn University. Accessed February 27, 2021. 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 (7^th Edition):

Gäfvert, Molly. “Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.” 2015. Web. 27 Feb 2021.

Vancouver:

Gäfvert M. Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. [Internet] [Thesis]. Södertörn University; 2015. [cited 2021 Feb 27]. 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 Zambia

22. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th 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 (16^th 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 27, 2021. 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 (7^th 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. 27 Feb 2021.

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 2021 Feb 27]. 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

Rochester Institute of Technology

23. 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)

Subjects/Keywords: Comprehension; News; Online; Reading; Recall

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APA (6^th 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 (16^th 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 27, 2021. 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 (7^th Edition):

Curtze, Kristen. “Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension.” 2011. Web. 27 Feb 2021.

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 2021 Feb 27]. 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

University of Alberta

24. 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 (6^th 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 (16^th Edition):

Ally, Mohamed. “Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose.” 1990. Doctoral Dissertation, University of Alberta. Accessed February 27, 2021. https://era.library.ualberta.ca/files/pg15bg886.

MLA Handbook (7^th Edition):

Ally, Mohamed. “Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose.” 1990. Web. 27 Feb 2021.

Vancouver:

Ally M. Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose. [Internet] [Doctoral dissertation]. University of Alberta; 1990. [cited 2021 Feb 27]. 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

Vanderbilt University

25. Reynolds, Daniel Eagan. Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

URL: http://hdl.handle.net/1803/14324

► Though researchers and policymakers have called for an increase in text complexity in reading instruction, little research exists on whether scaffolding can support students reading… (more)

▼ Though researchers and policymakers have called for an increase in text complexity in reading instruction, little research exists on whether scaffolding can support students reading complex texts, and almost no research has evaluated reading interventions for late high school students. In addition, research has experimentally verified scaffolding’s effectiveness in supporting comprehension and described possible mechanisms, but has not determined the effectiveness of different types of scaffolding. To address these gaps, the present study randomly assigned eleventh-grade students to either an eight-session intervention in which small groups of students (n=82) read complex texts with tutors or a comparison condition in which students (n=71) learned individually with computerized ACT preparation software. In addition, for intervention groups, tutors’ interactional scaffolding adaptations to support their students’ comprehension was tracked, and multilevel regression analyses were used to investigate possible associations between types of scaffolding and student comprehension. Results showed that the intervention group’s growth on a standardized measure of passage-based comprehension was statistically significant (p<0.03) and practically meaningful (d=0.17) for students who attended at least six sessions. Regression models examining links between types of scaffolding and outcomes found that scaffolds helping students determine the structure of the passage and scaffolds helping students unpack complex syntax were positively associated with comprehension outcomes, while scaffolds that involved rereading the text and understanding academic-register vocabulary words were negatively associated. The experimental results offer a causal argument to show that scaffolding can support readers of complex texts, and present a possible scaffolding-based model for comprehension interventions for late high school students. The correlational evidence linking scaffolds and outcomes suggests that the kinds of scaffolding matter for student outcomes, and that scaffolding which supports students in unraveling the syntactic and structural complexities of text may be helpful, while scaffolding that encourages rereading of text or prompting for knowledge of rare vocabulary commonly used in academic texts may be less helpful. Implications for research are presented. Overall, the study presents evidence for how scaffolding can support high school students reading complex texts. Advisors/Committee Members: Rogers Hall (committee member), Deborah Rowe (committee member), Elfrieda Hiebert (committee member), Amanda Goodwin (Committee Chair).

Subjects/Keywords: text complexity; reading comprehension; scaffolding

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APA (6^th Edition):

Reynolds, D. E. (2017). Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14324

Chicago Manual of Style (16^th Edition):

Reynolds, Daniel Eagan. “Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed February 27, 2021. http://hdl.handle.net/1803/14324.

MLA Handbook (7^th Edition):

Reynolds, Daniel Eagan. “Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text.” 2017. Web. 27 Feb 2021.

Vancouver:

Reynolds DE. Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1803/14324.

Council of Science Editors:

Reynolds DE. Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/14324

Vanderbilt University

26. Castle, George R. Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?.

Degree: PhD, Hearing and Speech Sciences, 2019, Vanderbilt University

URL: http://hdl.handle.net/1803/11661

► Individuals with high-functioning autism spectrum disorder (ASD) often demonstrate proficient reading decoding skills, yet they may still experience difficulty performing reading comprehension tasks. This profile… (more)

▼ Individuals with high-functioning autism spectrum disorder (ASD) often demonstrate proficient reading decoding skills, yet they may still experience difficulty performing reading comprehension tasks. This profile may lead educators to overlook those struggling with reading comprehension problems and have a broader adverse impact on overall academic performance. Recent research suggests that social behavior and social cognition may contribute to reading comprehension performance in individuals with ASD and may lead to differential performance based on text type and level of text cohesion. This study of 17 high functioning individuals with ASD and 20 typically developing individuals investigated the relationship between pragmatic language, oral language comprehension and reading comprehension skills. Particular emphasis was placed on the effect of text type (i.e. narrative versus expository) and text cohesion (i.e. referential versus causal) on reading comprehension performance. Analysis revealed a strong positive relationship between pragmatic language and reading comprehension performance on both text types in individuals with ASD. Moreover, the ASD group performed significantly more poorly than the TD group on both text types but the ASD group did not show a difference in performance between text types. Additionally, the level of narrativity, degree of referential cohesion and degree of causal cohesion in each paragraph significantly predicted reading comprehension performance (Adjusted R2 = 95.5). Results of this study suggest that although individuals with ASD perform more poorly on reading comprehension tasks than do typically developing children, as one would expect, both groups have similar profiles, with respect to the effects of text type and cohesion. Interestingly, although social communication abilities were strongly associated with reading comprehension performance in both groups, that relationship did not manifest itself in differential performance on narrative versus expository texts for individuals with ASD. Advisors/Committee Members: Jim Bodfish (committee member), Laurie Cutting (committee member), Dan Ashmead (committee member), Stephen Camarata (Committee Chair).

Subjects/Keywords: autism; reading comprehension; social skills

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Castle, G. R. (2019). Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11661

Chicago Manual of Style (16^th Edition):

Castle, George R. “Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed February 27, 2021. http://hdl.handle.net/1803/11661.

MLA Handbook (7^th Edition):

Castle, George R. “Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?.” 2019. Web. 27 Feb 2021.

Vancouver:

Castle GR. Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1803/11661.

Council of Science Editors:

Castle GR. Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/11661

University of Oxford

27. Friedmannova, Maria. Predict or bridge? : investigating inference making strategies in skilled readers.

Degree: PhD, 2014, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:440c4c9c-1b44-4ca5-b6b4-ecf158b7eb72 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799916

► Inference-making is one of the crucial skills necessary to achieve good reading comprehension. This thesis explored which inference-making strategies are employed by skilled readers when… (more)

Subjects/Keywords: reading comprehension; Inference – Psychological aspects

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APA (6^th Edition):

Friedmannova, M. (2014). Predict or bridge? : investigating inference making strategies in skilled readers. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:440c4c9c-1b44-4ca5-b6b4-ecf158b7eb72 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799916

Chicago Manual of Style (16^th Edition):

Friedmannova, Maria. “Predict or bridge? : investigating inference making strategies in skilled readers.” 2014. Doctoral Dissertation, University of Oxford. Accessed February 27, 2021. http://ora.ox.ac.uk/objects/uuid:440c4c9c-1b44-4ca5-b6b4-ecf158b7eb72 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799916.

MLA Handbook (7^th Edition):

Friedmannova, Maria. “Predict or bridge? : investigating inference making strategies in skilled readers.” 2014. Web. 27 Feb 2021.

Vancouver:

Friedmannova M. Predict or bridge? : investigating inference making strategies in skilled readers. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2021 Feb 27]. Available from: http://ora.ox.ac.uk/objects/uuid:440c4c9c-1b44-4ca5-b6b4-ecf158b7eb72 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799916.

Council of Science Editors:

Friedmannova M. Predict or bridge? : investigating inference making strategies in skilled readers. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:440c4c9c-1b44-4ca5-b6b4-ecf158b7eb72 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.799916

Penn State University

28. Lin, Yu-Chu. COMPREHENSION OF SCIENTIFIC TEXTS DURING READING: THE EFFECTS OF PRIOR KNOWLEDGE AND TEXT STRUCTURE .

Degree: 2011, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/11557

► The purpose of this study was to investigate the effects of prior knowledge and text structure on reading comprehension of scientific texts as a replication… (more)

Subjects/Keywords: refutation; reading comprehension; misconception

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APA (6^th Edition):

Lin, Y. (2011). COMPREHENSION OF SCIENTIFIC TEXTS DURING READING: THE EFFECTS OF PRIOR KNOWLEDGE AND TEXT STRUCTURE . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11557

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lin, Yu-Chu. “COMPREHENSION OF SCIENTIFIC TEXTS DURING READING: THE EFFECTS OF PRIOR KNOWLEDGE AND TEXT STRUCTURE .” 2011. Thesis, Penn State University. Accessed February 27, 2021. https://submit-etda.libraries.psu.edu/catalog/11557.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lin, Yu-Chu. “COMPREHENSION OF SCIENTIFIC TEXTS DURING READING: THE EFFECTS OF PRIOR KNOWLEDGE AND TEXT STRUCTURE .” 2011. Web. 27 Feb 2021.

Vancouver:

Lin Y. COMPREHENSION OF SCIENTIFIC TEXTS DURING READING: THE EFFECTS OF PRIOR KNOWLEDGE AND TEXT STRUCTURE . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Feb 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/11557.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lin Y. COMPREHENSION OF SCIENTIFIC TEXTS DURING READING: THE EFFECTS OF PRIOR KNOWLEDGE AND TEXT STRUCTURE . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11557

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Penn State University

29. Ray, Melissa N. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT .

Degree: 2011, Penn State University

URL: https://submit-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)

Subjects/Keywords: reading comprehension; text structure

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APA (6^th Edition):

Ray, M. N. (2011). THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11822

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ray, Melissa N. “THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT .” 2011. Thesis, Penn State University. Accessed February 27, 2021. https://submit-etda.libraries.psu.edu/catalog/11822.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ray, Melissa N. “THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT .” 2011. Web. 27 Feb 2021.

Vancouver:

Ray MN. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Feb 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/11822.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ray MN. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11822

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

30. 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)

Subjects/Keywords: Reading; Comprehension

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APA (6^th 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 (16^th Edition):

Edaso, Mulu. “An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill .” 2007. Thesis, Addis Ababa University. Accessed February 27, 2021. 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 (7^th Edition):

Edaso, Mulu. “An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill .” 2007. Web. 27 Feb 2021.

Vancouver:

Edaso M. An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill . [Internet] [Thesis]. Addis Ababa University; 2007. [cited 2021 Feb 27]. 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

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Open Access Theses and Dissertations