Dissertationen: „Reading comprehension“

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Baier, Rebecca J. „Reading comprehension and reading strategies“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005baierr.pdf.

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Middleton, Margaret E. „Reading Motivation and Reading Comprehension“. The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313166336.

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Infante, Marta D. „Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /“. free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

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Miller, Mirtha Elena 1957. „Reading Workshop: Effects on reading comprehension and attitudes toward reading“. Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291756.

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The primary question addressed in this study was whether or not fourth graders who participated in Reading Workshop would show a greater improvement in reading comprehension and attitudes toward reading than fourth graders who did not participate in Reading Workshop, but received only basal-guided reading instruction. Two reading classes participated in the Reading Workshops and were used as experimental groups. One of the experimental groups was comprised of average ability readers, and the other of low ability readers. The control group contained both average and low ability readers in the same grouping. A significant difference between the experimental and the control group was found for attitudes toward reading and some aspects of reading comprehension in the average ability readers. The Reading Workshop group demonstrated significant positive effects in these areas. However, no significant differences between treatment groups were found when both low and average ability readers' scores were included in the analysis.

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Frank, Ina, und Emma Åsälv. „Lässtrategier för läsförståelse : Reading strategies for reading comprehension“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39766.

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Den systematiska översikten presenterar vetenskaplig grundad kunskap om hur lässtrategier kan bidra till utvecklad läsförståelse för elever i F-3. Det är en sammanställning av vetenskapliga artiklar och studier inom utbildningsvetenskap. I början av kunskapsöversikten presenteras hur den systematiska sökningen strukturerats och hur urvalet gått till. Detta styrks genom två bifogade tabeller som visar vilka sökningar som gjorts och vilka artiklar som använts. I denna del överläggs även sökmetoderna transparant genom en metoddiskussion som kritiskt diskuterar sökmetoderna och valda källor. Resultatet som presenteras i kunskapsöversikten behandlar hur den sammanställda forskningen beskriver vad lässtrategier är och hur lässtrategier lägger grunden för läsares läsförståelse. Relationen mellan lässtrategier och läsförståelse beskrivs genom RAND-modellen som på ett tydligt sätt visar på den starka kopplingen som finns. Metakognitiva förmågor kopplat till självreglerat lärande sätts i kombination med det traditionella programmet Reciprocal Teaching som handlar om textsamtal och undervisning i grupp. Resultatet visar att kombinationen av både individuella och gemensamma förmågor ökar användningen av lässtrategier och således även läsförståelsen. I diskussion och slutsats framförhålls vikten av att yrkessamma lärare förstår kopplingen mellan lässtrategier och läsförståelsen, men också att det innebär utmaningar i dagens klassrum där elevgrupperna är stora till antal och sällan homogena i sin kunskapsutveckling.

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Cooperman, Annie. „Improving Reading Comprehension in Students with Autism| Associating Cognitive Impairments with Reading Comprehension Problems“. Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538940.

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This research postulated that the cognitive impairments characteristic of students with high-functioning autism can be associated with specific types of reading comprehension difficulties. Descriptive data was collected from two case studies of adolescent students who were diagnosed with high-functioning autism. The researcher employed interactive questioning techniques, based on task-analysis theory, to develop hypotheses on the types of cognitive impairments that might be causing the participants in the study to experience reading comprehension difficulties. Based on these hypothesized associations between cognitive impairments and specific incidences of reading comprehension problems, the researcher selected and employed targeted reading comprehension interventions. Descriptive results suggest that incremental improvements in reading comprehension and expressive language occurred for the case-study participants.

Keywords: autism, high-functioning autism, reading comprehension, task analysis

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Kubitza, Andy James. „Using standardized test reading comprehension software to improve student academic achievement in reading comprehension“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3262.

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The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.

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Dwyer, Edward J. „Reading Comprehension with a Beat“. Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3358.

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Lottes-Bishop, Laura Theresa. „Student Success and Reading Comprehension“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1225.

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Nursing administrators are exploring interventions to increase student retention rates in order to decrease college costs, improve faculty effort and time developing courses, decrease administrative resources, and to continue their accreditation. The purpose of this study was to determine whether or not there was a correlation between the Test of Essential Academic Skills (TEAS) reading comprehension scores, American College Test (ACT) reading comprehension scores, Comprehensive Computer-Adaptive Testing (COMPASS) reading comprehension scores, and the cumulative college grade point average (GPA) of the first-year nursing student. The theoretical foundation for this study was Tinto's retention theory, which claims that students' past academic performance predicts retention. A correlation approach within a cross-sectional nonexperimental design was used by analyzing data from admission testing and the first-year cumulative GPA from 151 associate degree nursing students from a private college in the Southeast Missouri area. According to study results, there was no correlation between GPAs and reading comprehension scores. Additionally, ACT, TEAS, and COMPASS reading comprehension scores did not correlate with student retention rates. Administrators in the associate degree nursing program can use the results of this study to determine what interventions might determine the success of the first-year nursing student. Positive social change will result from a more diverse set of admission criteria for acceptance into the program and will assist the admissons committees to find the best candidates for the program.

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Naughton, Rosemary. „Multiple readings in multiple choice reading tests: A study of year 11 students' reading practices of a multiple choice reading test“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.

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This study examines students’ responses to the questions in a multiple choice reading test. An analysis of the processes students used to negotiate meaning revealed the roles played by cognitive strategies and cultural framing in shaping students' responses to multiple choice questions. A descriptive/analytical study methodology was conducted with a group of forty eight Year II students in the final term of the school year. These students represented four mixed sex ability groupings and a range of socio-economic backgrounds. Think-Out-Loud protocols were used in an interview situation. Students responded to thirty four questions from three passages selected from multiple choice reading tests used in statewide examinations for Western Australian Tertiary Entrance in subject English. Students' responses were transcribed and then analysed. In addition, the passages, questions and answers from the test were analysed to determine the different reading positions wade available through the questions and possible answers. The data were triangulated with results from statewide examination results, observations and debriefing sessions with member checkers. Results indicated that the methods and strategies used by students in their attempts to negotiate the correct answer helped them only when students aligned their readings with the readings privileged by the item writers.

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Sarasti, Israel A. Laney James Duke. „The effects of reciprocal teaching comprehension-monitoring strategy on 3rd grade students' reading comprehension“. [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3919.

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Priddy, Evelyn Jo. „Improving comprehension : comparing the effects of two types of advance organizers on passage comprehension“. Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720319.

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The objective of this study was to compare the effects of two types of advance organizers on the comprehension of fourth grade students. The students' reading achievement levels were identified, and prior knowledge of the topics presented in the passages was assessed.Six intact classes were randomly assigned to one of three treatment groups. The first group was given a prose organizer before reading each of the passages; the second group received a discussion organizer; and the third group participated in both types of organizers. All of the activities were presented by the regular classroom teachers.The appropriate treatment and a selected passage were given to each group on the same day. On the following day, the subjects were asked to complete a cloze test constructed from selected portions of the passage. This procedure was repeated four times.A three factor analysis of covariance with repeated measurement of the four posttests was used to analyze the data. Reading achievement was used as the covariate in the analysis. Subjects were classified as to treatment group and high or low prior knowledge. Results indicated that the composite posttest means of the groups differed significantly. There was, however, no interaction between treatment and prior knowledge or between treatment and repeated presentations.The Student-Newman-Keuls procedure was applied post-hoc to test the difference among the means. The treatment group receiving only the prose organizer differed from the other two groups with lower passage comprehension. It was concluded that the discussion organizer alone or with a prose organizer facilitated better passage comprehension.
Department of Elementary Education

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Higgins, Lynnda G. „An evaluation of the relationship between Criterion-Referenced Competency Test reading comprehension and Lexile scores and Fountas and Pinnell's guided reading levels in a Georgia Public School District“. Lynchburg, Va. : Liberty University School of Education, 2009. http://digitalcommons.liberty.edu.

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Du, Plooy Annelie. „Reading strategies for effective reading comprehension / Annelie du Plooy“. Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9959.

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Ineffective reading takes place if the reader does not understand what he reads. Therefore it is important for everybody to be able to make sense of what they read. Teachers often do not pay enough attention to the teaching of comprehension in schools. Reading comprehension is an aspect that has been the least adequately explained arid therefore it is the most difficult one to teach. Even students think of it as only another exercise of English and rush through it just to finish as soon as possible. Teachers hand back the exercises and give the correct answers without instructing students on how to improve their comprehension. By teaching students different reading strategies their proficiency in comprehension may improve. Most of the students are unaware of reading strategies and they don't know how to implement them in their comprehension.• This study offers an empirical investigation into the teaching of four specific reading strategies to students in an attempt to help them to improve their reading comprehension. The literature on language learning strategies and reading strategies, as well as the teaching and learning of reading strategies, is surveyed. The results of an empirical investigation into the teaching of four reading strategies (guessing the meaning of the word from the context, finding the main idea in a passage, making inferences and generalizing) indicate that, although there was only a marginal improvement in reading comprehension, it is clear that the teaching of reading strategies has enormous potential. English Second Language teachers may find it worth their while to implement the teaching of reading strategies to develop their students' proficiency in reading comprehension.
Thesis (MEd (Vakdidaktiek))--PU vir CHO, 1996

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Rudolf, Sloane Bailey. „A Naturalistic Test of Silent Reading and Reading Comprehension“. The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586710401431423.

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Harten, Ana Claudia Marinho. „An investigation of calibration of comprehension : text processing variables that affect college students' evaluation of their comprehension /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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17

Beers, Scott F. „Reading fluency and adolescent students' reading processes during writing /“. Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.

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Haenen, Jonathan William. „The interactions between decoding and comprehension in reading processes and the implications for reading comprehension disorders“. Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558732.

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Abstract Successful reading is frequently described as the result of two necessary but inde- pendent processes: text decodmg and ImgUIstlc comprehensIOn. SImIlarly, readmg comprehension disorders are defined across these two dimensions: those that relate to the failure to decode text adequately and those that relate to the failure to under- stand text adequately. The research presented in this thesis explores the possibility that decoding and comprehension abilities, though independent in isolated contexts, influence each other, when processed simultaneously, more than would otherwise be expected. There are two main aims in this thesis: to examine the plausibility of the idea of a coherent "specific comprehension deficit" and to assess the degree to which theories of reading hold up to empirical analysis. Studies of the cognitive components of reading were carried out with groups of typically developing children. Analysis of data collected in these studies is presen- ted and support this general hypothesis. Basic correlational analysis indicates that decoding and comprehension processes are more highly interrelated when measured simultaneously than when measured in isolation from the other. Two potential mech- anisms for this interaction are presented. First, it is shown that the ability to pay attention to two simultaneous tasks is an important predictor of reading compre- hension for children who struggle, relative to their peers, to decode text. Second, working memory is shown to be a shared resource between these two processes, based on data collected from young adults. Data collected from typically developing chil- dren suggests that an increase in effort in decoding text can lead to reduction in working memory, and that this can also result in a larger number of comprehension errors. Executive function is also examined, but data analyses do not indicate any special interaction between executive control required for decoding and comprehen- sion tasks. These results are discussed in relation to theoretical definitions of reading pro- cesses and practical classifications of reading disorders. We conclude that there is no single typical model of the reading process, concluding the first main aim of the thesis. Evidence of interactions between decoding and comprehension indicates the need for increased complexity and consideration when modelling reading processes. Additionally, with regards to the second aim, reading difficulties should be considered in relation to specific deficits in the numerous sub-components of the reading process, 7 I ~ •• ----------------------------------------- including their possible interaction, rather than across the two simplified dimensions. The results from the studies discussed in this thesis identify sub-group effects within "typical reading" profiles, provide evidence for a more complex interaction between decoding and comprehension processes, and are used to initiate a critique on the use of general terminology and oversimplified models in reading comprehension research.

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Hill, James Carroll. „Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents“. Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97829.

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The reading comprehension scores of students in secondary education have been stagnant since the collection of national statistics on reading comprehension began (National Assessment on Educational Progress [NAEP], 2015, 2017, 2019). This study explored the effect of providing dialogic and thematic support on reading comprehension and intertextuality. The theories of dialogic pedagogy (Fecho, 2011; Stewart, 2019) and cognitive flexibility in reading (Spiro et al., 1987), along with the construction-integration model of reading comprehension (Kinstch, 2004) formed the foundation for this study. The study focused on the reading comprehension and ability to make connections across texts of 184 participants enrolled in 9th or 10th grade English classes in a high school in the Appalachian region of the southeastern United States. Methods included an experimental study which required participants to participate in two rounds of testing: the Nelson Denny Reading Test to provide reading levels and the Thematically Connected Dialogic Pedagogy (TCDP) testing which introduced dialogic and thematic support for reading comprehension and intertextuality. For the TCDP testing, participants were randomly assigned to one of three conditions: Thematically Connected Texts (TC), Thematically Connected Texts with Dialogic Support (TCDS), or a Control. Results from testing were analyzed to compare performance on outcome measures for reading comprehension and ability to make connections between texts. These comparisons suggest that the interventions do not affect either outcome measure significantly, though the data highlight the need for a nuanced approach to reading intervention and the development of adolescents' ability to use textual evidence. The findings drawn from the data point to implications for English educators, teacher educators, and administrators in the areas of assisting adolescents in making meaning from texts at a level that facilitates applying that knowledge in effective ways in order for them to fully participate in social, civic, and economic matters.
Doctor of Philosophy
This quantitative study focused on the effect of reading support for adolescents centered on a dialogic pedagogy in an effort to improve reading comprehension outcomes and the ability of adolescents to make connections across texts. The study involved an experimental research design in which participants enrolled in 9th and 10th grade English classes in the southeastern United States were randomly assigned to one of three test conditions. Performance on outcome measures for reading comprehension and participant ability to make connections between texts were compared between conditions. These comparisons suggest the interventions do not affect either outcome measure significantly, though the data highlight the need for further support for adolescent readers with implications for English educators, teacher educators, and administrators in supporting adolescent reading comprehension and intertextuality to promote full social, civic, and economic participation for future generations.

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Schenker, Victoria Jewell. „Overlapping Genetic and Child-Specific Nonshared Environmental Influences on Listening Comprehension, Reading Motivation, and Reading Comprehension“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1447682484.

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Cromley, Jennifer. „Reading comprehension component processes in early adolescence“. College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2380.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Cheung, Sze-kei Karen, und 張思琪. „Enhancing students' reading comprehension throughpicture-book“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176699.

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是次研究為了討論繪本教學能否提升學生的閱讀能力，學生在閱讀繪本，透過觀察圖畫推測故事情節。配合閱讀策略，提問不同層次的閱讀問題，引導學生理解故事內容。研究對象來自研究者任教小學，是三年級學生。研究開始時，研究對象要先作答閱讀測試作為前測。研究者便設計相關的繪本教學，並與研究對象一起閱讀繪本教材及進行不同層次的閱讀活動，讓研究對象對繪本故事內容進行推測、解釋、評鑑。教學後，研究對象要完閱讀測試作為後測。最後收集數據及教學資料進行分析。根據數據分析，研究者發現以下兩項結論： 1. 繪本教學能提升學生的閱讀理解能力。 2. 繪本教學能有效地讓學生在閱讀中推測故事情節。 The purpose of this study is to discuss the effect of the picture book teaching approach, which can help the student increase the ability of reading comprehension. The students’ reading comprehension and the student responses to story reading were explored. The student responses to reading picture books and to reading strategies were investigated. The participants in this study were thirty-five Primary 3 students from the researcher’s school. First, the participants answered the pre-test of reading comprehension. Second, the researcher and participants read the picture book together. The researcher also asked the different level of comprehension questions about the picture book. The participants were guessing the content, finding information, understanding words and solving the problem. After the two learning cycles, the participants took the post-test of reading comprehension. Finally, the data was collected, computed and analyzed by the researcher. Based on the data analyses, the findings of the study are summarized as follows: 1. The Picture Book Approach was improving students’ reading comprehension. 2. The Picture Book Approach had a positive effect on the student responses to perception of reading.
published_or_final_version
Education
Master
Master of Education

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Elwér, Åsa. „Early Predictors of Reading Comprehension Difficulties“. Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.

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The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step. The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures. In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.
Syftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.

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Xavier, Edlamar Benevides. „That-delection : a reading comprehension problem“. reponame:Repositório Institucional da UFSC, 1988. https://repositorio.ufsc.br/xmlui/handle/123456789/157543.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão
Made available in DSpace on 2016-01-08T15:56:40Z (GMT). No. of bitstreams: 1 83642.pdf: 3162893 bytes, checksum: e6049cc79dae5d992adb49dbefdf51e0 (MD5) Previous issue date: 1988
Este estudo investiga como a falta de conhecimento lingüístico em Inglês como Língua Estrangeira pode afetar a boa compreensão de estudantes universitários brasileiros quando lêem textos em inglês. O tema escolhido para estudo é a omissão da conjunção THAT em orações substantivas e a elipse do pronome relativo em orações adjetivas restritivas. Como estes são itens puramente gramaticais, suas ausências são mais afeitas a causar dificuldades que suas presenças. O estudo é desenvolvido considerando o processo de leitura bi-direcional proposto por teóricos do Processo interativo. O modelo interativo abrange tanto o processo "bottom-up" quanto o processo "top-down" e tem sido crescentemente responsável pela leitura bem sucedida.

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Moran, Renee Rice, LaShay Jennings, Stacey J. Fisher und Edward J. Dwyer. „Engaging Strategies for Developing Reading Comprehension“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4689.

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Students can become more powerful readers by engaging in lively and interesting print experiences. Deep study of a topic such as The Westward Movement in a text set format can provide information and also enhance reading competencies. The authors propose that enjoyment of reading and related experiences is of paramount importance for developing competent and life-long readers.

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Flanigan, Antoine Kevin. „Promote Comprehension in the Reading Classroom“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2256.

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Students at 3 elementary schools in the southern region of the United States struggled with or failed to meet grade-level expectations in reading comprehension. School district leaders had little understanding regarding the perceptions of educators, care givers, and community supporters on the strategies to increase reading comprehension. To address that gap, the purpose of this study was to explore participants' perceptions regarding reading strategies and comprehension instruction practices in the local setting. The conceptual framework was based on the elements of Fisher's and Frey's work: (a) effective teaching in reading strategies, (b) reading instructional comprehension practices, (c) effective caregiver involvement, and (d) strong community partnerships. The guiding questions examined reading instructional practices that the educator, caregivers, and other stakeholders perceived as the building blocks for supportive collaboration to improve reading comprehension. Using a narrative design, data were collected from 12 educators, 8 caregivers, and 2 community supporters via face-to-face surveys (26 questions) and personal interviews. The data were analyzed using open coding and iterative categorization to identify emerging patterns and themes. The findings suggested a need for improved training and openly communicative collaborative practices between all stakeholders. The implication for social change is that improved collaboration in reading comprehension instruction between educator, caregiver, and community supporter will help improve reading comprehension skills and will position the educator to better instruct struggling learners.

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Kingham, Patricia H. „Developmental approaches to reading comprehension in children with reading difficulties /“. Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20030904.135502.

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Crosby, Robert Glenn III. „Reading Attitudes as a Predictor of Latino Adolescents' Reading Comprehension“. Thesis, University of California, Riverside, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600555.

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Although literacy skills have been associated with critical academic, social, and economic outcomes, most adolescents in the United States lack basic proficiency in reading comprehension. Experts in the field of adolescent literacy have identified affective components of reading (e.g., reading attitudes) as a critical topic in need of further research. Prior research has found a significant correlation between affective components of reading and reading comprehension, even after controlling for cognitive covariates (e.g., vocabulary). However, the bulk of this research has been limited to first language learners and children in the early grades. Therefore, this study extends the reading attitudes literature by examining these relationships among Latino adolescents, including those who speak English as a second language. Furthermore, reading attitudes has predicted reading comprehension growth among certain populations, although the mechanisms behind this relationship are unclear. This study theorizes that reading attitudes promotes reading development by facilitating incidental vocabulary acquisition through increased reader engagement and implicit strategy use. Therefore, this study also extends the literature by determining whether reading attitudes predicts vocabulary growth from September to June of ninth grade. Participants were 128 ninth grade students in a low-income, predominantly Latino high school. 24% spoke English only (EO), 26% were from Spanish-speaking homes but had been determined to be initially fluent-English-proficient (I-FEP) at enrollment, 21% were classified as “true” English learners (ELs) who had not yet attained proficiency in English, and 29% were former English learners who had been redesignated fluent-English-proficient (R-FEP). Reading attitudes were assessed using an adapted form of the Elementary Reading Attitudes Survey (ERAS), which contains both recreational (ERAS-R) and academic (ERAS-A) reading subscales. In a hierarchical regression analysis (HRA), the ERAS-R independently predicted reading comprehension after controlling for language group, vocabulary, and word reading ability (i.e., decoding, word recognition, and fluency). No language group interactions were detected. In a second HRA, the ERAS-R predicted students’ vocabulary at the end of ninth grade after controlling for language group, prior vocabulary achievement, and word reading ability. However, reading attitudes only predicted vocabulary development for EO and R-FEP students, while no effect was present for I-FEP children and “true” ELs.

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Namugenyi, Deborah Kaggwa Kaggwa. „Balanced reading instruction for improving reading comprehension of bilingual children“. Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67836.

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The study explored, adapted and implemented a balanced reading instruction programme for improving reading comprehension of bilingual children in Uganda. The research investigated the effectiveness of the uniquely designed balanced reading instruction programme to improve teachers’ instruction and children’s reading comprehension in both the native language (Runyankole) and English. The study was prompted by low reading levels, in particular reading comprehension, as experienced by Ugandan primary three bilingual children. The study was of a critical qualitative nature and employed participatory action research methodology. Being action-oriented, the study was conducted in a primary school setting in partnership with four primary three teachers as direct participants and their children as indirect participants. Data was collected through focus group interviews, direct observation of lessons, analysis of teachers’ lesson plan books, children’s activity books and assessment sheets and a researcher’s reflective journal. The focus group interview sessions and the lessons observed were videotaped and transcribed. Data from the four sources was analysed and categorised in order to identify the themes and sub-themes that emerged. The study was premised on a conceptual framework that was formulated using two theories, namely Cummins’ (1981) linguistic interdependence hypothesis and Rappaport’s (1984) empowerment theory. The conceptual framework implied that teachers’ instruction influenced children’s attainment of reading comprehension in both their native language and English. The empowerment of teachers with effective strategies, reading activities and resources that enhanced reading comprehension of bilingual children was examined from this perspective. Findings of the study revealed that there were gaps that existed in teacher participants’ instruction of reading comprehension in both Runyankole and English. The findings also indicated that teachers’ participation in the balanced reading instruction programme made them gain skills, strategies and a positive attitude to the instruction of reading comprehension in Runyankole which assisted them to teach English. Consequently, bilingual children attained reading comprehension strategies in Runyankole which they also used to improve their reading comprehension in English. The study recommended that professional development programmes, particularly for the teaching of reading comprehension in the native language, as well as storybook writing workshops should be initiated by the Education Department of Mbarara Municipality, Uganda. In addition, the head teachers should devote equal time to the teaching of reading comprehension in Runyankole and English in the lower primary classes. Primary teachers’ training colleges should also introduce explicit teaching of reading comprehension in Runyankole and English in the curriculum of the early grades.
Early Childhood Education
PhD
Unrestricted

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30

Siriyothin, Peerasak. „Effects of reading assignment formats on second language reading comprehension“. Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1241269466.

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31

Kingham, Patricia Hope. „Developmental Approaches to Reading Comprehension in Children with Reading Difficulties“. Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1729.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.

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Kingham, Patricia Hope. „Developmental Approaches to Reading Comprehension in Children with Reading Difficulties“. Curtin University of Technology, Faculty of Education, Language Studies and Social Work, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13398.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.

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Roberts, Sian. „Reading comprehension and listening comprehension in children : an individual differences investigation“. Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/2927/.

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Little research has explored listening comprehension in children whereas reading comprehension has been extensively investigated. One of the reasons for this is that listening comprehension and reading comprehension are highly correlated and it is generally assumed that they draw on the same cognitive-linguistic processes. This assumption has been formalised in the “Simple View of Reading” (Gough & Tunmer, 1986) which states that, once printed text has been decoded, it is understood in exactly the same way as its spoken equivalent. The main aim of the work presented in this thesis was to investigate the assumption that the same skills and processes underpin reading comprehension and listening comprehension by conducting an investigation of the demands made by comprehension in each modality which are over and above those shared with comprehension in the other modality. This issue has not previously been addressed. Children were assessed on both standardised and true/false measures of listening comprehension and reading comprehension and on several variables previously found to predict reading comprehension. Although results varied slightly according to the measure of comprehension used, broad support was found for the Simple View of Reading as a conceptual framework for explaining reading comprehension. It appeared, however, that listening comprehension involved skills which were not shared with reading comprehension. Of particular interest was the finding that, compared to reading comprehension, listening comprehension appeared to make extra demands on children’s inferencing ability. In a further study it was ascertained that this was not simply due to the shared memory demands of the inferencing and listening comprehension tasks. The hypothesis that listening comprehension ability depends on the ability to generate inferences “on-line” whilst listening was tested in a final study but was not supported. In conclusion, the research presented here suggests that listening comprehension is a topic worthy of investigation in its own right and that, for purposes of both research and educational practice, children’s comprehension is best assessed in both modalities.

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Sarasti, Israel A. „The Effects of Reciprocal Teaching Comprehension-monitoring Strategy on 3Rd Grade Students' Reading Comprehension“. Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3919/.

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Reciprocal teaching comprehension-monitoring is a reading comprehension instructional procedure that combines four instructional strategies: predicting, summarizing, questioning, and clarifying to enhance students' comprehension of text. The procedure is a dialogue between the teacher and the students. During reciprocal teaching instruction, the teacher and students take turns leading the dialogue in order to enhance the students' comprehension-monitoring skills. The research on reciprocal teaching has included meta-analyses, group designs, qualitative designs, and single-subject research designs. These studies have identified gaps in the literature to include the measurement of treatment fidelity and treatment acceptability, as well as the psychometric properties of the instruments used to measure daily reading comprehension growth. These gaps were investigated in this study. The purpose of this study was to investigate the effects of reciprocal teaching comprehension-monitoring with a group of fifteen 3rd grade students reading at grade level. Specifically, this study investigated the use of curriculum-based measurement maze probes (CBM-maze probes) to formatively assess the reading comprehension growth of the students. Additionally, this study implemented treatment integrity procedures and investigated the acceptability of reciprocal teaching and the CBM-maze probes through a treatment acceptability rating scale. A multiple baseline across groups with three phases (baseline, intervention, follow-up) was employed. Overall, visual analysis of the data suggested reciprocal teaching was an effective intervention in increasing reading comprehension abilities in students as measured by the CBM-maze probes. All three groups exhibited continual growth on the daily comprehension measures across all three phases. Implications for practice, cautions in interpreting the results, and future directions are discussed.

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Leung, Po-yee Polly. „The contribution of working memory and vocabulary knowledge to English reading comprehension in Cantonese-speaking children“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31577313.

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36

Duggan, Mauna Sue Witte James E. „A critical examination of the effects of colored paper on the academic achievement of fourth graders in reading comprehension and vocabulary“. Auburn, Ala., 2009. http://hdl.handle.net/10415/1622.

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Rimkus, Karen F. „An investigation of relationships between oral reading rate and reading comprehension“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KRimkus2007.pdf.

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38

Arocha, José F. (José Francisco). „Validation of clozure measures of reading comprehension“. Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63320.

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39

Vadasy, Patricia F. „Routes to comprehension for second-graders with reading problems : one-to-one tutoring in repeated reading versus comprehension strategy instruction /“. Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7519.

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40

Dahdouli, Mona, und Heba El-Janoudi. „English reading instruction and comprehension in grade 6“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35611.

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The aim of this degree project is to examine how three 6th grade teachers implement reading instruction in their lessons. Furthermore, the aim is to investigate how they describe their work with reading comprehension. Our investigation is based on qualitative semi- structured interviews and observations. The results indicate that teachers do not explicitly teach reading strategies. Furthermore, teachers showed an awareness of students’ interests and took them into consideration during the lessons. For instance, the teachers argued that in order to motivate students to read, they must be provided with interesting texts. The findings also showed that all teachers emphasizes vocabulary and they argue that the bigger the vocabulary is, the more effortless reading becomes.

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Elledge, Deborah. „Improving Reading Comprehension Through Explicit Summarization Instruction“. University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367928451.

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42

Talada, Jessica A. „The relationship between oral reading fluency and comprehension“. Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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43

Sauber, Andrea. „Sleep and Its Relationship with Reading Comprehension“. Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030966.

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44

Gordon, Elizabeth S. „Successful reading comprehension strategies for beginner readers“. [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/EGordon2007.pdf.

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45

O'Neill, Marilyn Heather. „Variant readings: A cross-cultural study of reading comprehension and literary texts“. Thesis, O'Neill, Marilyn Heather (1995) Variant readings: A cross-cultural study of reading comprehension and literary texts. PhD thesis, Murdoch University, 1995. https://researchrepository.murdoch.edu.au/id/eprint/51515/.

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English examination practices related to the assessment of reading comprehension characteristically assume that there are correct responses to, or 'right readings' of texts. This assumption relies on particular theoretical positions, such as Formalism and New Criticism, and on particular pedagogical practices, such as Functionalism and Heritage. This thesis challenges this assumption and these theoretical positions. This challenge is supported empirically through an investigation of variations of students' readings of short fiction and through a critical sociocultural analysis of those variations. The students were all engaged in English courses in which success was critical for graduation from secondary schooling and admission to tertiary studies. Four groups of students, comprised of urban white Australians from schools located in middle-class areas, English as a Second language (ESL) students studying in Australia, urban white Canadians from schools located in middle-class areas, and Cree students located on a relatively isolated reservation in northern Canada participated in the study. The findings indicate that inter-group and intragroup differences in the readings of selected texts can be explained in terms of sociocultural practices that are related to particular discourses differently available to individual readers. Through analyses of the responses, specific problems of assessment with important implications for practice are identified. It is argued that reading comprehension cannot be defined as the production of the right response to texts. Alternative teaching and reading practices that make explicit the means by which various readings are produced are suggested. The thesis makes recommendations for changes in assessment and marking procedures which allow for variation in response, but require students to explicate their production of readings. Social and cultural issues in relation to literary practices are addressed in this context, and further directions for research are identified.

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Cutright, Cathy Arlene (Legg). „The effect of text-to-self reading strategies on reading comprehension“. ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/786.

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Middle-school male students currently face a disadvantage in reading comprehension compared to female students. Research suggests the problem is that more male students score below grade level in reading comprehension because they require more cognitive scaffolding. The purpose of this study was to evaluate the effectiveness of text-to-self reading instruction and to compare the comprehension achievement of male and female students in 6th-grade reading and language-arts classes using guided reading of text-to-self instruction and guided reading using novels. The foundation of this study was based on constructivist theories including Dewey's pragmatist philosophy, Piaget's developmental theory, and Vygotsky's theory of zone of proximal development. Research questions focused on differences in reading comprehension scores between male and female students, using guided reading with text-to-self reading connections, and using guided reading using novels. The study involved a quantitative methodology using a pretest--posttest, quasiexperimental design. Two-way factorial analysis of covariance (ANCOVA) was used to compute the differences between the means of the experimental and control group students. The 2 independent variables were reading strategies and gender. The dependent variable was the 6th-grade WESTEST reading scores (converted to z--scores), and the covariate was the 5th-grade WESTEST reading scores (also converted to z-scores). Results indicated that 6th-grade male and female students in the text-to-self reading program had higher levels of reading comprehension, however only the females' gains were statistically significant suggesting that the problem of male literacy achievement is multifaceted. This study offers implications for positive social change by offering 1 strategy for parents, teachers, and policymakers to cognitively scaffold student reading comprehension while also offering a step toward better understanding male literacy underachievement.

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Frey-Toompere, Linet. „Suppression in L1 and L2 reading comprehension“. Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608937.

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48

Tidwell, Deborah Lou. „Rereading and its effects on reading comprehension“. Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185163.

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The purpose of this study was to investigate the effectiveness of rereading as a metacognitive strategy termed focused rereading. The study was conducted over three weeks, involving sixty-six fifth grade subjects from four classrooms in one elementary school. Subjects were randomly assigned to three treatment groups: rereading with training (RRT), rereading without training (RRW), and a control assignment (CA). All subjects were pretested for prior knowledge during the first week, followed by training in the use of written retellings over four days during the second week. Specific treatment training, either in the focused rereading training or in a placebo training, occurred during the first four days of the third week. Post testing occurred on the final day of the third week, involving a test expository passage, a primary comprehension measure using written retelling, followed by a secondary comprehension measure using a multiple choice post test. Results showed no significant differences across treatment groups. High-achievement readers scored significantly better than low achievement readers across treatments. Written retellings appeared to measure different comprehension factors than multiple choice testing, however, both ranked performance in similar ways. Teacher evaluations of achievement were strongly similar to stanine evaluations of achievement.

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Nikanowicz, Christie Lynn. „A Brief Experimental Analysis of Reading Comprehension“. Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1235007950.

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50

Goss, Seth Joshua. „Prosody and Reading Comprehension in L2 Japanese“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250603347.

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Dissertationen zum Thema „Reading comprehension“

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