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Dissertations / Theses on the topic 'Readers' comprehension'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Claro, Rita de Cássia Sobreira. "EFL readers' text comprehension." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94026.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010
Made available in DSpace on 2012-10-25T05:41:53Z (GMT). No. of bitstreams: 1 289913.pdf: 1836384 bytes, checksum: 6a48f2b2cfc9ec39e8af2d91bfb7848a (MD5)
Este estudo empírico investigou o efeito facilitador de ilustrações na compreensão de texto para leitores de inglês como língua estrangeira. O estudo foi motivado pela necessidade de maior entendimento do tema, tendo em vista ser um assunto atualmente abordado por vários pesquisadores do campo de Linguística Aplicada. A metodologia adotada envolveu a coleta de dados de 13 participantes do curso de inglês extracurricular da Universidade Federal de Santa Catarina, com nível básico de proficiência, correspondente ao terceiro semestre do curso, o qual é composto por seis semestres. Os participantes foram divididos em três grupos pequenos e cada grupo leu o mesmo texto com uma abordagem diferente: O Pre-Reading Group realizou uma atividade pré-leitura com figuras antes de ler o texto; O With-Picture Group leu o texto com as imagens; e o No-Picture Group leu o texto sem imagens. As atividades realizadas pelos participantes consistiram em uma leitura de texto, uma arefa de recordação de conteúdo imediatamente após a leitura, uma tarefa de múltipla escolha, um questionário retrospectivo; uma segunda tarefa de recordação do conteúdo foi realizada uma semana após o primeiro encontro. Os dados foram analisados tanto quantitativamente quanto qualitativamente, examinando-se os resultados das tarefas de recordação do conteúdo lido, os dados da tarefa de múltipla escolha e o questionário retrospectivo. Os achados deste estudo indicam um efeito facilitador das ilustrações na compreensão de leitura quando levado em consideração o uso das imagens como suporte na atividade de pré-leitura. O grupo WPG mostrou melhores resultados no delayed recall quando comparado com o immediate recall. Os resultados gerais sugerem que o efeito facilitador do uso de ilustrações pode auxiliar os leitores de segunda língua (inglês) na seleção de informação relevante, o que pode ajudar na compreensão de texto para alunos/leitores com nível básico de proficiência.

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2

Ammi, Sabrina. "How reader and task characteristics influence young readers' comprehension monitoring." Thesis, Lancaster University, 2015. http://eprints.lancs.ac.uk/83213/.

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Comprehension monitoring is defined as the process by which reader’s evaluate and regulate their understanding of text (e.g., Baker, 1985). Comprehension monitoring is an important component skill of reading comprehension (e.g., Cain, Oakhill & Bryant, 2004). Despite the importance of comprehension monitoring in reading comprehension, relatively little research has been undertaken to explore the development of comprehension monitoring or the task and reader characteristics critical to the development of this skill. To address this gap in the literature, this thesis explores the development of comprehension monitoring in children aged 7 to 10 years. A series of experiments are presented which explore monitoring of nonwords, general knowledge violations and internal inconsistencies using off-line and real-time measures. Experiments also explore the relationship between monitoring and working memory capacity. Findings reveal developmental differences in comprehension monitoring. Older children are better at correctly judging the sense of information and more likely to adjust their reading behaviour in relation to error information. It seems that both age groups undertake similar monitoring behaviours, albeit with different levels of success. A range of task and reader characteristics influence monitoring skill. Findings demonstrate that task instructions influence reading behaviour. Children undertake a more purposeful and careful reading of the text when alerted that texts may contain errors. Findings also demonstrate differences in children’s proficiency in adopting standards of evaluation. Children encounter most difficulties in adopting the internal consistency standard, perhaps because this standard requires children to integrate and compare the comprehensibility of information at the text-level. In addition, within error manipulations demonstrate that children use the explicitness of error information as a criterion for monitoring comprehension. Further, findings reveal that the relationship between comprehension monitoring and working memory capacity is relatively weak. Interestingly, these findings question the importance of working memory capacity as a source of monitoring difficulties. In the context of the situation model, these findings suggest that monitoring difficulties may arise from failures in constructing a richly elaborated situation model, rather than failures in updating the situation model.

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3

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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4

Baysinger, Kristi M. "Using readers theater to improve reading comprehension and reader self-efficacy in elementary students." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/615.

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Previous research provides support for the use of Readers Theater as a way to teach literacy and improve reading comprehension. Readers Theater involves listening to a story, engaging in repeated readings of the story, and performing the story using vocal intonation, reading rate, facial expressions, and body movements to accurately portray the meaning of each line. An empirical demonstration of the effect of Readers Theater on reader self-efficacy has yet to occur. Further, previous research rarely evaluated the magnitude of improvements associated with Readers Theater with the magnitude of improvements associated with maturation and traditional classroom instruction. The purpose of the present study was to evaluate the efficacy of a Readers Theater intervention on improving reading comprehension and reader self-efficacy in elementary students, beyond that related to maturation or traditional classroom instruction. It was expected that participants receiving the Readers Theater intervention would exhibit greater improvements in reading comprehension and reader self-efficacy when compared to a control group. It was also anticipated that when the second group received the intervention, the findings would be replicated. Participants were 24 fourth, fifth, and sixth graders. Results support the use of Readers Theater as a supplemental technique for reading instruction. Participants displayed some improvements in reading comprehension and various aspects of reader self-efficacy. Further research is needed to extend the findings to a larger population and refine techniques to maximize benefits.

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5

Demel, Marjorie Cornell. "The relationship between co-referential tie comprehension and overall comprehension for second language readers /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612163762.

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6

Doty, Deborah E. "CD-ROM storybooks and reading comprehension of young readers." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159136.

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The purpose of this study was to determine if there was a difference in the level of reading comprehension of young readers when one group of students read an interactive CD-ROM storybook and another group of students read the same story from a conventionally printed book. The participants were 39 second-grade students from two intact classrooms in an urban elementary school in the Midwest.Students from one classroom read the story from an interactive CD-ROM storybook; students in the other classroom read the same story from a conventionally printed book. Students reading the CD-ROM storybook could ask the computer for pronunciation of unknown words. Students reading the conventionally printed book could ask the researcher to pronounce words they did not know. Words for which pronunciation was requested were recorded automatically by the computer; the researcher recorded the words requested by the book group. Students reading the CD-ROM storybooks requested the pronunciation of more words than those students reading the conventionally printed books.The following hypotheses were tested at the .05 level of significance:Hypothesis I: There will be no significant difference between the mean scores of reading comprehension on oral retellings for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.Hypothesis II: There will be no significant difference between the mean scores of reading comprehension on a comprehension test for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.An univariate analysis of variance was used to test the hypotheses. There was no significant difference in mean scores on the retellings between the two groups, therefore hypothesis I failed to be rejected.There was a significant difference in mean scores on the comprehension test between the two groups, therefore hypothesis II was rejected. When comprehension was measured through the use of comprehension questions, students reading the CD-ROM storybook scored higher. Although results were mixed on comprehension measures, observations from this study indicate that the use of CDROM storybooks may be beneficial for young children, particularly those who are reading below grade level.
Department of Elementary Education

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7

Kucksdorf, Loni. "Textbooks across the curriculum can struggling readers succeed? /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kucksdorfl.pdf.

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8

Loring, Ruth M. "Questions Used by Teachers with Skilled and Less Skilled Readers." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331752/.

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This study described the way teachers used questions with skilled and less skilled readers during reading instruction. The cognitive level and functions of questions were analyzed based on data collected through direct observation within the natural environment of the classroom. In addition, the patterns of questioning which included wait-time and sequencing of questions were identified and reported. Twenty sixth grade teachers randomly selected from a metropolitan school district were observed while instructing skilled readers and less skilled readers. Data collected during non-participatory observation of reading instruction through audiotape recordings, a low-inference observation instrument, and field notes were analyzed using the chisquare statistic, log-linear analysis, and descriptive statistics. Each question/response/response loop which occurred during the eighty observations was analyzed as to the cognitive level and function of the question, designation and wait-time of the student's response, the appropriateness, type, and length of the student's response, and the content of the teacher's response. Within the limitations of this study, the following conclusions have been formulated. 1. Teachers use different cognitive levels of questions for particular functions as dictated by the specific needs and characteristics of the students in the skill level. 2. Although teachers ask the majority of questions at the cognitive-memory and convergent levels rather than the higher divergent and evaluative levels among both skilled and less skilled readers, the primary function is that of extending. It appears that teachers use questions as a way of encouraging student participation during reading instruction. 3. Among both skilled and less skilled readers, teachers practice a fast pace approach to questioning, waiting an average of one to two seconds for a response. 4. Paths of sequence for question/response/response loops are similar for both skilled and less skilled reading groups. The function of extending typically followed focusing and clarifying, demonstrating the teacher's apparent effort to include as many students as possible during instruction.

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9

Sugirin, (Sugirin), and sugirin@uny ac id. "The comprehension strategies of above average English as a foreign language (EFL) readers." Deakin University. School of Social and Cultural Studies in Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080828.092848.

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The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used. An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text, The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.

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10

Hayes, Edmund B. "An investigation of the amount of phonological encoding vs. visual processing strategies employed by advanced American readers of Chinese Mandarin and native Chinese readers." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1261056855.

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11

Knoepke, Julia [Verfasser]. "Cognitive Component Skills of Reading Comprehension in Developing Readers / Julia Knoepke." Kassel : Universitätsbibliothek Kassel, 2016. http://d-nb.info/1117718727/34.

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12

Lo, King-yan, and 盧景恩. "Do readers with autism spectrum disorder make inference in reading comprehension?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589306.

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13

Alsdorf, Barbara Janet. "The relationship between word finding and component reading skills in developing readers /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7850.

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14

Anderson, Karen Marie Johnston. "Profile analysis of error types and strategy use on a standardized, reading comprehension test : average readers versus poor readers /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776210793716.

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15

Al-Hassan, Ahmad M. S. "The effects of culture and schemata on reading comprehension of university readers." Thesis, University of Surrey, 1992. http://epubs.surrey.ac.uk/960/.

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Johnston, Gregory Scott. "Effects of seductive and boring details on readers' comprehension of explanatory texts." Lexington, Ky. : [University of Kentucky Libraries], 2002. http://lib.uky.edu/ETD/ukypeps2002d00050/johnston.pdf.

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Thesis (Ph. D.)--University of Kentucky, 2002.
Title from document title page. Document formatted into pages; contains ix, 111p. : ill. Includes abstract. Includes bibliographical references (p. 103-108).

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Molloy, Peter John. "Relationships between working memory and reading comprehension in beginning and intermediate readers." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31844.

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This study investigated the relationships between working memory and reading comprehension. Two non-linguistic (digit span and modified digit span) and two linguistic (word span and reading span) memory measures were used. These measures were comprised of 11 tests. From these tests, predictors of reading comprehension were sought. Two subtests from the Woodcock Reading Mastery Tests (W.R.M.T.) were used as a measure of reading comprehension. Age related differences between the 30 Grade 2 and 30 Grade 6 subjects were also investigated. Significant differences in the mean scores of the Grade 2 and 6's were found of all 5 of the non-linguistic tests but only on 1 of the linguistic tests. Familiarity with the lexicon used in the linguistic tasks may account for this. No significant interactions were found between grade measures. The modified digit span, word span and reading span tasks were found to be significant predictors of reading comprehension. The complex reading span measure had the highest level of significance of the three. This suggests that linguistic working memory task that had a capacity and processing component best predicts reading comprehension.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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18

Wolff, Ulrika. "Characteristics and varieties of poor readers /." Göteborg : Acta Universitatis Gothoburgensis, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=013195510&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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McCoy, Booth Joyce Diane. "Evaluation of the Focused Reading Intervention Program for Middle School Struggling Readers." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7698.

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This mixed methods study of an in-school Focused Reading Program employed a quasi experimental pre-posttest design to examine program effectiveness and Vygotsky's sociocultural theory as the theoretical framework. The quantitative research question inquired whether the program resulted in a significant difference in reading performance for participants receiving the instruction based on pre and post measures. Data analysis for this component involved descriptive and inferential statistics. Pre- and posttest scores for the combined groups of seventh and eighth graders were analyzed for significant differences through an independent t- test. The results revealed there was a statistically significant difference between the pre-posttest scores for seventh graders and the scores for eighth graders. Two qualitative questions inquired of the extent to which the Focused Reading Program was implemented with fidelity and teachers’ and intervention tutors' perceptions of the program’s strengths and challenges. Data analysis for the qualitative component followed procedures for content analysis which included identifying themes based on the frequency of similar words and expressions from interviews and open-ended survey questions. The emerging themes of Program Flexibility, Peer-Learner Focused, and Learning and Behavior revealed the program was implemented with fidelity. Leading program strengths were attendance, program schedule, methods for improving performance of struggling readers, and student engagement. Leading challenges included support services, resources, time for extended activities, and professional development. The study is intended to have a social impact in demonstrating ways to promote reading performance. The results will contribute to literacy research illustrating the effectiveness of an intervention that may remedy reading deficiencies among middle school students

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Reninger, Kristin Bourdage. "Intermediate-level, lower-achieving readers' participation in and high-level thinking during group discussions about literary texts." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180009715.

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Diehl, Holly L. "The effects of the reciprocal teaching framework on strategy acquisition of fourth-grade struggling readers." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3840.

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Thesis (Ed. D.)--West Virginia University, 2005
Title from document title page. Document formatted into pages; contains vi, 177 p. : ill. Includes abstract. Includes bibliographical references (p. 153-162).

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22

Cankaya, Zeynep. "Influence of working memory capacity and reading purpose on young readers' text comprehension." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19247.

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Reading comprehension processes are assumed to be influenced by reading purpose and working memory capacity (WMC). However, it is still unknown how these factors affect comprehension processes in young readers. The aim of this study was to explore whether cognitive processes varied as a function of reading purpose (test versus game) and WMC (high versus low) in young readers. The 39 participants completed the Working Memory Test Battery for Children (WMTB-C), a verbal protocol and a free-recall task. Separate ANOVAs on cognitive processes response categories detected medium effect sizes. In the free recall task, test condition readers exhibited more paraphrasing and recalled more idea units than readers in the game condition. In the verbal protocol task, readers in the game condition uttered more evaluative comments than in the test condition. Furthermore, low WMC readers produced more predictive inferences than the high WMC group. Possible contributions of reading purpose and WMC to text comprehension for educational practice were discussed.
Les processus cognitifs impliqués dans la compréhension de textes sont influencés par le but de la lecture et la capacité de mémoire de travail (CMT). Toutefois, nous ignorons toujours comment ces facteurs influencent la lecture chez les jeunes lecteurs. Le but de cette étude était de vérifier si les processus cognitifs varient en fonction du but de la lecture (test versus jeu) et de la capacité de la mémoire de travail (faible versus élevée) chez les jeunes enfants. Les trente-neuf participants de l'étude ont complété le Working Memory Test Battery for Children (WMTB-C), un protocole verbal et une tâche de rappel libre. Les analyses statistiques comparant les différentes catégories de processus cognitifs ont révélé des effets de taille moyenne. Pour le rappel libre, les lecteurs ont paraphrasé davantage et ont mémorisé plus de groupes d'idées dans la condition test que la condition jeu. Lors du protocole verbal, les lecteurs de la condition jeu ont fait plus de commentaires évaluatifs que dans la condition test. Finalement, les enfants ayant une CMT plus faible ont prononcé plus d'inférences de prédiction que ceux ayant une CMT plus élevée. La contribution des processus cognitifs et de la CMT à la compréhension de lecture dans un contexte éducatif fut considérée.

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Nusca, Virginia. "The role of domain-specific knowledge in the reading comprehension of adult readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ51217.pdf.

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Mallik, Mary. "Shared response and young adolescent readers' comprehension and re-interpretation of picture books." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0024/MQ52065.pdf.

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Brewer, Beth Ann. "Effects of Lexical Simplification and Elaboration on ESL Readers' Local-Level Perceived Comprehension." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2691.pdf.

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Karnes, Saundra P. "Comprehension performance of average readers using a summarization strategy with test patterns varied." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/53604.

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Thirty-six randomly selected and assigned, ninth grade, high school students participated in this study which was designed to examine the Impact of a summarization strategy on the comprehension performance of average readers under varied text pattern conditions. The strategy consisted of two phases. Phase I, called BACCA, included the processing steps of brainstorming, accuracy check and arrangement, completing, correcting, and adding. Phase II, DIGC, included the rules of deletion, invention, generalization, and combining to construct the summary. While the treatment group received Instruction with the summarization strategy, a control group received Instruction in question answering but no direct Instruction in summary writing. Results from a two-way analysis of variance conducted on comprehension performance indicated that a significant difference existed between the two treatment groups with regard to total comprehension scores. Differential performance was revealed for the selected text patterns. Performances on chronological and compare contrast passages were not significantly different between the treatment and control, while on the cause-effect passage, a significant difference was revealed In favor of the summarization group. For the naturally occurring text there was a significant interaction effect for treatment by time. Qualitative analysis revealed a difference in the quality of written summaries with regard to the number of main ideas, details produced, accuracy in reporting the content of the passage, and completeness of the writings favoring the treatment group. Finally, an attitude survey reflected positive opinions by the participants toward both conditions.
Ed. D.

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27

Ng, Mei-ha Helen. "The reciprocal teaching approach : a case study reflecting on readers' needs in developing reading comprehension ability and insights into teaching methods /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161008.

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McGuire, Mary Sweatt. "Making the lyrics sing for struggling readers : an insider's view /." ProQuest subscription required:, 2004. http://proquest.umi.com/pqdweb?did=990276031&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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29

Ari, Omer. "Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/61.

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Fluency instruction has had limited effects on reading comprehension relative to reading rate and prosodic reading (Dowhower, 1987; Herman, 1985; National Institute of Child Health and Human Development, 2000a). More specific components (i.e., error detection) of comprehension may yield larger effects through exposure to a wider range of materials than repeated readings (Kuhn, 2005b). Thirty-three students reading below college level were randomly assigned to a Repeated Readings (RR), a Wide Reading (WR), or a Vocabulary Study (VS) condition and received training in 9 sessions of 30 minutes in a Southeast community college. RR students read an instructional-level text consecutively four times before answering comprehension questions about it; WR students read four instructional-level texts each once and answered questions while the VS group studied and took a quiz on academic vocabulary. An additional 13 students reading at college level provided comparison data. At pretest, all participants completed the Nelson Denny Reading Test, Test of Word Reading Efficiency, Error Detection task (Albrecht & O'Brien, 1993), working memory test, Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), a maze test, Author Recognition Test (ART), and reading survey. All pretest measures except for the ART and reading surveys were re-administered at posttest to training groups. Paired-samples t-test analyses revealed (a) significant gains for the WR condition in vocabulary (p = .043), silent reading rate (p < .05), maze (p < .05) and working memory (p < .05) (b) significant gains for the RR students in silent reading rate (p = .05) and maze (p = .006) and (c) significant increases on vocabulary (p < .05), maze (p = .005), and MARSI (p < .005) for the VS group at posttest. Unreliable patterns of error detection were observed for all groups at pretest and post-test. Results suggest that effects of fluency instruction be sought at the local level processes of reading using the maze test, which reliably detected reading improvements from fluency instruction (RR, WR) and vocabulary study (VS) in only 9 sessions. With significant gains on more reading measures, the WR condition appears superior to the RR condition as a fluency program for struggling college readers. Combining the WR condition with vocabulary study may augment students’ gains.

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Opat, Annie M. "Alternative pathways : struggling readers utilize art elements for listening/viewing comprehension and artistic response." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/705.

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Yu, Siu-lei. "Strategy use by good and poor Chinese ESL readers in comprehending easy and difficult expository texts." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22244293.

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Koch, Kimberly Bonice. "Increasing fluency in struggling readers through newspaper reading." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3272.

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The focus on this study was on improving the oral reading fluency of third grade students who struggle in reading. One third grade teacher and six of her students participated in this 4 week study that examined the effect on fluency of newspaper reading and various constructive reading and engagement activites. These six students were assigned to an Optimal Learning Model pull-out fluency instruction using the newspaper as text. Results from the Developmental Reading Assessment instrument reveal significantly improved effects in the number if miscues, correct words per minute, and prosody for the six students. From the results, it is evident that struggling readers benefit from high-quality fluency instruction.

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33

Everson, Michael Erwin. "The effect of word-unit spacing upon the reading strategies of native and non-native readers of Chinese : an eye-tracking study /." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243525239.

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34

Ritson, Margaret E. "Development and evaluation of Cloze screening tests as measures of comprehension ability in adult readers." Thesis, University of Canterbury. Department of Education, 1994. http://hdl.handle.net/10092/4068.

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This project was designed to develop an assessment appropriate to NZ adults with reading difficulties. It is intended to provide a reading: comprehension level with which teachers and tutors can make informed decisions on their students’ programmes. The research indicates that the Cloze technique is a reliable, valid and efficient method to assess reading comprehension. Passages of interest to adults were selected on their reading difficulties and trialled on subjects with a wide range in ages and reading abilities, based on a Gap or Gapadol test. Once item analysis was completed on the passages, ten passages were selected to give two alternate versions, each containing five passages which were matched in interest and reading difficulty. The alternate forms of the assessments were formatted into two separate "user friendly" student booldets with pull-out answer sheets. These two versions were the trialled on over 200 subjects ranging widely in age, reading ability and educational placement. A Teachers Manual was also developed giving administration procedure, practice tasks and answers, answer key for the student booklets and a conversion table to conven the raw scores to reading levels.

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Perez, Della R. "COMPRENDER : comprehension: orchestrating meaning and purpose for reading English among newly developing English language readers /." Search for this dissertation online, 2003. http://wwwlib.umi.com/cr/ksu/main.

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Ozturk, Nesrin. "An Examination Of The Relationship Between Content Familiar Texts, Derived From Readers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612215/index.pdf.

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This study aimed to examine the relationship of background knowledge in relation to topic interest and reading performance of English language learners at TOBB University of Economics and Technology. For that, a reading interest questionnaire and three reading comprehension tests, which were accompanied with a 2-item background &
interest questionnaire, were developed by the researcher. These instruments were implemented on 75 English language learners studying at TOBB ETU Preparatory School. The results obtained from the instruments were analyzed through SPSS 15.0. In analyzing the data, descriptive statistics as average and standard deviation besides inferential statistics as one-way ANOVA and Spearman&rsquo
s correlation test were used. The results of the study revealed that there is a significant difference among the three reading performance scores of the language learners. Besides, the correlation of topic background knowledge and interest is highlighted for each of three reading comprehension tests, so are the significant relationships of (a) background knowledge and reading performance as well (b) topic interest and reading performance also among the results for the moderate-interest &
background knowledge and high- interest &
background knowledge tests.

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Hill, Diane Kay. "An investigation of the sufficiency of a fluency building and fluency building plus comprehension skills of low-fluency second- and third-grade readers /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102167.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-123). Also available for download via the World Wide Web; free to University of Oregon users.

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Maxwell, Nicole. "Links and Disconnects Between Third Grade Teachers' Beliefs, Knowledge, and Practices Regarding Nonfiction Reading Comprehension Instruction for Struggling Readers." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/106.

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ABSTRACT LINKS AND DISCONNECTS BETWEEN THIRD GRADE TEACHERS’ BELIEFS, KNOWLEDGE, AND PRACTICES REGARDING NONFICTION READING COMPREHENSION INSTRUCTION FOR STRUGGLING READERS by Nicole P. Maxwell In the current era of accountability, U. S. teachers face strict demands from No Child Left Behind (NCLB) to ensure that all students’ reading achievement meets the requirements of their respective grade levels (Coburn, Pearson, & Woulfin, 2011). These demands are especially stressful when teachers have students who struggle with reading. Regrettably, many students grapple with reading difficulties, particularly with comprehending fiction and nonfiction texts (Allington, 2011). The purpose of this study was to examine the beliefs and understandings three third grade teachers held concerning nonfiction reading comprehension instruction for struggling readers and how these beliefs and knowledge influenced their pedagogical practices. This qualitative, interpretive case study examined their beliefs using the theoretical lenses of epistemology (Crotty, 2007; Cunningham & Fitzgerald, 1996; Dillon, O’Brien, & Heilman, 2004; Magrini, 2009), social constructivism (Vygotsky, 1978), transactional theory of reading (Rosenblatt, 1994), and the sociocognitive interactive model of reading (Ruddell & Unrau, 2004). The following research questions guided this inquiry: (1) How do third grade teachers support struggling readers when navigating nonfiction texts? (2) What are these third grade teachers’ beliefs and understandings about struggling readers? (3) How do these beliefs influence the third grade teachers’ pedagogical practices with struggling readers? Data collection lasted for five months and involved interviews, classroom observations, teacher debriefs, and the collection of artifacts, including DeFord’s (1985) Theoretical Orientation to Reading Profile (TORP). Data analysis was conducted using the constant comparative approach (Glaser & Strauss, 1967). The findings in this study revealed links and disconnects between the accommodations teachers believed their struggling readers needed and what they actually provided their struggling readers. These teachers faced pressures of time constraints and a focus on testing, which affected their pedagogical practices. Furthermore, they demonstrated a reliance on content area textbooks and dissatisfaction with the accessibility of nonfiction materials. These findings highlight the need for pre-service and in-service teachers to have access to quality nonfiction materials to use in the classroom and instruction on how to provide nonfiction comprehension instruction to their struggling readers.

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Foley, Christy Lee. "THE USE OF PREDICTION BY JUNIOR HIGH REMEDIAL READERS IN INDIVIDUALIZED AND SMALL GROUP SETTINGS." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183911.

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The purpose of the study was to examine the use of a prediction technique during the reading of short stories with surprise endings. Investigated were the effects of instructional setting and content familiarity upon interest, overall reading comprehension, literal comprehension, and inferential comprehension. Verbal predictions and supportive evidence generated at the midpoint and prior the story climax was also examined. The subjects, 54 Chapter I remedial readers in a metropolitan school district in Tucson, Arizona, were randomly assigned to experimental or control groups. The study spanned three days. During this time, the students in the individualized treatment read three stories--one of familiar content, one of neutral content, and one of unfamiliar content. Each subject in this treatment generated hypotheses and support for predictions at both the story midpoint and climax. After each story, individual students completed an interest questionnaire and a comprehension assessment. Those in the group treatment followed the same procedure, with predictions and supportive evidence shared in a small group setting of three. Those in the control group read without predicting. The data analysis yielded these findings: (1) Overall comprehension and literal comprehension were not affected by the prediction treatment or story familiarity. (2) The control group surpassed the interest group on the number of inferential questions answered correctly; both the control group and the group prediction treatment subjects performed better than the individualized prediction treatment subjects on the inferential comprehension items. (3) Both the familiar and the neutral selection were more interesting to the students than the unfamiliar selection. (4) Interest scores for the control, familiar group were substantially higher than those for the group familiar treatment, the group, unfamiliar treatment, and the control, unfamiliar treatment. (5) A relationship did not exist between the interest scores and the total comprehension scores of the three stories. (6) Most predictions at the midpoint and prior to the story climax were inaccurate. (7) Predictions, though diverse, could be categorized into approximately 14 groups at the midpoint and 14 groups at the climax. (8) Most predictions were supported either with textual information or scriptal evidence; seldom were script and text ideas combined.

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Li, Po-lung. "The effectiveness of the strategy for content analysis in helping EFL readers process text." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034694.

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Alidib, Zuheir A. "The effects of text genre on foreign language reading comprehension of college elementary and intermediate readers of French." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101661869.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 139 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Dec. 1.

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O'Neal, Jamie. "MULTI-MODAL READING FOR LOW LEVEL READERS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3897.

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The value of this research hinges on the idea that exchanging illustrations for descriptive text can provide appropriate schemas for students with reading difficulties and thereby improve their comprehension and vocabulary acquisition. The research in this dissertation is based on theories and earlier research in the fields of psychology, education, reading, and narratology. A review of these fields offers a variety of perspectives on the processes involved in reading and comprehension. These processes range from the physical systems involved in reading (e.g., early childhood development, eye movement) to the psychological systems, which include cognitive load theory as well as image and text processing models. This study compares two reading methods by analyzing studentsÂ vocabulary and comprehension gains. Both groups read the same text and completed the same pre- and post-tests. The control group read the text from the book which was text only. The experimental group read from a modified text on the computer screen. The text was modified by replacing some sentences with images designed to transmit the same information (e.g., descriptions of the setting, vocabulary items) in a graphic format. The images were in-line with the text, and designed to be read as part of the story, not as additional illustrations. Final analysis shows that the experimental format performed as well as the control format for most students. However, students who have learning disabilities, particularly language learners who have learning disabilities, did not make gains in the text only control format. These same students did show statistically significant gains with the experimental format, particularly the section of reading where the vocabulary words were explicitly presented in the images. Disparate, non-homogenous groupings of students reflect the actual teaching and learning circumstances in the school, as required by the school system. This situation thus represents the actual status quo situation faced by teachers in our school. We leave it to future researchers to work with more homogenous groups of students in order to attain clearer, stronger and more plaintively useful results.
Ph.D.
Department of English
Arts and Humanities
Texts and Technology PhD

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Salazar, Anne Bolls Paul David. "The effects of text complexity and complex graphical elements on readers' text comprehension of online science articles." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6565.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on December 18, 2009). Thesis advisor: Dr. Paul Bolls. Includes bibliographical references.

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Silva-Maceda, Gabriela. "Are better communicators better readers? : an exploration of the connections between narrative language and reading comprehension." Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/311437.

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The association between receptive language skills and reading comprehension has been established in the research literature. Even when the importance of receptive skills for reading comprehension has been strongly supported, in practice lower levels of skills tend to go unnoticed in typically developing children. A potentially more visible modality of language, expressive skills using speech samples, has been rarely examined despite the longitudinal links between speech and later reading development, and the connections between language and reading impairments. Even fewer reading studies have examined expressive skills using a subgroup of speech samples – narrative samples – which are closer to the kind of language practitioners can observe in their classrooms, and are also a rich source of linguistic and discourse-level data in school-aged children. This thesis presents a study examining the relationship between expressive language skills in narrative samples and reading comprehension after the first two years of formal reading instruction, with considerable attention given to methodological and developmental issues. In order to address the main methodological issues surrounding the identification of the optimal linguistic indices in terms of reliability and the existence of developmental patterns, two studies of language development in oral narratives were carried out. The first of the narrative language studies drew data from an existing corpus, while the other analysed primary data, collected specifically for this purpose. Having identified the optimal narrative indices in two different samples, the main study examined the relationships between these expressive narrative measures along with receptive standardised measures, and reading comprehension in a monolingual sample of eighty 7- and 8-year-old children attending Year 3 in the UK. Both receptive and expressive oral language skills were assessed at three different levels: vocabulary, grammar and discourse. Regression analyses indicated that, when considering expressive narrative variables on their own, expressive grammar and vocabulary, in that order, contributed to explain over a fifth of reading comprehension variance in typically developing children. When controlling for receptive language however, expressive skills were not able to account for significant unique variance in the outcome measure. Nonetheless, mediation analyses revealed that receptive vocabulary and grammar played a mediating role in the relationship between expressive skills from narratives and reading comprehension. Results and further research directions are discussed in the context of this study’s methodological considerations.

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45

Vivaldo, Lima Javier. "Understanding differential academic reading comprehension of good vs. poor readers in 'English as a foreign language'." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020442/.

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46

Bonilla, Ana Maria. "A comparative analysis of comprehension questions in three California state-adopted Spanish and English basal readers." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3205.

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The primary purpose of this study was to determine if there was a variation in the number of questions within a given taxonomy level between parallel Spanish and English basal readers at primary grade levels. A secondary purpose was to determine if questions in parallel Spanish and English series, that extended to fourth grade, facilitated the transition from the Spanish to the English reader. Specifically, the tasks to be accomplished in the study were: (1) to classify reading questions contained in California state-adopted parallel Spanish and English basal readers utilizing Barrett's Taxonomy, (2) to determine the number of questions each level of the taxonomy contained, (3) to determine if the number of questions within each level of the taxonomy differed by reading series among grade levels and between languages, and (4) to ascertain the readability level of each reader utilized in this study. Three California state-adopted parallel Spanish and English basal series were selected. A total of 114 lesson plans: fifty-four from the Spanish series and sixty from the English series, were selected. A total of 5,797 reading comprehension questions were classified according to the four major divisions of the Barrett Taxonomy. Chi Square values revealed that differences do exist on the number of questions assigned to each taxonomy level among the three basal series in both languages. Chi Square values also revealed that differences do exist on the number of questions assigned to each taxonomy level between the basal series at the first, second, and third grade level. At all grade levels, and in both languages, literal level questions were highest in frequency and percentage, followed by inference, evaluation, and appreciation level questions respectively. These findings seem to indicate that there is a tendency among basal readers, to emphasize questions which require literal comprehension more than critical interpretation. Differences were also found in the readability level between the Spanish and English text at each grade level. All readers, with the exception of the first grade English readers, were above the stated reading level and in most cases the readability level of the Spanish readers was higher than that of the English readers.

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Hammadou, JoAnn. "The effect of analogy on foreign language reading comprehension of advanced and novice readers of French /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050228491.

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Fullard, Jeani Z. "An intermediate extended literacy routine to support struggling third grade readers." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002846.

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Keene, Nancy L. "A Research Study of the Effect of Instruction in the Basal Reader Supplemented by the Language Experience Approach on Comprehension Scores of First Grade Readers." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/303.

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The purpose of this study was to determine whether children enrolled in two first grade classes who did not meet the criterion score for one or more of the seven subtests on a selected readiness test given during the first two weeks of the school year would make higher scores on selected comprehension measures when instruction in a basal reading series is supplemented with instruction in the language experience approach than children who receive instruction only in basal reader materials. Language experience activities were conducted with all reading groups in the experimental class for three days every two weeks. Group experience stories and word bank activities were not done with the control group which used only basal materials. A factorial analysis of variance model was selected to analyze the data on the Gates-MacGinitie Reading Test on the main effects of type of instruction, sex, and classification of students. No significant difference at the .05 level was found for the null hypotheses tested; however, a slight non-significant difference was found in the mean scores of the target children in both classes with the language experience group having an 80% higher mean score than the control group.

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McGill, Alicia Hollis. "Audio Books with Struggling Readers at the Elementary School Level." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3181.

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In a Title I school located in a southeastern state, 60% of 3rd grade students are reading below grade level. The state's new reading initiative ties grade promotion to 3rd grade students reading on grade level. At the study site, administrators identified audio books as a possibly helpful reading tool. Vygotsky's zone of proximal development theory, which holds that learners can learn new skills more readily with guided assistance, framed this study. The purpose of this quantitative, comparative design study was to explore the associations between the use of audio books and the reading levels of 3rd grade struggling readers. Research questions were used to compare the reading levels of struggling readers who use audio books with the reading levels of: (a) struggling readers reading silently, (b) at or above grade level readers who read with audio books, and (c) at or above grade level readers who read silently. Two 3rd grade classes were selected, with 25 students using audio books and 25 students reading silently, to participate in this project. Scores from the AR and from the pre- and posttest STAR assessments over a 9-week period were analyzed and compared using an independent samples t test to explore associations between the use of audio books and the comprehension and reading levels of the participants. Analysis of the results showed that the use of audiobooks was not significantly related to increased reading or comprehension levels for struggling readers. Significant improvements in reading comprehension were shown for students reading at or above grade level that read silently or used audio books. Based on the findings, a professional development project for teachers providing research-supported reading strategy instruction was developed. The findings may lead to improvements in instructional practices by encouraging the use of research-based reading strategies, which could promote positive social change by supporting greater academic success for elementary students through improved reading comprehension.

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