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Dissertations / Theses on the topic 'Reading Time'
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Bolander, Jennifer A. Fisher Robert L. "First-time teachers' understanding and support for teaching first-time readers." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064509.
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Thesis (Ed. D.)--Illinois State University, 2002.Title from title page screen, viewed March 7, 2006. Dissertation Committee: Robert Fisher (chair), Penni Koloff, Susan Lenski. Includes bibliographical references (leaves 169-183) and abstract. Also available in print.
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Fazzone, James. "Middle School Reading Clubs: A First Step Toward Increasing Pleasure-Reading Time." NSUWorks, 2000. https://nsuworks.nova.edu/fse_etd/70.
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This report describes the plans for, implementation of, and results of a reading club program conducted at a middle school. This program was a modification of an unsuccessful one that was criticized by the staff and students for lack of structure and meaning. The literature supported the need for students taking time out of the school day for pleasure reading. Krashen (1993), Atwell (1998), and Irvin (1998) all have recommended that students should be permitted to read appropriate reading materials of their choice and that they should be provided with a wide range of materials from which to choose. Therefore, a revised club program, the Take Time To Read Club, designed to offer an alternative to pullout clubs, was agreed upon by a club revision committee. Three objectives were established. The 1st objective was to increase the amount of time students spent reading for pleasure. The 2nd objective was to improve the perception of the reading club program as measured by an 80% positive response rate to a faculty survey. The 3rd objective was to increase reading achievement levels by at least 5% as measured by Metropolitan Achievement Test and Grade 8 Early Warning Test (New Jersey State Department of Education, 1997) scores. None of the 3 objectives was completely realized as the result of this practicum. However, increases did occur in pleasure-reading times in instances when motivational factors were present. Also, teachers' positive perceptions did increase by 22% to 57%. There were slight increases in test scores in the 6th and 7th grades.
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Ivanko, Stacey. "Processing irony, ratings, reading time, and priming." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ65106.pdf.
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Taylor, Deborah. "Reading utopian narratives in a dystopian time." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8014.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of English. 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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Chapman, Heather J. "Factors Affecting Reading Outcomes Across Time in Bureau of Indian Education Reading First Schools." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/712.
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Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national average on tests of reading ability and reading comprehension. During recent years, many schools in the Bureau of Indian Education (BIE) system requested funding through the Reading First initiative. Schools used the funding and support provided by the BIE Reading First grant to attempt system-wide change at the school level in order to refocus efforts on increasing reading achievement. The current study investigated the impact of the Reading First Initiative on American Indian students in kindergarten through third grade.
Results suggest that the models and methods employed using funding from the Reading First grant had a positive impact on certain aspects of reading achievement in students. Instructional Leadership Changes had a negative impact on student achievement while certain reading programs were found to have a more positive impact on some students than others. Furthermore, regardless of beginning of year reading level, all students showed increased gain in end-of-year outcome scores over time. Same grade cohort groups of students in kindergarten, second, and third grades demonstrated increased average scores over time as schools continued to implement Reading First models. Finally, while the gap between students with intensive needs and their peers was not erased, it also did not widen. Based on research indicating gain for these students is often below that of their peers, this is an important finding. Thus, it appears that the impact of Reading First in relation to teaching younger students the basic building blocks needed to read with fluency in the later grades was positive in the current sample.
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Li, Ping-leung, and 李炳良. "Reading the past or reading the present?: human experience at the crossroads of narrative." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31953645.
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Pawlaczyk, Stephanie A. Mrs. "A CASE STUDY OF FIRST GRADE STUDENT USE OF SILENT READING TIME." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150896837.
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Alshammari, Hammad. "Effect of Time Constraint on Second Language Reading Comprehension." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1071.
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This study aimed to investigate the role of time constraint on second language reading comprehension via the recruiting of 47 Saudi participants who were learning English as a second language. Subjects shared similar level of English proficiency; all participants were in their third semester of English at Aljouf University, Saudi Arabia, at the time of data collection. Participants were divided into three time groups; limited (20 minutes), extended (30 minutes), and unlimited (40 minutes). In terms of stimuli, a reading text was adapted from a standard English proficiency exam, TOEFL. The text consisted of 699 words and was of moderate level in difficulty, calculated as between 8th and 9th grade for native English speakers; passive structures comprised 6% of the text. Questions were also divided into three groups to elaborate the effect of time constraint on each type of questions. The particulars of the study were as follows. Firstly, this study analyzed effect of time constraint on the overall performance on the TOEFL reading passage. Then, effect of time on the three groups, including vocabulary-based questions, literal comprehension questions, and higher order inferential questions. Results revealed that time constraint tends to be an affective factor in reading. In the overall comparison among the 3 different time groups, the unlimited time group showed the highest performance on the reading comprehension task. ii In view of the categories of questions, no significant difference was found on the vocabulary-based questions between time condition groups. The overall low vocabulary scores across groups and the lack of significant effect for time constraint suggest that extended time does not compensate for poor vocabulary knowledge. On the other hand, the unlimited time group demonstrated the best performance relative to the other two groups on the literal comprehension and higher order questions. Of all three categories, the higher-order questions were the most difficult for all three time constraint groups. Overall, the results of this study show that time given to the reading task significantly affects overall reading comprehension scores, but they also suggest that this effect varies in relation to the types of questions.
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Pearce, Trevor Scott. "Metacognitive Strategies and Scripture Study in Released-Time Seminary." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6980.
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This study asked two questions. First, to what extent can metacognitive strategies instruction increase metacognitive awareness in released-time seminary students? Second, if metacognitive awareness is increased, is this increase correlated with changes in released-time seminary students' attitudes towards scripture study, their scripture study behavior, how they perceive the quality of their study, and how much they enjoy studying the scriptures? A control group and two experimental groups were used for this study. Experimental group 1 was taught basic scripture reading strategies without metacognition. Experimental group 2 was taught metacognitive strategies related to scripture study. Students in each experimental group used these strategies for 10 consecutive class sessions. Pre- and post-survey data was collected for comparison. Statistically significant gains in metacognitive awareness were found when comparing the pre- and post-survey scores of experimental group 2. When comparing experimental group 2 to experimental group 1 and the control group, analysis of covariance (ANCOVA) demonstrated that these gains in metacognitive awareness were not significant by comparison. Students in experimental groups 1 and 2 were asked to rate themselves in the post-survey on the effort they expended utilizing the strategies presented. When students in experimental group 2 who rated themselves high for effort were isolated, an analysis of covariance yielded statistically significant gains for metacognitive awareness in comparison with the other two groups. The same analyses were performed on measures related to scripture study. While experimental group 2 showed statistically significant gains from pre-survey to post-survey, when analyzed against experimental group 1 and the control group, no significant changes were observed. This was also the case for students who rated themselves high for effort in implementing the strategies presented. The results from this study suggest that metacognitive strategies can increase metacognitive awareness in released-time seminary students when they put forth the required effort to learn them. Further research in metacognitive application to scripture study is warranted. Qualitative studies with small focus groups could be a valuable avenue of exploration in future studies.
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Somervell, Tess Elizabeth Sophie. "Reading time in Paradise lost, The Seasons, and The Prelude." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709447.
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Paterson, Kevin Brisbane. "The time course of processing of natural language quantification." Thesis, University of Glasgow, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320843.
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Li, Ping-leung. "Reading the past or reading the present? : human experience at the crossroads of narrative /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262567.
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Burrows, Steven M. "Time, form, and fiction : reading the landscapes of Booth Tarkington." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286421.
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Indiana author Booth Tarkington laid the groundwork for understanding issues related to urban design and planning in the Midwest with a tandem of novels: The Magnificent Ambersons (1917), and The Midlander (1923). More importantly, evidence can be found to suggest that it is not only through knowledge and appreciation of tangible urban form, but also an appreciation and awareness of a culture, via its literature, that these issues of design and planning can be more fully understood by design professionals.The purpose of this study, then, is to discover the connections between studies in the field of landscape architecture (with regard to urban form and urban imageability) and the "literary landscapes" of Booth Tarkington. These connections will serve, first, to clarify and prioritize my study; second, to educate design professionals in an alternative way of understanding and tackling the physical issues of imageability in today's world; and third, to suggest to all designers the necessity for knowing, appreciating and utilizing the virtually infinite range of resources available to them.Department of Landscape Architecture
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Dwyer, Edward J. "Sustained Study Time." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etsu-works/3743.
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Heuston, Benjamin. "Effects of Computer-Based, Early-Reading Academic Learning Time on Early-Reading Achievement: A Dose-Response Approach." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3462.pdf.
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Sylvester, Barbara J. "Reading the constellation, Eudora Welty's patterns of time, culture, and memory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq27254.pdf.
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Harvey, Brenda Sue. "Cohesion, instruction time and reading performance at MUGC summer enrichment program /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=899.
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Zhang, Muren. "Neo-Victorianism and empathy : time, affect, and the ethics of reading." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/124059/.
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This thesis argues that recent cultural-theoretical research on narrative temporality, empathy and affect can be usefully brought to bear upon one other in order to interrogate the ethics of reading neo-Victorian literature. I present neo-Victorian literature as a genre defined by its contemporary exploitation of, and experimentation with, ‘empathetic narrative’ (Sylvia Adamson, 2001) and, in contrast with the historical preoccupation of much neo-Victorian criticism, focus instead on what is distinctive about the ways in which readers of these texts are positioned. In so doing, I open the texts up to the work of a wide range of literary, cultural, philosophical and psychoanalytic theorists including Lauren Berlant, Amy Coplan, Mark Currie, Marshall W. Gregory, Suzanne Keen, Melanie Klein, Jean-Paul Sartre, Eve Kosofsky Sedgwick and Silvan Tomkins. In contrast to the popular understanding of neoVictorianism as a genre that seeks to explore the afterlife of the Victorians, my focus is on the wide-ranging ethical and political implications of its ‘empathetic narrative’, both with respect to the representation of intra-diegetic characters and the text-reader relationship. The authors I use to explore these ideas include Margaret Atwood, Julian Barnes, Graeme Macrae Burnet, Michael Cox, Jane Harris and Sarah Waters whose texts complicate and unsettle reader-pleasure by making empathy into an uncomfortable and ethically challenging experience. Despite these discomforts, the thesis combines empathy studies, ethical criticism, affect studies and the philosophical interrogation of temporality in order to provide a future-orientated, reparative and politically meaningful way of reading neo-Victorian literature. Each chapter brings in an approach to empathy from disciplines as various as psychology (Heinz Kohut), phenomenology (Edmund Husserl, Edith Stein and Dan Zahavi) and aesthetics (Robert Vischer, Harry Francis Mallgrave and Eleftherios Ikonomou) in recognition of its contested meaning and significance. By considering the concept of empathy in relation to the affective landscape of neo-Victorian texts, this thesis thus shifts the study of neo-Victorianism from a postmodern critique of historiographic metafiction to an ethical interrogation of the reader-text relationship. This is with the aim of breathing new life into the debates associated with the genre and demonstrating new ways of reading and valuing the texts.
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Wehbe, Leila. "The Time and Location of Natural Reading Processes in the Brain." Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/789.
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How is information organized in the brain during natural reading? Where and when do the required processes occur, such as the perception of individual words and the construction of sentence meanings. How are semantics, syntax and higher-level narrative structure represented? Answering these questions is core to understanding how the brain processes language and organizes complex information. However, due to the complexity of language processing, most brain imaging studies focus only on one of these questions using highly controlled stimuli which may not generalize beyond the experimental setting. This thesis proposes an alternative framework to study language processing. We acquire data using a naturalistic reading paradigm, annotate the presented text using natural language processing tools and predict brain activity with machine learning techniques. Finally, statistical testing is used to form rigorous conclusions. We also suggest the use of direct non-parametric hypothesis tests that do not rely on any model assumptions, and therefore do not suffer from model misspecification. Using our framework, we construct a brain reading map from functional magnetic resonance imaging data of subjects reading a chapter of a popular book. This map represents regions that our model reveals to be representing syntactic, semantic, visual and narrative information. Using this single experiment, our approach replicates many results from a wide range of classical studies that each focus on one aspect of language processing. We extend our brain reading map to include temporal dynamics as well as spatial information by using magnetoencephalography. We obtain a spatio-temporal picture of how successive words are processed by the brain. We show the progressive perception of each word in a posterior to anterior fashion. For each region along this pathway we show a differentiation of the word properties that best explain its activity.
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Socrates, L. "The time and space of Greek-Cypriot cinema : a Deleuzian reading." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1466756/.
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This study traces the emergence of Greek-Cypriot Cinema in Cyprus since 1974, arguing that it is the product of a historical moment. 1974 marks a watershed in the island’s protracted political conflict which culminated in ethnic violence, a coup and war. Whilst the war has been the subject of wide ranging scholarly research its impact in forging a distinctive national cinema remains unexamined. This thesis attempts to re-address this absence. My approach is interdisciplinary, drawing on historiographical studies as well as Film Studies, Cultural Theory and Film Philosophy. Primary research includes extensive dialogues with filmmakers. All of the films examined deal explicitly with facets of space, time and memory in connection to the experiences of the war. In view of these prevalent themes the thesis makes the case for reading Greek-Cypriot Cinema through the cinema work of French philosopher Gilles Deleuze, whilst holding the films’ cultural and national contexts in view. It proposes that Cinema 1:The Movement-Image (1983) and Cinema 2:The Time-Image (1985) explore the interconnection between real spaces outside of cinema and the creative spaces inside, through the categories of time and space. Centring on the conceptual shift in these volumes from a cinema of movement to a cinema of time and memory I argue that Deleuze’s paradigm offers a conceptual engagement with the distinctiveness and complexities of Greek-Cypriot Cinema; as it negotiates the real and abstract time and spaces which are imagined, reflected and visualised on the screen. Part one conceptualises Greek-Cypriot Cinema within existing studies of cinema and nation, examining Deleuze’s descriptions of modern and political cinema. Part two examines time and recollection-images in the films of Georgiou, Florides and Nicolaides, Tofarides and Koukoumas. Part three scrutinises how the changes in the political landscape after 2003 are reflected in films which imagine a new dynamic between time and spaces, creating new cinematic images in works by Farmakas, Stylianou and Danezi-Knutsen.
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Falke, Lisa G. Rosales-Ruiz Jesus. "Measures of reading comprehension the effects of text type and time limits on students' performance /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9782.
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Niemann, J. R. "Reading in the Digital Age." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27451.
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The purpose of this paper was to analyze students’ reading habits, see what benefits reading can bring to an individual, and to research what affect screen time has on reading. Through a thorough review of available literature as well as a mixed-method approach where I surveyed 52 students in grades 4, 5, 6 and interviewed parents, a librarian and teacher, I was able to better understand reading in our current “digital age”. I have concluded that reading is indeed beneficial, that it is on the decline, and that screen time is on the rise. In addition, I have found patterns that can help educators and parents support this growing imbalance, such as setting screen-time restrictions, creating a so called “book-consciousness” in the home and classroom, and encouraging library visits and a more diverse canon for students to select books from.
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Falke, Lisa G. "Measures of reading comprehension: The effects of text type and time limits on students' performance." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9782/.
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Although the importance of reading comprehension is generally recognized, a better understanding of the factors influencing measurement of reading comprehension may impact the ability to assess strengths and deficits. The current study examined the effects of text type and time limits on the rate of students' performance across four common assessments of reading comprehension. Results showed similarities between performance with narrative and expository texts and across time limit conditions for all of the assessments. In terms of comparing across reading comprehension assessments, the findings are limited by the differences in the response channels and stimulus conditions of each assessment. The results have implications for the development of measurement systems and the assessment of reading comprehension.
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Anderson, Ruskin Tonia L. "The achievement gap comparing children's reading trend lines by socioeconomic status over time /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007andersonruskint.pdf.
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McDowall, John Charles. "The time of reading : artists' books and self-reflexive practices in literature." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/20652/.
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This project proposes that the reading of an artist’s book is one that may entail an experience that is distinctive to the medium, one that encompasses a shift of expectations of what a book is or does. That there is an awareness of the book held in the hands, and of its interactivity and deployment in time, and that this combination of tactile and cognitive negotiation of the mechanisms of the book’s structure, sequence and content make for a particularity of engagement. As a dialogical relationship, coming from a personal and infinitely variable experience of the book by its reader/viewer, this is one that is inherently elusive and complex to analyse. In investigating the nature of the temporality of self-reflexive dynamics as an underlying characteristic of the medium, this thesis submits that the foregrounding of the synthesis in time of the mutable and the concrete may be an apposite and constructive approach to exposition and evaluation of this heterogeneous field. The development of this research and the setting out of the enquiry has been undertaken through the production and methodology of my practice, which takes such auto-reflectivity as manifest subject. The thesis approaches the questions by means of the allusion to the occurrences and strategic use of self-conscious metafictional play in literature, not as a directly comparative study but by appraising the effect in terms of relational, and at times implicit association. Following an outline of the contexts of the critical study of artists’ books and of structuralist and post-structuralist narratology and literary theory in terms of the specular, the main portion of the writing is in the form of self-contained sections, in each of which a range of figures and mechanisms are considered, forming an overall constellation of shifting interconnection.
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Bodin, Tora. "Expected later information access invites shorter reading time and possible comprehension loss." Thesis, Umeå universitet, Institutionen för psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149640.
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With the increased use of technology in society, there are concerns about how reading is affected by the constant access to an incessantly increasing amount of information. The present study examined how reading strategies and resulting memory and comprehension is affected by the belief that information to be remembered would continue to be available. In a within- participant experiment, twenty-seven participants were instructed to read six texts, and led to believe that they would have access to some of the texts while later answering comprehension questions. The results showed that participants spent significantly longer time reading texts they believed would not be accessible later, compared to those they believed they would have access to (p= .0007, d = 0.47). The participants did achieve slightly higher scores on the comprehension questions for the texts they believed they would not have access to, compared to the other condition, but the effect was not significant. The findings have implications for potential changes to reading strategies in response to increased use of technology as an external memory and information storage. I discuss how these strategies could have affected the raise of Fake News, inasmuch as increased information load from the Internet leads to a less meticulous reading style.Den ökade teknologianvändningen i samhället medför oro kring hur läsande påverkas av den ständiga tillgången till ständigt växande informationsmängder. Syften med föreliggande studie var att undersöka hur lässtrategier påverkas av förväntan om senare informationstillgång. I ett experiment med inompersonsdesign blev tjugosju deltagare instruerade att läsa sex texter, och ledda till att tro att de skulle ha tillgång till några av texterna när de i ett senare moment skulle svara på läsförståelsefrågor. Resultaten visade att deltagare spenderade signifikant längre tid på att läsa texter de inte trodde att de skulle ha tillgång till senare, jämfört med de som de trodde skulle finnas tillgängliga (p= .0007, d = 0.47). Deltagarna fick även högre poäng på läsförståelsefrågorna som baserades på de texter de trott skulle försvinna jämfört med den andra betingelsen, men effekten var ej signifikant). Att endast en liten trend i skillnad mellan läsförståelseresultat uppmättes tros bero på ett undermåligt mätinstrument. Resultaten har implikationer för potentiella förändringar i lässtrategier baserat på ökad tillgång till teknologiska minneshjälpmedel och informationslagringssystem. Vidare diskussion reflekterar över hur dessa strategier kan ha påverkat den ökade spridningen av Fake News, ifall ökad informationsbelastning från internet leder till en mindre noggrann lässtil.
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Williams, Sarah Marcella. "An investigation of the role of a selected out of school time reading programme on learners’ reading behaviours and attitudes." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7511.
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Due to the lingering damage from the Apartheid era and Bantu education, South Africa is still battling to rectify the inequalities in schools in previously disadvantaged areas. The lack of a reading culture and very poor literacy assessment scores in these areas is cause to include even out-of-school time to help remedy these problems. This study seeks to add to the body of literature by investigating the influence of two selected out-of-school time reading programmes on learners’ reading attitudes and behaviours within the South African context. Drawing from the New Literacy Studies (Gee, 1991; Street, 1995) and the Theory of Planned Behaviour (Ajzen, 1991), this Mixed- Method approach study examined the role that two out of school reading programmes played in the development of reading behaviours and attitudes of learners from township area called Simonstown, in the Eastern Cape Province. Located within the Pragmativist Paradigm, Mixed Method Research Approach, and Explanatory Design Method as a research design, the study used pre- and post-intervention quantitative questionnaires, semi-structured interpreter-facilitated interviews, structured observations, and the out of school reading programme as an intervention to generate data. The research site and study participants were purposively selected. They included 10 learners from 2 out of school reading programmes that benefited from funding and literacy project training and support called Nal’ibali. The study was designed to evaluate the effectiveness of these out of school reading programmes in improving learners reading behaviours and attitudes, and how the OST reading programmes influenced the reading behaviours and attitudes of the parents. Findings from the data concluded that the certain factors in the OST reading programme in conjunction with the positive influence of the parents and siblings own reading attitudes had a positive effect on learners’ reading attitudes and behaviours.
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Peters, Rochelle. "The Effect of Giving Class Time for Reading on the Reading Achievement of Fourth Graders and the Effect of Using a Computer-Based Reading Management Program on the Reading Achievement of Fifth Graders." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279001/.
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This study investigated the problem that educators have throughout the state of Texas. The problem educators have is that reading scores continue to fall short of state expectations. This study investigated the effectiveness of 90 minutes of class time given for reading to students who use the Electronic Bookshelf Program and the effectiveness of the Electronic Bookshelf Program, which is being sold to school districts throughout the nation. The literature review focused on the effectiveness of independent reading on reading achievement, and the effectiveness of using computer-based reading programs to increase reading achievement.
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Nguyen, Trang Thi Thuy. "THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/931.
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Reading in a second language is an interesting area of research because the factors affecting reading have brought about much controversy in related theory and research. Particularly, schema theory has raised long-term debate about whether background knowledge facilitates or impedes reading comprehension. In recognition of such issue, the current research was conducted to examine the impact of background knowledge on second language reading comprehension. Additionally, the impact of time constraint on reading comprehension was also investigated. Thirty-one students of intermediate level of English in Le Quy Don high school, Vietnam took part in the study. Four cloze texts, two of familiar topics and two of unfamiliar topics, were administered under the conditions of limited time and unlimited time. The results revealed significantly positive effects of background knowledge and no time constraint on second language reading comprehension. Further, a significant interaction between background knowledge and time constraint was found. These findings have important implications for second language pedagogy in view of standardized and classroom assessment of reading performance. However, the most important finding of this research relates to the significant interaction between background knowledge and time constraint which has not been given due attention in previous research.
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Zugelder, Gina M. "Elementary Reading Coaches in Florida: A Study of their Background, Experiences, Coaching Activities, Time, and Other Factors Related to Reading Achievement." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5592.
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The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching activities, and (c) the linkage between coaching activities and change in the Florida Comprehensive Assessment Test developmental scale scores. Data from a web-based survey and personal interviews were used to collect pertinent data to understand the daily work lives of the elementary reading coaches and bring awareness to perceptions, successes and hindrances to the role and the impact on reading achievement. Descriptive statistics were used to present demographic, professional and academic information about the reading coaches. Multiple regression analyses were performed using time allocated to coaching activities and the change in reading achievement to determine existing relationships. Developmental scale score change was examined from the baseline year to the third year. Qualitative analyses were used to determine reading coach themes from the survey responses. Participant profiles, calling on the tenets of case study methodology, were developed based on the triangulated data. Narrative descriptions of coaching data for the participant profiles were organized by years of teaching experience of the reading coach. The results of the study indicated that reading coaches perceived coach-teacher collaboration to be the most influential activity affecting reading achievement. This perception was not congruent with finding of time spent and change on reading achievement. Recommendations were presented including a formalized understanding of the daily work lives of reading coaches by school districts, administrators and the reading coaches themselves.ID: 031001457; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Susan Wegmann.; Title from PDF title page (viewed July 5, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 200-208).
Ed.D.
Doctorate
Education and Human Performance
Education
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Salmerón, Cabañas Julia. ""Errant in time and space" : a reading of Leonora Carrington's major literary works." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:11073.
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Part One deals with Carrington's association with the Surrealist movement and looks at her texts as dreams/nightmares. Born in 1917, Carrington arrived in Paris just before her twentieth birthday. The opening chapter deals chiefly with biographical material and creates a context for Carrington's writing within the Surrealist movement. Chapters Two and Three explore Carrington's main stories of this period, examining the stylistic devices that make them dream-texts. Part Two deals with the major crisis in Carrington's life and writing: her internment in a Spanish asylum. Chapter Four looks at the biographical events that led Carrington to be interned and suggests that her father and his associations with Imperial Chemical Industries had more to do with her internment than is commonly believed (Appendix I includes a transcript of my interview with her Spanish doctor and testifies to contacts with ICI). Chapter Five analyses the "mad" narrative "Down Below", where the repression of Carrington's "playing with language" is exposed through an impressive imagery of death. Chapter Six explores the stories written in New York immediately after release: "Cast Down By Sadness", "White Rabbits", "Waiting", "The Seventh Horse" and "As They Rode Along the Edge". The grotesque female bodies and the pervasiveness of the monstrous distinguish these stories as Carrington's chaotic, "creative" resurrection. Finally Part Three looks at Carrington's Mexican period, where her writing achieves a voice that, although resonant of previous moments, stops being tragic and becomes revolutionarily comic. Chapter Seven follows Carrington's life in Mexico, where she still lives, from 1942 to the present. Chapter Eight deals with four of her best Mexican writings: the novel The Stone Door, the play The Invention of the Mole, the short story "The Happy Corpse Story" and an unpublished letter to Remedios Varo (1958) included in Appendix II. Finally Chapter Nine deals at length with The Hearing Trumpet.
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Keith, Karin J., Huili Hong, Renee Rice Moran, and LaShay Jennings. "No Time for Science: Science, Reading and Language Arts Joined at the HIIP." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/991.
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Elementary teachers find little time to address hands-on, integrated, inquiry, problem-based (HIIP) learning during science; choosing instead to read non-fiction texts. HIIP learning, along with non-fiction texts, helps students construct understandings about an increasingly global and technological world. Presenters in this panel will share interactive ways to address HIIP learning with reading/language arts through the use of testable questions, text-sets, mentor texts, and dialogic meetings that effectively engage all participants in dynamic, democratic, and reflective conversations about their learning processes, experiences, and outcomes.
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Bichard, Sheila H. "An evaluation of full-time remedial provision for boys with specific reading retardation." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10020183/.
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This study examined full-time remedial provision for 9-year-old reading retarded boys. An operational definition of Specific Reading Retardation (SRR) based on chronological age, IQ and expected reading age was used, identifying groups of boys with similar degrees of reading disability. Effects of remedial provision for different IQ levels, perceptual motor maturation, motor impairment and emotional behaviour were examined. Comparisons were made between screening and retest reading scores, (taken after 4 terms) using the boys as their own controls. Remedial Class SRR boys were compared with SRR boys remaining in mainstream classes. A chronological age control group of 9-year-olds where CA=RA, and a reading age control group of 7-year-olds where CA=RA were also used. Control SRR boys made greater gains in reading than remedial class boys. Reading age controls made greater gains than either SRR group. Adjusted gain scores indicated a mean loss for accuracy and comprehension in the remedial class and a loss for comprehension for SRR controls. Rate of reading gain (one year) was the same for all 9-year-old groups. Seven year olds advanced 15 to 18 months. Perceptual motor skills, motor impairment, and emotional indicators were not related to reading gains. Higher Verbal IQ scores were related to gains in reading comprehension, but not in conjunction with a higher degree of emotional disturbance. Nine year old SRR boys were developmentally similar to CA controls in perceptual motor development, and similar to RA controls in patterns of reading errors. They were behaviourally different from either CA or RA controls at the beginning of the study, but not significantly different at the end. SRR boys were significantly poorer than either CA or RA controls in control and coordination of upper limbs. In spite of intensive remediation, SRR children remained behind in reading and may always need a special curriculum.
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Xu, Tao. "Capturing the Epiphany of Time - A Bergsonian Reading of Virginia Woolf's Mrs Dalloway." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24024.
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Moorehead-Carter, Yvette M. "The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3901.
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Abstract
The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time.
The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading Inventory – 5 (QRI-5; Leslie & Caldwell, 2011) measured the following fluency components: Word Recognition in Isolation (WRI), both Correct Automatic and Total Number Correct, Word Recognition in Context (WRC), and reading rate, calculated as Words per Minute (WPM). Pretests and posttests for components of both assessments were compared using paired-samples t – tests. Data analyses of adapted ERAS mean percentage scores revealed a statistically significant decline in recreational reading attitude, no statistically significant difference in academic reading attitude, and a decline that approached significance in participants’ overall reading attitudes. QRI-5 scores revealed a statistically significant increase from pretest to posttest in WRI Correct Automatic, WRI Total Number Correct, WRC, and reading rate scores.
The after-school environment offered a viable option for SI ORF instruction and was free from restraints that can accompany high-stakes testing environments in the traditional school setting. Overall, participants were attentive and enthusiastic, particularly enjoying the singing and repeated lyrics components of the intervention.
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Boulware, Donald. "HIGH SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF BACKGROUND, TIME, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3202.
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ABSTRACT The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on ten key literacy coaching activities, and analyzed work factors related to student achievement in reading on the Florida Comprehensive Assessment Test. Although the literacy coaching role was one that was expanding in the United States through state funding initiatives, much about the role and its effectiveness were not known through the literature. A web-based survey system and purposive interviews were used to gather important data relevant to providing understandings about literacy coaches. Exploratory regression analyses using coaching activities and school performance measures were run to determine the existence of relationships. Qualitative analysis was employed to develop literacy coaching themes from survey responses, and all data were triangulated and used to develop case studies. Case studies provided narrative descriptions of all data in the context of individual schools and their coaches all embedded within case types as identified by prior year school letter grade. The results of the study showed an overwhelming amount of time was spent on other activities not related to literacy coaching. Assisting with test preparation was one reason for other activity assignment. Modeling of literacy strategies was reported as one of the more useful and influential activities, but few of the coaches in the study organized their time for this. Case studies provided rich context into the work lives of literacy coaches. Suggested uses for the study included the development of stronger professional development programs for school administrators in working with high school literacy coaches. Although literacy coaches were a well-trained group, more specific training is needed in the re-allocation of time so that more influential activities are pursued.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Breymaier, Susan M. "The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296.
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Kaya, Zahit Evren. "Time Synchronization In Measurement Networks." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12611585/index.pdf.
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AMR (Automatic Measurement Reading) applications usually require measurement data to be collected from separate locations. In order to combine the data retrieved from separate sources into a meaningful result, all sources should share a common time sense. Therefore, it is necessary to implement a synchronization scheme in measurement networks. In this thesis, a synchronization scheme which combines GPS (Global Positioning System) and two high accuracy WSN (Wireless Sensor Network) time synchronization algorithms will be proposed and evaluated. The synchronization accuracy of the proposed method is compared to the accuracy of NTP (Network Time Protocol) by simulation. This research work is fully supported by the Public Research Grant Committee (KAMAG) of TUBiTAK within the scope of National Power Quality Project of Turkey with the project No: 105G129.
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Shannon, Rene M. "The relationship between time in computer-assisted instruction and the increase in reading skills." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576354.
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Educational leadership appropriates significant amounts of money for technology in school budgets. Teachers must decide how to use technology to maximize student learning and make the most efficient use of instructional minutes. The purpose of this quantitative correlational study was to determine if a relationship existed between the amount of time students spent in a computer-assisted reading instruction program and the increase in reading skills as measured by an assessment of oral reading fluency. A Pearson Correlation analysis was used to determine the relationship between the amount of time 87 first-grade students spent in a computer-assisted reading instruction program and the increase in oral reading fluency test scores measured by the Dynamic Indicators of Basic Early Literacy Skills test (DIBELS). Numerical information for this study consisted of archived data from the 2010–2011 school year generated from the computer data bases of DIBELS and the Ticket to Read program. The Pearson Correlation analysis indicated a weak positive relationship between the variables. However, the weak coefficient of determination indicated that the correlation did not have any practical significance. This indication may imply that teachers should not allocate instructional minutes to computer-assisted instruction for the purpose of increasing oral reading fluency. Educational leaders may want to consider other technological interventions that may produce learning opportunities for young students to develop technological awareness and increase oral reading fluency at a reduced cost. Ninety-seven percent of the variance was unaccounted for indicating a need for further research with additional variables.
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Ruffner, Tacey L. "A study of time orientation, temporal integration and reading comprehension: Back to the future." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2940.
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Problem. Lower-track high school students' combination of poor reading comprehension, present time orientation and shortened temporal integration is an area that has been identified in a range of divergent literature, but little studied in terms of educational practice. Previous research into time orientation and temporal integration has failed to investigate a connection with reading comprehension. Purpose. The purpose was to determine if there is a relationship between time orientation, temporal integration, reading achievement/high school track level and reading comprehension. Procedures. Two measures, a Time Orientation Questionnaire and a Cloze Test of Reading Comprehension, previously identified and pilot tested, were employed. One class in each of four track levels (College Preparatory, General, Remedial and ESL) at two high schools was tested. The data were analyzed using descriptive and inferential statistics. Findings. The utility of the two measures was validated by this study. The data indicate that track placement affected 63% of the verb tense items reflecting time orientation on the Cloze Test, and 55% of the verb tense items reflecting temporal integration. The Cloze Test of Reading Comprehension differentiated among the four track levels of reading ability, and showed that there are temporal factors which are involved. These temporal factors have not been understood as elements which mediate between levels of reading comprehension. In addition, track placement affected 35% of the responses on the Time Orientation Questionnaire, which addressed future and present time orientations. Recommendations. The educational problem is how to accomplish temporal intervention by teaching about a broad range of temporality: (1) The teaching should focus on establishing a sense of the future, by starting from the present and incorporating the definite (past tense) and then the indefinite past (present perfect tense) in both teacher-student interactions and reading comprehension materials. (2) The primary vehicle is language and temporally-designed reading comprehension materials throughout the high school curriculum, indicating that a temporally-sophisticated curriculum can be designed to meet the needs of at-risk students.
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Vonder, Embse Charles Bernard. "An eye fixation study of time factors comparing experts and novices when reading and interpreting mathematical graphs /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733076121707.
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Heuston, Benjamin. "The Promise of Academic Learning Time in a Dose-Response Model of Early Reading Achievement." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2688.pdf.
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Thomson, Alexis 1863-1924. "Voyeurism and reading : narrative strategy in Anthony Powell's A Dance to the music to time." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60579.
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This thesis will argue that Anthony Powell's A Dance to the Music of Time is a work that can tell us much about our reading process. Powell uses a homodiegetic narrator to tell the stories of a vast array of characters over a large span of time. This narrator, Nicholas Jenkins, is, in the non-sexual sense of the word, voyeuristic. He watches and remembers the actions of others while only participating minimally. Widmerpool, the only other character to appear in all twelve volumes, is a voyeur in the sexual sense of the word. The defining feature of voyeurism is its fundamental asymmetry: the voyeur watches whilst remaining hidden and unseen. It will be argued that the reader is also involved in acts of voyeurism due to his/her asymmetrical relationship with the text. Although this equation of voyeurism and reading may seem to contradict recent reader-response critics, it will be argued that voyeurism is an apt description for the primary stage of reading.
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Hadley, Lauren Victoria. "Musical prediction in the performer and the listener : evidence from eye movements, reaction time, and TMS." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21009.
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Musical engagement can take many forms, from the lone pianist rehearsing in their study, to the headphone-wielding teenager on the bus, or even the orchestral musician on stage. Although much music research dissociates the performer from the listener (a differentiation starkly demonstrated in the layout of the concert hall), in this thesis I consider the performer and listener as two sides of the same coin. This thesis therefore empirically investigates musical prediction in the solo performer and the solo listener, then brings these together by investigating musical predictions in a turn-taking musical interaction. I begin by presenting a theoretical account of musical prediction. I propose a common mechanism to underlie predictions during both music performance and music listening, based on motor simulation of observed (seen or heard) music. This theory is developed from that of Pickering and Garrod (2013), and is suggested to span communicative joint action contexts. I then present three sets of experiments. In the first, I use eye-tracking to show that pianists incrementally process musical progressions during sight-reading. By measuring the rate of regression from an anomalous musical bar, I demonstrate that musicians look back to earlier portions of a melody more often when they read a bar that forms a less common musical progression than when they read a bar that forms a more common musical progression. This effect parallels that found for anomalous word reading in language, and provides a promising new paradigm through which to investigate music processing. In the second set of experiments, I use the timing of turn-end judgements to show that non-expert music listeners use tonality cues to predict the end of a musical solo. By presenting listeners with musical turns in two different styles: jazz improvisation or free improvisation, I show that the use of a tonal framework facilitates the accuracy of turn-end judgements. I confirm that this benefit is based on tonal information by filtering the extracts to either include or exclude pitch information. When pitch information is removed from the (tonal) jazz improvisations, turn-end accuracy falls. No such detriment is induced by removing pitch information for the (non-tonal) free improvisations, or by removing other spectral information. In the third set of experiments, I use transcranial magnetic stimulation (TMS) to investigate turn-taking. Turn-taking involves listening to a partner, predicting when they will end and hence when to come in oneself, and finally entering for one’s own part accurately. In my first experiment I apply TMS to the primary motor cortex and suggest that the predictability of a partner’s part modulates the timecourse of one’s own motor preparation. In my second experiment I apply TMS to the dorsal premotor cortex (involved in motor simulation) and demonstrate that when a partner’s part is in one’s own motor repertoire, the dPMC plays a causal role in the accuracy of one’s own performance. This involvement of the dPMC is consistent with motor simulation being used to predict a partner’s ending in a turn-taking context. Together this set of experiments explores prediction in music production and comprehension. My studies of music reading and music listening indicate that prediction is similar across comprehension domains. My studies of interaction indicate that comprehension may depend on production processes. I suggest that together my findings therefore imply that predictions made by performers and listeners are based on similar processes, and more specifically, that prediction during comprehension may involve motor simulation.
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Wiechern, Beth Justina. "Analysis of breathing during oral reading by young children with and without asthma using non-contact respiratory monitoring methods : a preliminary study of task and reading difficulty effects." Thesis, University of Canterbury. Health Sciences, 2014. http://hdl.handle.net/10092/10202.
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The aim of this research was to investigate the breathing patterns of children aged 5-9 years with asthma as they read aloud stories of increasingly difficulty. Participants were 11 children diagnosed with moderate to severe asthma recruited from an out-patient clinic and 11 gender- and age-matched controls recruited from local schools.
Non-contact respiratory monitoring methods were employed to yield acoustic recordings during three non-reading tasks and three reading aloud tasks which increased in difficulty. Measurements included breathing rate, pause time in speech, and time ratio between inspiration between inspiration and expiration (I/E ratio). Pauses that occurred during the reading tasks were classified as either occurring at grammatical junctions where pausing during oral reading would be expected, or at ungrammatical junctions, where pausing was associated with either needing to breath, a reading mistake and/or upon recognition of an unknown word. The acoustic measures were recorded using a free audio editor and recorder programme (Audacity version 2.0.3’) on a Notebook laptop with an inbuilt microphone.
The main result indicated that 82% of children with asthma breathed more slowly when reading books that were difficult for them, and this was negatively associated with asthma severity (p=0.046). The findings demonstrated that children with asthma appear to cope when reading more difficult materials by breathing more slowly, pausing for longer ([F(1, 16) = 5.454, p = 0.033]) and increasing expiration time.
The current research is the first of its kind and provides a base for future studies to investigate the relationship between breathing and the reading of children with asthma. Questions remain whether this relationship is related to low achievement in reading. Future research to confirm, disconfirm or otherwise is necessary to add to the sparse literature on the breathing of children with asthma while reading aloud.
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Winqwist, Therese. "Reading with Your Ears : A comparative study of reading and listening to Mark Haddon’s The Curious Incident of the Dog in the Night-Time." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5148.
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“Reading with Your Ears” is a comparative study of comprehension in reading a text versus listening to an audio book. The text excerpt is from Mark Haddon’s The Curious Incident of the Dog in the Night-Time and has been read or listened to by seventh-grade students. The results show that the readers understand more from the text since they can read at their own speed and see the pictures in the book. The listeners, on the other hand, seem unaccustomed to listening and have troubles focusing.
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Spence, M. Janet (Martha Janet). "A Study of the Changes Over Time in State Anxiety in a Computer-Assisted Instructional Program." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332029/.
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The purposes of this study were to analyze (1) the changes over time in the state anxiety level of children in a computer-assisted program of reading instruction and in classroom reading instruction, (2) the changes in state anxiety patterns as related to gender, achievement level, and ethnicity, and (3) the difference in anxiety levels of the students while in computer-assisted reading instruction and classroom reading instruction.
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Hayes, Danielle J. "Once upon a time the reference of story grammar units during parent-child story book reading /." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179436013.
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Thesis (M.A.)--University of Cincinnati, 2007.Title from electronic thesis title page (viewed July 19, 2007). Includes abstract. Keywords: literacy; story grammar units Includes bibliographical references.
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Silva, Marcos da. "The implications of time allocation and test-wiseness in a teste of reading comprehension in english." Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/89300.
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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.Made available in DSpace on 2012-10-22T19:13:30Z (GMT). No. of bitstreams: 1 231365.pdf: 3237569 bytes, checksum: 8cc8b351a5f347fc4ef60ca42d43e837 (MD5)
This study investigated the implications of time allocation and test-wiseness in an English reading test. Thirty EFL readers and 10 native English readers participated in the study. The issue of time allocation was investigated by having the participants take a reading test in two different conditions. In condition 1, participants had a set time limit to conclude their tests. In condition 2, they were allowed to spend as long as they needed to finish their tests. Although there was a tendency for the participants to have higher marks in the no time limit condition, the results showed no statistical significance for the intra-group comparisons. To investigate the implications of test-wiseness, a comparison was made between the mean scores of the only group of participants known to be highly familiar with the format of the test used in this study and the mean scores of each of the other groups in each condition. The results showed that the group which was under test-wiseness effects outperformed only one of the other groups, and only in terms of their mean time spent on the test, in one condition only. Further research is suggested, which may confirm the tendency found in this study in relation to time allocation. As to the issue of test-wiseness, the suggestion is that a treatment in test format familiarity is given to a group of participants, instead of the option to select a group expected to possess test-wiseness. Este estudo investigou as implicações de alocação de tempo e de perícia em teste num teste de compreensão de texto em inglês. Trinta leitores de inglês como língua estrangeira e dez leitores nativos de inglês participaram deste estudo. Para investigar a questão da alocação de tempo, os participantes fizeram um teste de leitura em duas condições diferentes. Na condição 1, eles tiveram um tempo limite para realizar o teste. Na condição 2, os participantes dispuseram de quanto tempo precisaram para concluir seus testes. Apesar de ter havido uma tendência para os participantes obterem notas mais altas ao realizarem os testes sem limite de tempo, os resultados não apresentaram significância estatística nas comparações intra-grupo. Para investigar as implicações de perícia em teste, foram comparadas as médias do único grupo de participantes que era altamente familiarizado com o formato do teste utilizado às médias de cada um dos demais grupos em cada condição. Os resultados mostraram que o grupo que estava sob os efeitos de perícia em teste foi superior a somente um dos demais grupos, somente em termos da média de tempo utilizado para a realização do teste, em somente uma das condições. Sugere-se mais pesquisa para verificar se a tendência observada neste estudo em relação à alocação de tempo é confirmada estatisticamente. Com relação à questão de perícia em teste, a sugestão é que seja dado tratamento no sentido de familiarizar um grupo com o formato de um teste, ao invés de optar-se por selecionar um grupo que se espere possuir tal conhecimento.
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Pritchard, Catherine Cutchins. "International elementary schools and interrupted students : a study of curriculum, pedagogically-engaged time and reading development." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10660.
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Includes bibliographical references (p. 130-142).This dissertation is concerned with the question of how reading development is influenced by the increase of pedagogically-engaged time amongst interrupted students within a particular curriculum. The study arose from observations that students of an interrupted educational background seemed to be achieving at a lower reading level than uninterrupted students - and thus, the study sought to establish the possible reasons and remedies for this problem. This study was primarily located at the American International School of Cape Town (AISCT), Cape Town, South Africa; and secondarily located at the Washington International School, Washington, D.C., United States of America.