Tesis sobre el tema "Reading"
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Naughton, Rosemary. "Multiple readings in multiple choice reading tests: A study of year 11 students' reading practices of a multiple choice reading test". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.
Texto completoArmstrong, Nancy Jane. "Reading girls reading pleasure : reading, adolescence and femininity". Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/661.
Texto completoHann, Fergus Michael. "The Effect of Choice on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and Reading Performance". Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502213.
Texto completoEd.D.
Over the last decade, the idea of providing students with choices in their learning experience has attracted academic interest (Flowerday & Shraw, 2000; Katz & Assor, 2007; Patall, Cooper, & Robinson, 2008). Although some previous research has suggested that choice is beneficial to language learning, other research has indicated that choice has negligible (Iyengar & DeVoe, 2003) or even damaging effects (D’Ailly, 2004; Stefanou, Perencevich, DiCintio, & Turner, 2004) on language acquisition. Considerable differences in the focuses of previous research can explain the conflicting results of these choice studies (Iyengar & DeVoe, 2003; Schwartz, 2004); however, researchers agree that choice is closely associated with motivation (Stefanou et al., 2004). For instance, various motivational models, such as self-determination theory (Deci & Ryan, 2000), include the concepts of choice, autonomy, and control as key elements of intrinsic motivation and performance. This study had three main purposes, the first of which was to quantitatively examine the relationships among Reading Anxiety, Autonomy, Interest, Reading Self- Efficacy, and Reading Proficiency in Japanese EFL students in a first-year pre-intermediate reading course. The second purpose was to quantitatively examine the effect of having No Choice, Option Choice, and Active Choice (Reeve, Nix, & Hamm, 2003) on Reading Anxiety, Reading Autonomy, Reading Interest, Reading Self-Efficacy, and reading performance over one academic year in a foreign language reading curriculum. The final purpose was to qualitatively corroborate and support the quantitative findings through a series of structured interviews based on students’ beliefs and attitudes toward the provision of choice in the reading curriculum. A quantitative quasi-experimental design supported by a qualitative phenomenological component was used during the year-long longitudinal study with 201 first-year Japanese EFL students at a private university in Japan. Nine intact classes were randomly assigned into three groups: No Choice (n = 66), Option Choice (n = 67), and Active Choice (n = 68), as defined by Reeve et al. (2003). Affective Variable Questionnaires were administered to measure the levels of Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy before, during, and after a 32-week treatment. The results of reading performance measures, including Vocabulary Definition and Vocabulary in Context quizzes, Intensive Reading tests, Extensive Reading quizzes, Timed Reading assignments, Composite TOEFL, and TOEFL Reading component scores were tracked over the academic year. The results showed low to medium Pearson correlations ranging between r = - .39 to r = .29 among Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Self-Efficacy. In addition, a stable, significant relationship was found between Reading Self-Efficacy and Reading Proficiency, as measured by students’ TOEFL scores and TOEFL Reading Component scores at the start and end of the academic semester. Initially, no such relationship was found between Reading Anxiety, Reading Autonomy, Reading Interest, and Reading Proficiency. However, by the end of the academic year, significant correlations were found among the Reading Autonomy, Reading Interest, Composite TOEFL, and TOEFL Reading component scores. The results indicated significant changes in the affective variables within each group over the academic year. Over the year, significant decreases in Reading Anxiety, and significant increases in Reading Self-Efficacy in each of the three groups were particularly salient. In addition, there were significant changes in many of the Reading Performance measures for each of the groups; however, only the Active Choice group had significant changes in all seven Reading Performance measures over the year. In terms of the effect of choice on the affective variables, students in both the Active Choice and the Option Choice groups had significantly higher Autonomy gains than students in the No Choice group over the academic year. Thus, giving students any type of choice in their reading curriculum exerted a positive effect on Reading Autonomy. With regards to the effect of choice on reading performance, mixed results were found in the reading components among the three groups. First, in the Intensive Reading and Timed Reading components, students in the Active Choice group performed significantly better than students in the Option Choice and No Choice groups. This finding indicated that when choice is given to students, it is necessary that the locus of control be with the student. With respect to Vocabulary Definitions and Vocabulary in Context components, both the Active Choice and Option Choice groups had significantly higher scores than the No Choice group. In other words, any choice was considered better than no choice. The type of choice had no effect on the Vocabulary components. In Extensive Reading, the Active Choice group significantly outperformed the No Choice group in the Extensive Reading quizzes; however, the Option Choice group was not significantly different from the other two groups. The results indicated that only autonomous choice led to greater self-determination, and increases in performance. Finally, no differences were found among the three groups in the Composite TOEFL scores and the TOEFL Reading component scores. The quantitative findings were corroborated by interviews with 18 students with a wide range of motivation and reading performance, as measured by the Affective Variables Questionnaire and the reading performance measures. The students were interviewed about the treatment process and their feelings about having choice in the reading curriculum. Common themes derived from the interview data indicated that choice affected students’ sense of Reading Autonomy. A common pattern emerged from the data indicating that students in the Active Choice group with lower levels of affect and reading performance were less comfortable making choices than students with higher levels of affect and reading performance abilities. Additionally, students in the No Choice group with higher levels of affect and reading performance were frustrated by the lack of choice in the reading course. The study contributed four unique points to the field of choice in language learning. First, choice was found to increase students’ sense of Reading Autonomy, a key component in intrinsic motivation and successful learning (Littlewood, 1999). Next, having any type of choice was found to be beneficial in Vocabulary acquisition. Moreover, only autonomous choice was found to be advantageous in the more complex tasks of Intensive Reading, Extensive Reading, and Timed Reading. Finally, the benefits of choice did not extend to performance on the Composite TOEFL and TOEFL Reading components. The testing environment and the lack of choice available in standardized testing were demotivating and contributed to a decrease in reading performance. The mixed results of this study indicate that choice is a complex phenomenon. The field of choice in education and language learning offers a wealth of teaching and research possibilities for future study.
Temple University--Theses
Eckhoff, Teri L. "The effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading program". Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3952.
Texto completoThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.
Baier, Rebecca J. "Reading comprehension and reading strategies". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005baierr.pdf.
Texto completoMiddleton, Margaret E. "Reading Motivation and Reading Comprehension". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313166336.
Texto completoRobinson, Teresa Lynn Davis. "Reading aloud: Shaping reading attitudes". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/715.
Texto completoMiller, Mirtha Elena 1957. "Reading Workshop: Effects on reading comprehension and attitudes toward reading". Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291756.
Texto completoKnebel, Sarah Ann. "The Comparative Effects of Sustained Silent Readings and Repeated readings on Reading Fluency and Comprehension of Students At-Risk for Reading Failure". The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396347739.
Texto completoTikka, Piiastiina. "Reading on small displays : reading performance and perceived ease of reading". Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/14788/.
Texto completoComorau, Nancy Alla. "Postcolonial refashionings reading forms, reading novels /". College Park, Md. : University of Maryland, 2009. http://hdl.handle.net/1903/9951.
Texto completoThesis 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.
Abrahams, Shathley Q. "Sedimentations : reading genre, reading across genre". Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7815.
Texto completoThis thesis argues for, citing the example of four novels published at or near to the millennium, the establishment of antirely new genre. But implicit in this is an investigstion into what is meant by term 'genre'. Further the nature of these novels makes central the way in which these novels should be grouped over the grouping itself.
Thompson, Meri Dawn. "Authentic reading assessment: The reading portfolio". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1134.
Texto completoProtopsaltis, Aristidis. "Reading in Web-based hypertexts : cognitive processes strategies and reading goals". Thesis, University of Westminster, 2006. https://westminsterresearch.westminster.ac.uk/item/92701/reading-in-web-based-hypertexts-cognitive-processes-strategies-and-reading-goals.
Texto completoDunser, Maria L. "READING NATURE, READING EVE: READING HUMAN NATURE IN JOHN MILTON'S PARADISE LOST". MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04032008-144046/.
Texto completoBurrows, Lance Paul. "THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/199091.
Texto completoEd.D.
This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the participants' perceptions of the utility of extensive reading and reading strategies, and how those perceptions related to reading self-efficacy were investigated. A final goal was to ascertain how retrospective ratings of reading self-efficacy influence current levels of the construct. The participants (N = 322) were first and second-year, non-English majors at a four-year, co-educational university in Osaka, Japan. The participants were divided into four groups: an intensive reading group (control group), an extensive reading group, a reading strategies group, and an extensive reading/reading strategies group. Data for the study were obtained from six major sources: a reading comprehension test, a reading strategy test, a reading self-efficacy questionnaire, a perceived utility of extensive reading questionnaire, a perceived utility of reading strategies questionnaire, and a sources of reading self-efficacy questionnaire. The questionnaires and tests were administered three times over the course of the academic year. Before conducting the quantitative analyses on the data gathered with the above instruments, the dichotomous test and questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the instruments and to transform the raw scores into equal interval measures. By employing MANOVAs, ANOVAs, Latent Growth Curve Modeling, and Pearson correlation coefficients, the data were then analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results showed that the participants in the reading strategies and extensive reading/reading strategies groups gained significantly more in reading self-efficacy over the academic year than those in the extensive reading and intensive reading groups. In addition, all three experimental groups outperformed the intensive reading group in reading comprehension. Furthermore, results from the latent growth curve model showed that gains in reading self-efficacy were related positively to gains in reading comprehension. In a similar vein, the results showed that gains in reading strategy skill led to changes in reading self-efficacy, while reading amount was not significantly related to changes in reading self-efficacy. The results also suggested that those who more highly regard extensive reading as useful to improving reading comprehension exhibited higher levels of reading self-efficacy over the course of the study. On the contrary, there was no significant difference in levels of reading self-efficacy between those who highly rated reading strategies as useful and those who did not rate them as highly. Finally, Pearson correlation coefficients showed moderately strong relationships between junior high and high school (retrospective) levels of reading self-efficacy and university (current) levels. These results underscore the importance of self-efficacy in the learning process and how the cultivation of self-efficacy should be a goal of any educator or administrator in an EFL context. The findings also highlight the detrimental effects of teaching methodologies, such as grammar-translation, that deprive learners of the opportunity to develop their own cognitive abilities. With the introduction of reading strategy intervention and/or extensive reading practice, the participants in the experimental groups of this study were able to develop the skills needed to overcome comprehension breakdowns in the reading process, and this help them become more autonomous, empowered readers.
Temple University--Theses
Dunser, Maria Lynn. "Reading nature, reading Eve reading human nature in John Milton's Paradise Lost /". Master's thesis, Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04032008-144046.
Texto completoDillon, Andrew, Cliff McKnight y John Richardson. "Reading from paper versus reading from screens". Oxford Journals, 1988. http://hdl.handle.net/10150/105086.
Texto completoVillagomez, Delia. "Mini shared reading: A mediational reading strategy". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1761.
Texto completoMundy, Charlotte Anne. "Reading First Reading coaches' interpretations and enactments of their role as reading coach". [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024886.
Texto completoAdams, Wandaleen. "Comparative Study of Reading First Schools Reading Achievement to Non-Reading First Schools". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1303.
Texto completoWang, Min-Tzu. "Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation". [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041084.
Texto completoBloomquist, Christy L. "An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment". DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5667.
Texto completoCartrette, Cassandra Hilburn. "Reading first and scientifically based reading research programs : answers to North Carolina's reading problems /". Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/cartrettec/cassandracartrette.pdf.
Texto completoTakakjian, Cara Elizabeth. "The Italian Graphic Novel: Reading Ourselves, Reading History". Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11002.
Texto completoRomance Languages and Literatures
Alshairawi, Isra. "Digital Reading versus Print Reading in The Classroom". Thesis, Malmö universitet. Ämneslärare åk 7-9. Första ämne: Engelska, Andra ämne: svenska som andraspråk, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41961.
Texto completoFrank, Ina y Emma Åsälv. "Lässtrategier för läsförståelse : Reading strategies for reading comprehension". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39766.
Texto completoBartlett, Brian Michael. "Computerized reading assessment using the star reading software". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2527.
Texto completoEvans, David Cenydd Lloyd. "Reading neuroscience : ventriloquism as a metaphor for multiple readings of self". Thesis, University of Plymouth, 2006. http://hdl.handle.net/10026.1/1729.
Texto completoNg, Yin-ting Irene y 吳燕婷. "Reading 'heterology'". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31953669.
Texto completoGoodman, Lesley Anne. "Indignant Reading". Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10980.
Texto completoJacob, Benjamin. "Reading obscenity". Thesis, University of York, 2003. http://etheses.whiterose.ac.uk/14059/.
Texto completoDiez, Alejandro. "Reading Fuenzalida". Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/80349.
Texto completoThis article offers a brief account of Fernando Fuenzalida’s intelectual trajectory. His anthropological research can be tracked along several stages that show a series of transformations in society, as well as in the subject of analysis, and interpretation, and in his approach to the subject-matter. Throughout four decades he switches from an ethnographic approach centered on culture to approaches that give more importance to political and social transformation. In recent years he returns to global and cultural topics.
Keith, Karin, Renee Rice Moran, Huili Hong y LaShay Jennings. "Reading UPSTREAM". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1007.
Texto completoNg, Yin-ting Irene. "Reading 'heterology'". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262087.
Texto completoJennings, LaShay. "Close Reading". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3450.
Texto completoOjwaya, Jael A. "Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge". Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752.
Texto completoAmspaugh, Leigh Ann. "Effects of Student Choice on Delayed Reading Comprehension and Reading Fluency Across Three Reading Interventions". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155528364333277.
Texto completoJanes, Jill L. "Families, motivation, and reading pre-adolescent students and their reading motivation and family reading habits /". [Ames, Iowa : Iowa State University], 2008.
Buscar texto completoArizpe, Evelyn. "Reading response : the reading processes of adolescent reluctant readers". Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321327.
Texto completoDunlop, Kirsten. "Rhetoric and the city : reading Alberti, reading urban design". Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302090.
Texto completoDu, Plooy Annelie. "Reading strategies for effective reading comprehension / Annelie du Plooy". Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9959.
Texto completoThesis (MEd (Vakdidaktiek))--PU vir CHO, 1996
Pearce, F. "Reading/reading theory : Durkheim on social order and disorder". Thesis, University of Essex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332758.
Texto completoMorris, Janine. "Contexts of Digital Reading: How Genres Affect Reading Practices". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459243445.
Texto completoRudolf, Sloane Bailey. "A Naturalistic Test of Silent Reading and Reading Comprehension". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586710401431423.
Texto completoBeers, Scott F. "Reading fluency and adolescent students' reading processes during writing /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.
Texto completoDwyer, Edward J. y Valda Reed. "Effects of Sustained Silent Reading on Attitudes Toward Reading". ScholarWorks at WMU, 1989. https://scholarworks.wmich.edu/reading_horizons/vol29/iss4/9.
Texto completoDominick, Mary E. "A reading program for reading specialists in primary grades". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/728.
Texto completoYAMASHITA, JUNKO. "Influence of L1 Reading on L2 Reading : Different Perspectives from the Process and Product of Reading". 名古屋大学大学院国際言語文化研究科, 2002. http://hdl.handle.net/2237/7964.
Texto completoChang, Shu-chieh y 張淑婕. "The influences of Dialogic Reading and Flashcards Readingon Children’s Reading Ability and Interest". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/39813771491485471002.
Texto completo國立臺南大學
幼兒教育學系碩士班
101
This study discusses the influence of "Dialogic Reading" and "Flashcards Reading" on the reading ability and interest of children. The research method the study applies is "pretest-posttest control group design". The object of study is 28 children of the top class in a public kindergarten in Tainan City. They were divided randomly into the experimental group and the control group. A week before the experiment, the children of these two groups received the pretest of PPVT-R (Peabody Picture Vocabulary Test-Revised) Form L, Preliminary Graded Chinese Character Recognition Test, target words in sketchbook test, and reading attitude test. The experiment lasted for ten weeks. A week later after the experiment, the children of two groups received the posttest of the four tests given above and story comprehension test in order to know the difference between the pretest and posttest of vocabulary comprehension, story comprehension, characters recognition ability and reading interest. One and a half months later, a tracking test of the five tests above was applied for the difference of abilities listed above that the children in these two groups had and for whether the test results possessed continued influences. The data was collected and analyzed by means of ANCOVA, t-test. The study results are as follows: 1. The flashcard group improved recognizing characters in sketchbooks, which was better than the dialogic group and the influence continued. 2. The flashcard group improved recognizing Chinese characters better than the dialogic group, but it had no continuous influence. 3. The dialogic group improved vocabulary comprehension better than the flashcard group and the influence continued. 4. The dialogic group improved story comprehension ability better than the flashcard group and the influence continued. 5. The dialogic group improved reading interest better than the flashcard group and the influence continued.