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The Interactive and Combined Effects of Domain-Specific Knowledge and Strategic Knowledge on Reading ComprehensionGee, Eric J. 01 May 1997 (has links)
The literature in reading comprehension has demonstrated that both domain-specific knowledge and strategic knowledge are vital to good comprehension. However, few studies have actually compared the effects of the two types of knowledge on reading comprehension. Fewer studies have examined the effects of combining the two strategies even though cognitive theories indicate that true comprehension occurs when certain procedures act upon knowledge constructed from the text being read and "link" that knowledge with knowledge in the long-term memory.
This study compared subjects receiving strategic knowledge and content knowledge to subjects receiving strategic knowledge only, subjects receiving content-knowledge only, and a control group. Subjects were 9- and 10-year-old students in four fourth-grade classrooms. The design was a pretest-posttest quasi-experimental design. Subjects were given the comprehension and verbal subtests of the Stanford Achievement Test. Based on these tests, subjects were identified as high- or low-ability readers. In addition, they were given a comprehension pretest designed by the instructor before intervention began. The intervention took place over a 4-week period and consisted of a different series of lessons presented by an independent instructor. After the intervention, subjects took the posttest. SAT subtest scores and pretest scores were used as covariates in the final analysis.
Results showed a decrease in the posttest means and no differences among the four experimental groups. Lack of findings was attributed to several factors, including lack of interest in the reading material on the comprehension tests and brevity of the intervention.
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AN EVALUATION OF A PARENT-DELIVERED DIALOGIC READING INTERVENTION IN THE HOME WITH YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDERUnknown Date (has links)
Children with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young children with and without language impairments prior to formalized schooling.
This study utilized a single subject repeated acquisition design to evaluate the effect of a parent-delivered dialogic reading intervention on the independent and accurate responding of preschool children with ASD. Overall, results showed that the dialogic reading intervention was highly effective for increasing the independent and accurate responding for two of the three participants; however minimally effective for the third.
Although the parent participants demonstrated varying levels of procedural fidelity to the dialogic reading procedures, they perceived the intervention to be both feasible and effective when implemented with their preschool children with ASD. Limitations and implications for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection
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Developmental Approaches to Reading Comprehension in Children with Reading Difficulties.Kingham, Patricia Hope January 2003 (has links)
Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.
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A study to examine the informal teaching of syntatic structures to grade 8 students to improve reading comprehensionKnudsen, Paul, n/a January 1976 (has links)
Kenneth Goodman's view of the reading process
suggests that the reader utilizes three cue systems
(grapho-phonic, semantic and syntactic) in obtaining
meaning from the visual array. The study was
designed to explore means by which first year high
school students could be taught syntax informally
to facilitate their utilization of syntactic cues
in reading. The literature was reviewed to provide
an understanding of those syntactic structures
which were likely to present difficulty and to
discover theoretically sound bases for teaching
strategies. Because of the absence of data on
Australian students in the first year of secondary
school, a survey of the Grade 8 population of a
large metropolitan high school was undertaken.
This survey linked syntactic knowledge to scores
obtained on a standardized test of reading comprehension.
Suggestions on the informal teaching of grammar were
then proposed.
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Effective reading for senior high schools in TaiwanLi, Te-yuan, n/a January 1992 (has links)
Reading has always received a great deal of
attention at both junior and senior high schools in
Taiwan. However, reading ability of English after six
years' learning is not satisfactory. The main problem is
that students do not read for the main idea nor for the
relationships between sentences. In addition, English
reading skills, even at the college level, are limited to
referring to the dictionary and analyzing sentence
structures. The purpose of the present study is to
explore this area; in particular, to determine the causes
of and to provide solutions to the problem of reading
difficulty by conducting a content analysis.
This study focuses on a content analysis in four
areas:(1) Analysis of reading comprehension questions,
(2) analysis of gradation of readability, (3) analysis of
gradation of structures, and (4) comparison of cohesive
ties between Chinese and English written texts using
similar topics.
The text samples to be examined included two areas:
(1) Book Six of The Standard English Textbook. This is
the final volume of the series currently prescribed for
senior high schools in Taiwan, and (2) three texts
written in Chinese and English, with similar topics. It
is hoped that some implications will be drawn from this
study for improving the effectiveness of teaching reading
in English at the secondary level in Taiwan.
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Effects of phonological awareness instruction on pre-reading skills of preschool children at-risk for reading disabilitiesHsin, Yi-Wei, January 2007 (has links)
Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 192-211).
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Individual differences in susceptibility to the effects of speech on reading comprehensionHalin, Niklas January 2009 (has links)
<p><p>Previous research has indicated that meaningful background speech affects individuals reading comprehension performance differently and that this difference is related to working memory capacity. But what mechanism in working memory that is involved is not well understood. The present study’s main purpose was to investigate if individual differences in susceptibility to effects of speech on reading comprehension are moderated by working memory capacity as measured by the number updating task and two different mechanisms within this construct; delayed suppression (i.e. the inhibition of information that once was task-relevant but no longer is) and immediate suppression (i.e. the inhibition of processed but irrelevant information, while withholding attention focused on the to-be-recalled task-relevant items). Forty participants performed a number updating task and a reading comprehension task in silence and with meaningful background speech. The results indicated that the immediate suppression mechanism moderates the effects of background speech on reading comprehension. Those who can’t handle the interference from the background speech let the task-irrelevant information interfere with the ongoing cognitive task and therefore are more likely to be distracted by the background speech while reading a text.</p></p>
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The accelerated reader program and students' attitude towards readingFocarile, Deborah Ann. Sharp, Patricia Tipton. January 2005 (has links)
Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographical references (p. 91-96).
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Non-orthographic consonant cluster manipulation by good and poor spellers /Power, Luke, January 2005 (has links)
Thesis (M.A.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 78-81.
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Individual differences in susceptibility to the effects of speech on reading comprehensionHalin, Niklas January 2009 (has links)
Previous research has indicated that meaningful background speech affects individuals reading comprehension performance differently and that this difference is related to working memory capacity. But what mechanism in working memory that is involved is not well understood. The present study’s main purpose was to investigate if individual differences in susceptibility to effects of speech on reading comprehension are moderated by working memory capacity as measured by the number updating task and two different mechanisms within this construct; delayed suppression (i.e. the inhibition of information that once was task-relevant but no longer is) and immediate suppression (i.e. the inhibition of processed but irrelevant information, while withholding attention focused on the to-be-recalled task-relevant items). Forty participants performed a number updating task and a reading comprehension task in silence and with meaningful background speech. The results indicated that the immediate suppression mechanism moderates the effects of background speech on reading comprehension. Those who can’t handle the interference from the background speech let the task-irrelevant information interfere with the ongoing cognitive task and therefore are more likely to be distracted by the background speech while reading a text.
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