Thesis (M.A.)--Northern Michigan University, 2009. / Bibliography: leaves 34-36.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 47-49).

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [121]-129).

This study addresses the question of the necessity of propositional content in children's comprehension of speech acts. In investigating this aspect of communicative competence in children the study considered the relative importance of age (3, 4), context (Requests, Questions, and Offers), and quantity of propositional content. Two factorial experiments were conducted in which 54 three and four-year-old children were administered a discrimination task, where, through puppet play, contexts were constructed for utterances in order to simulate particular speech acts. Judgments of the illocutionary force of such contexts were elicited by having children decide which one of two paraphrased utterances matched the stimulus utterance. Quantity of linguistic information in the stimulus presentations was progressively reduced. While younger children's performance was relatively unaffected by the reduction of linguistic information, the older children's discrimination of speech acts was relatively adversely affected. These findings were supported by additional data from an elicited imitation task and spontaneous responses. A developmental shift is proposed, from more direct context-dependent strategies of speech act processing to a later more linear or text-dependent approach linked to developing linguistic awareness. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Thesis (M. Phil. Ed.)--Faculty of Education and Social Work, University of Sydney, 2006. / Title from title screen (viewed 5th June, 2007). Submitted in fulfilment of the requirements for the degree of Master of Philosophy in Education to the Faculty of Education and Social Work. Degree awarded 2006; thesis submitted 2005. Bibliography: leaves 256-263. Also issued in print.

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by Cheung Shuk Fan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 135-146). / by Cheung Shuk Fan. / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.x / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.3 / Chapter CHAPTER 2 --- THEORETICAL FRAMEWORK / Chapter 2.1 --- Macrostructure Theory --- p.4 / Chapter 2.1.1 --- Text Processing --- p.4 / Chapter 2.1.2 --- Microstructure of Discourse --- p.6 / Chapter 2.1.3 --- Macrostructure of Discourse --- p.7 / Chapter 2.1.4 --- Macrorules --- p.8 / Chapter 2.1.5 --- Macro-operators --- p.9 / Chapter 2.1.6 --- Factors affecting Comprehension and Inference Processing --- p.10 / Chapter 2.2 --- Anderson's ACT Production Theory --- p.14 / Chapter 2.2.1 --- Memories and Knowledge Representation --- p.14 / Chapter 2.2.2 --- Psychological Processes --- p.16 / Chapter 2.2.3 --- Activation --- p.16 / Chapter 2.2.4 --- Cognitive Skills Acquisition --- p.17 / Chapter 2.2.5 --- Comprehension and Inference Processing under the ACT --- p.19 / Chapter CHAPTER 3 --- REVIEW OF LITERATURE / Chapter 3.1 --- Review on Self-Questioning Instructional Research --- p.25 / Chapter 3.1.1 --- Active Processing Theory --- p.25 / Chapter 3.1.2 --- Metacognitive Theory --- p.26 / Chapter 3.1.3 --- Schema Theory --- p.28 / Chapter 3.2 --- Studies on Instructional Strategies in Self-Questioning Research --- p.30 / Chapter 3.2.1 --- Types of Intervention Training adopted by Self-questioning Research --- p.30 / Chapter 3.2.2 --- Review of Studies on Instructional Strategies --- p.33 / Chapter 3.2.3 --- Instructional Processes --- p.38 / Chapter 3.3 --- Variables in Self-Questioning Research --- p.41 / Chapter 3.3.1 --- Types and Frequency of Questions --- p.42 / Chapter 3.3.2 --- Demand Task --- p.45 / Chapter 3.3.3 --- Text Control --- p.46 / Chapter 3.3.4 --- Assessment Formats --- p.49 / Chapter 3.4 --- Methodological Considerations in Self-Questioning Research --- p.50 / Chapter CHAPTER 4 --- METHODOLOGY / Chapter 4.1 --- Research Questions --- p.52 / Chapter 4.2 --- Variables and Hypotheses --- p.52 / Chapter 4.2.1 --- Variables --- p.52 / Chapter 4.2.2 --- Null Hypotheses --- p.53 / Chapter 4.3 --- Subjects --- p.54 / Chapter 4.4 --- Materials --- p.56 / Chapter 4.4.1 --- Readability Level of the Materials --- p.56 / Chapter 4.4.2 --- Interrater Reliability of Texts --- p.58 / Chapter 4.4.3 --- "Passages for Pretest, While-test and Posttest" --- p.59 / Chapter 4.4.4 --- Passages for Training --- p.61 / Chapter 4.4.5 --- Comprehension Questions --- p.62 / Chapter 4.5 --- Procedure --- p.62 / Chapter 4.5.1 --- Pretest --- p.63 / Chapter 4.5.2 --- The Training Program --- p.63 / Chapter 4.5.3 --- Posttest --- p.67 / Chapter 4.6 --- Data Collection --- p.68 / Chapter 4.6.1 --- Comprehension Scores --- p.68 / Chapter 4.6.2 --- Number and Types of Self-Questions --- p.70 / Chapter 4.7 --- Scoring for Comprehension Questions --- p.71 / Chapter 4.8 --- Data Analysis --- p.72 / Chapter 4.9 --- Limitations --- p.73 / Chapter CHAPTER 5 --- RESULTS / Chapter 5.1 --- Self-questioning Effects on Comprehension --- p.75 / Chapter 5.1.1 --- Results on Comprehension during While-test --- p.76 / Chapter 5.1.2 --- Results on Comprehension during Posttest --- p.82 / Chapter 5.1.3 --- A Summary of Self-questioning Effects on Comprehension --- p.86 / Chapter 5.2 --- Self-questioning Effects on Inference Generation --- p.87 / Chapter 5.2.1 --- Results on Inference Generation during While-test --- p.88 / Chapter 5.2.2 --- Results on Inference Generation during Posttest --- p.92 / Chapter 5.2.3 --- A Summary of Self-questioning Effects on Inference Generation --- p.96 / Chapter 5.3 --- Correlation between Comprehension and Inference Scores --- p.97 / Chapter 5.3.1 --- Correlation among Comprehension Scores --- p.98 / Chapter 5.3.2 --- Correlation among Inference Scores --- p.98 / Chapter 5.3.3 --- Correlation between Comprehension and Inference Scores --- p.99 / Chapter 5.3.4 --- A Summary --- p.100 / Chapter 5.4 --- The Effects of Nature and Levels of Self-questions on Comprehension and Inference Processing --- p.100 / Chapter 5.4.1 --- Distribution of Self-questions classified by Nature and Levels --- p.101 / Chapter 5.4.2 --- Nature of Self-questions and Comprehension and Inference Processing --- p.105 / Chapter 5.4.3 --- Levels of Self-questions and Comprehension and Inference Processing --- p.109 / Chapter 5.4.4 --- A Summary on Nature and Levels of Self-questions --- p.113 / Chapter CHAPTER 6 --- DISCUSSION / Chapter 6.1 --- Comprehension Monitoring Strategies and Self-questions --- p.116 / Chapter 6.2 --- Comprehension and Inference Processing in Reading --- p.117 / Chapter 6.3 --- Effects of Self-questions on Comprehension and Inference Processing --- p.119 / Chapter 6.3.1 --- The Effects of the Self-questioning Training Program --- p.119 / Chapter 6.3.2 --- Nature of Self-questions and Comprehension and Inference Processing --- p.122 / Chapter 6.3.3 --- Levels of Self-questions and Comprehension and Inference Processing --- p.125 / Chapter 6.4 --- Length of Passage and Comprehension and Inference Processing under the Effects of Self-questions --- p.127 / Chapter CHAPTER 7 --- CONCLUSION / Chapter 7.1 --- Summary of Findings --- p.129 / Chapter 7.2 --- Implications of Findings --- p.130 / Chapter 7.2.1 --- Self-questioning Intervention --- p.130 / Chapter 7.2.2 --- Comprehension and Inference --- p.132 / Chapter 7.2.3 --- Student-generated Questions --- p.133 / Chapter 7.3 --- Future Directions --- p.134 / REFERENCES --- p.135 / APPENDICES / Appendix A 19 Narrative texts --- p.147 / Appendix B Readability Evaluation Form --- p.156 / Appendix C 13 texts in cloze form --- p.159 / "Appendix D Pretest, While-test and Posttest passages with Comprehension Questions" --- p.166 / Appendix E Opinion Survey Evaluation Form --- p.180

Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographical references (p. 91-96).

Middle School represents a period of transition for the students. This transition is present not only in physical change, intellectual change, and emotional change, but also in terms of the type of reading instruction these students receive. One approach to reading instruction moves from a direct approach focusing on specific skills, to a functional approach of how to apply those skills in the content area classroom. The latter approach is process oriented, and focuses on learning the content by reading and participating in relevant learning activities. The focus of this study was to examine the interaction which takes place among textbooks, instructors, and students in the area of Social Studies within selected middle schools. Three phases were involved in this study. Phase one: Grade six Social Studies textbooks were evaluated using the Singer Reading Inventory, which evaluates the areas of organization, explication, conceptual density, metadiscourse, and instructional devices within a given textbook. Phase two: Visitations to five middle school Social Studies classrooms were conducted over an eight week period in an effort to determine the types of instructional strategies employed by teachers. Phase three: Academic achievement was measured by publisher provided examinations, teacher prepared examinations, or an aggregate of daily scores. Hypothesis one: Social Studies textbooks which are more considerate will result in greater student achievement. This hypothesis was rejected. The achievement of students was inversely related to the results of the evaluation of the textbooks as determined by the Singer Reading Inventory. The rejection of this hypothesis must be qualified in terms of the content the subareas of the Singer Reading Inventory measured, and the type of information the student had to acquire in order to perform well academically. Hypothesis two: Teachers who employ more strategies which are of a functional process approach will enhance student achievement in the content areas. This hypothesis was retained. The preceeding findings may be partially explained by considering the possibility that some classroom instructors compensate for the inadequacies of textbooks by providing more effective strategies and activities which enhance the interaction of information exchange within the classroom. / Graduation date: 1990

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 124-131). Also available for download via the World Wide Web; free to University of Oregon users.