Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 168-178).

Thesis (M.S. in Education)--Shenandoah University, 2004. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 201-219). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

No description available.

The purpose of this study was to determine the effect of written prequestioning on the reading comprehension of fifth grade students. The sample for this study consisted of 144 fifth grade students randomly selected from six elementary schools in Muncie, Indiana. These students ranged in reading ability from 3.0 to 9.0 on the reading subtest of the Iowa Test of Basic Skills.The 144 students were randomly assigned to one of two groups. Half of the students (question-read-question group) received questions to guide their reading prior to each of the reading selections, while the other half (read-question group) did not. The two groups were equated on the basis of (1) levels of reading ability and (2) on the basis of sex.The reading material used in this study consisted of three reading passages. Each of the passages was approximately 1025 words in length. The passages were judged to be at the fourth, fifth, and sixth grade reading levels. Twenty multiple choice questions over each of the reading passages were constructed. The questions were classified as recall, inference or evaluative types of comprehension questions according to Barrett's taxonomy. The reliability coefficients (KR-20) for the three tests were .73 for the fourth grade questions, .74 for the fifth grade questions, and .76 for the sixth grade questions.Seven indices of comprehension were used with the reading materials. These seven indices were measures of: (1) total of all the materials, (2) the recall questions, (3) the inference questions, (4) the evaluative questions, (5) the fourth grade reading level materials, (6) the fifth grade reading level materials, and (7) the sixth grade reading level materials. Mean scores for the seven indices of comprehension were computed for the total sample, male, female, high reading ability students, average reading ability students, and low reading ability students. Comparisons of these mean scores were obtained by the utilization of the statistical technique of analysis of variance.Twenty-one null hypotheses were tested at the .05 level of confidence to ascertain the effect of prequestioning on the reading comprehension of the students taking part in the study.No significant differences were found among any of the mean scores of the seven indices of comprehension for the total sample, male, female, high reading ability students, average reading ability students, or low reading ability students. Nor were any interactions found between the two groups and the factors of sex, reading ability, and question type.It was concluded from the results of the analysis of data that the prequestioning technique utilized in this study had no significant effect on the reading comprehension of the fifth grade students.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Elizabeth Chiseri-Strater; submitted to the Dept. of English. Title from PDF t.p. (viewed Aug. 12, 2009). Includes bibliographical references (p. 142-147).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 229-242).

"A survey made by The Committee on Diagnostic Reading Tests, Inc. during the spring of 1950 shows that only about one eighth of the classroom teachers know how to give individualized instruction to students who have difficulty with reading. The writer is one of the group of teachers who does not know how to give this type of instruction to secondary students"--Introduction. / "August, 1952." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 47-48).

"There is no stage in a person's growth and development when he can say: 'I have mastered reading.' In fact, 'Learning to read,' as the philosopher-poet Goethe aptly said when he was eighty, 'is a life-time process. I have been at it all my life, and I cannot yet say I have reached the goal.' To accept these findings of research in reading means change, a change for the teachers, the pupils, the citizens and the community. While waiting for these changes to be implemented it seems opportune to make a beginning. And so, without the aid of a reading expert of consultant, with only slight outlay of material, and without noticeable change in the school curriculum, a reading experiment which set as its goal, general improvement in reading was initiated in the ninth grade English class. There were several purposes of the study, and while the most important was to improve the reading abilities of the pupils, definite goals were set up in three major types of reading. Particularly stressed were (1) developmental reading with its activities in which learning to read was the main goal, (2) functional reading which included all types of reading to get information, and (3) recreational reading with activities designed to encourage enjoyment and appreciation. Throughout the experiment each of the three types of reading was stressed, yet, there was more or less a balance kept among them"--Introduction. / "August, 1956." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Dwight L. Burton, Professor Directing Paper. / Includes bibliographical references (leaves 54-59).