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The effect of alternate visual formats on the reading comprehension of fifth gradersJones, H. Jon January 1982 (has links)
The purpose of this study was to determine whether the Alternate Visual Formats (AVFs) would cause a significant difference in the subjects' comprehension as compared to their comprehension of a passage in the Traditional Visual Format (TVF). The study used an equal number of male and female subjects that were as homogeneous as possible in terms of: grade levelreading levelsocio-economic statusgeneral academic achievementThe difference in comprehension was measured by having the subjects answer a set of eight multiple choice questions immediately following their reading of each of the three passages. The passages were taken from-,a commercially published Informal Reading Inventory (IRI) and two had their printed formats each modified to a different AVF. The set of questions that were used with each passage came from an initial. pool of twenty-four. This pool was created by modifying the published IRI questions to a multiple choice format and constructing additional questions for each passage. A pilot study was conducted; a point biserial analysis was used to select the questions which were subsequently used in the study. The results of the subjects' performance on these questions were then analyzed.Two methods of analysis were employed to analyze the data. A repeated measures analysis of variance was used to determine whether there was any difference in the subjects' comprehension due to format, sex, or a combination of these factors. The results of this analysis revealed that there was a significant difference in the subjects' comprehension due to format (F= 27.05 at 0.0000 probability). This analysis further indicated that there was no significant difference found when the comprehension of the male and female subjects was compared (F = 1.81 at 0.1894 probability). Neither was there any significant comprehension of a particular form by a particular sex (F = 0.12 at 0.8854 probability). The only significant difference in comprehension was found to be due to form. The second method of analysis was the Newman Keuls procedure which yielded results that showed the subjects were able to comprehend the TVF passage significantly (beyond the .01 level) better than either of the AVF passages. There was no significant difference between the mean scores of the AVF passages.These findings indicate that the AVFs as used in this study both acted to impede the subjects' comprehension to a significant degree. This impediment in comprehension appeared, In this study, to be due to the formats which were used. The findings suggest that printed formats that differ to a greater or lesser degree from a TVF may act to significantly interfere with comprehension.
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The effectiveness of reading methods courses in developing certain competencies vital to effective reading instructionSabin, James Edward January 1973 (has links)
Review of literature revealed: (1) teachers are a most vital factor in reading instruction, (2) teachers evince weakness in a variety of competencies necessary to effective reading instruction, (3) inadequacies are often traced to the courses included in teacher preparation, (4) meager efforts have been made to evaluate methods courses due to inadequacies in existing instrumentation, and (5) construction of pilot instruments based on situational tasks measuring teacher competence in solving problems related to reading instruction have been undertaken.This study sought to apply existing instrumentation to the measurement of the effectiveness of certain reading methods courses in development of selected teacher competencies.
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A comparison of the effects of request, and the directed reading activity on the reading comprehension of fourth grade studentsWeddle, Alice Joy January 1982 (has links)
This study compared the effects of ReQuest, a reciprocal questioning procedure, and the Directed Reading Activity (DRA) on the reading comprehension of average reading achievers in the fourth grade. Fifty-seven subjects from two schools were assigned randomly to two treatments, a ReQuest group and a DRA group. Each treatment group was subdivided into four instructional groups containing seven or eight subjects. Each instructional group received one-half hour of reading instruction outside the regular classroom for twenty-three days.Each of two trained teachers instructed two ReQuest groups and two DRA groups using scripts based on the reading textbook employed in both schools. In the preparation-forreading segment of the lesson the subjects in'-the ReQuest group asked the teacher questions about the first sentence of the story and the teacher reciprocated with additional questions. This procedure was repeated for each sentence until the subjects were able to predict the content of the story or the first two paragraphs had been covered. In contrast, the DRA group followed the procedure indicated in the teacher's manual of the reading textbook. Silent reading time was controlled and the preparation-for-reading and postreading discussion times were measured.The Comprehension subtest of the Gates-MacGinitie Reading Tests served as the pretest-posttest measures. Gain scores were utilized in a 2 x 2 analysis of covariance in which the factors were the teachers and treatments with preparation-for-reading and postreading-discussion time as the covariate. In addition, the proportion of correct answers given by the students to questions posed by the teachers after silent reading were summed for each week to serve as six repeated measures in a 2 x 2 x 6 analysis of covariance. The treatments and schools were the other factors with the covariate being preparation-for-reading time. In both of these analyses there were no significant differences between the schools or between the ReQuest and DU groups in reading comprehension performance. A post hoc analysis of proportions resulted in no significant difference between treatment groups with regard to their ability to answer factual or inferential questions.
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Reasoning and practice and the growth of understanding as a reading skill at the grade three levelHutchinson, Nancy January 1976 (has links)
No description available.
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Multiple pathways to dysfluent reading : a developmental-componential investigation of the development and breakdown of fluent reading /Katzir, Tami. January 2003 (has links)
Thesis (Ph.D.)--Tufts University, 2003. / Adviser: Maryanne Wolf. Submitted to the Dept. of Child Development. Includes bibliographical references (leaves 164-190). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
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Concurrent validity of the Group Reading Assessment and Diagnostic Evaluation and Dynamic Indicators of Basic Early LIteracy SkillsBents, Fafani M. January 2007 (has links) (PDF)
Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.
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The effects of reciprocal teaching comprehension-monitoring strategy on 3rd grade students' reading comprehensionSarasti, Israel A. Laney, James Duke, January 2007 (has links)
Thesis (Ed. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.
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The effects of individual, teacher-directed and cooperative learning instructional methods on the comprehension of expository text /Meadows, Nancy Wilson. January 1988 (has links)
Thesis (Ed. D.)--University of Washington, 1988. / Vita. Bibliography: leaves [100]-115.
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A study of the relation of summer activities to the retention of reading ability over the summer vacation of first year primary pupils.Brooks, Constance Jonas. January 1964 (has links)
Thesis (Ed.D.)--University of Tulsa, 1964. / Bibliography: leaves 108-110.
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Identification and validation of process factors related to the reading achievement of high school seniors a follow-up study /Siegel, Donna Farrell. January 1987 (has links)
Thesis (Ed.D.)--University of Tulsa, 1987. / Bibliography: l. 123-136.
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