The primary purpose of this study was to compare a student self-directed method for developing comprehension of explicitly stated meanings and implicitly stated meanings with a teacher-directed method of comprehension instruction. A secondary purpose was to determine which instructional method was most beneficial for low-average readers and high-average readers. / The participants in this study were 129 sixth grade average readers at a sixth grade center in an inner-city locale. The students were bused from six different feeder schools, and their home backgrounds ranged from a low socio-economic level to a high socioeconomic level. Six classes of students were involved in the study. Two each were randomly assigned to Teacher Feedback Instruction (TFI), Student Self-Directed Instruction (SSDI), and control group (CG) treatments. / Comprehension materials were developed and piloted by the investigator to be used with each of the experimental treatment groups. The materials used were expository passages with eight comprehension questions for each passage. The questions included four questions to provide practice in comprehension of explicitly stated meanings and four questions to provide practice in comprehension of implicitly stated meanings. / Individuals in the SSDI group read the expository passages and answered the comprehension questions. Next, they scored their answers and then proceeded to the next story. Students in the TFI group read one story each session and completed the questions. Following this, the group identified and discussed the appropriate answer to each of the questions. Additional questions were posed by the teacher. Students in each of the experimental treatments worked in comprehension materials 30 minutes per session for 2 days each week for 10 weeks. The students in the control group worked in the regular basal program. / An analysis of covariance was conducted to determine which instructional treatment was most effective for developing vocabulary, comprehension of explicitly stated meanings, and comprehension of implicitly stated meanings. A t-test was used to determine if each of the methods was effective for developing comprehension. / It was found that the type of instruction, TFI, SSDI, or regular basal, did not result in a significant difference in performance for comprehension of explicitly and implicitly stated meanings or for vocabulary development. However, each of the instructional methods did prove effective (significant at the .01 level) for developing comprehension of implicity stated meanings. Conversely, none of the instructional methods favorably improved explicitly stated meanings. Both TFI and SSDI groups significantly improved their vocabulary scores, but the regular basal group did not improve significantly. Low-average readers being instructed using TFI or SSDI made a significant (p < .01) improvement in comprehension of implicitly stated meanings. However, the performance of high-average readers was not significantly increased by either of the two instructional treatments. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 1005. / Thesis (Ph.D.)--The Florida State University, 1980.

This is an empirical study of the remediation process for the minimum competency test in Florida, namely, the State Student Assessment Test (SSAT). First, a review of the literature covers minimum competency testing from its creation at the federal level to its reality in the classroom in Florida. Second, a closer look is taken of the minimum competency program in Leon County, Florida. / The data collected came from 321 seniors attending three of the four public high schools in Leon County. The survey was conducted by means of a random selection process. / The findings suggested that race, mother's education, school attended, and test status make a difference as to the level of involvement of the student in the remediation process. The level of education of the student's mother, the school attended by the student, and the test status of the student make a difference as to the student's awareness of the test and testing process. / This study is concluded by a summary of the findings, conclusions, and suggestions for further research. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0938. / Thesis (Ph.D.)--The Florida State University, 1985.

The study was designed to investigate whether internal punctuation had any effect on reading comprehension of seventh- and eighth-grade students in the Developmental Research School of Florida State University. The study subjects were 94 male and female students who took the PUNC Test devised by Carr. The test consisted of a written passage, directions, and 40 multiple-choice questions. The passage was constructed so that selected sentences required the reader to interpret internal punctuation in order to understand the meaning of the sentence. The test also consisted of 20 sets of paired sentences: 20 punctuation-dependent and 20 non-punctuation-dependent items. / The results showed that the students scored lower in the punctuation-dependent items than on the non-punctuation-dependent items. Analysis showed that internal punctuation had a statistically significant and very considerable main effect on reading comprehension of the seventh and eighth grade subjects. / The results also indicated that punctuation is neither sufficiently taught nor viewed as a syntactic cue system when it is taught. It constitutes a relatively minor part of most school curricula today. Accordingly, certain instructional procedures for teaching punctuation to young students were suggested. / Of secondary interest, there was an attempt to determine whether students' gender as well as CTBS reading scores interacted with punctuation to affect reading comprehension. Gender was found to be statistically insignificant. CTBS reading ability was found to be statistically significant yet of little practical importance. Finally, suggestions for teaching punctuation were offered. / Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3195. / Major Professor: Ernest Frechette. / Thesis (Ph.D.)--The Florida State University, 1989.

Assuming children's literature to consist of various kinds of literacies, this teacher/researcher examined 27 fourth graders' perceptions about picture storybook, illustrated book, and chapter book literacies. The year-long ethnography not only documented the reading habits and responses of the class, but also focused on four case study participants prime for acquiring chapter book literacy. Data were collected by observation, interview, classroom maps, survey, photographs, and document analysis of response journals, student-maintained booklists, and teacher records of student reading. Three major themes emerged: factors affecting the acquisition of chapter book literacy, characteristics of developing chapter book literacy, and the role of the teacher/researcher. / These emergent and fluent chapter book readers tended to define and visualize themselves as chapter book readers. Ability did not guarantee the acquisition of chapter book literacy; persistence and desire appeared to contribute more to the emergence of chapter book literacy. Identification with characters in chapterbooks enhanced these readers' attitudes toward chapter books. / A tension was created in these developing chapter book readers between aspiration for chapter book literacy and the lingering affection for picture storybooks. The emerging chapter book readers had difficulty selecting and finishing chapter books; however, they could monitor and regulate their literacy environments and activities. Emergent chapter book readers consciously employed imagination when the text had no illustrations. In contrast, fluent chapter book readers seemed to unconsciously experience transactions with literature texts. Emergent and fluent chapter book readers needed more time and teacher-guidance than fluent picture storybook readers to develop a fuller response. / Interruptions and change in schedule during the elementary school day complicated both teaching and research. A tension was found to exist within a person who attempts to be both teacher and researcher in the classroom setting. / Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3795. / Major Professor: Carol Lynch-Brown. / Thesis (Ph.D.)--The Florida State University, 1994.

Three hundred children were tested in the fall and spring of their first grade year. They were given measures of phonological awareness, orthographic knowledge, reading, spelling, IQ and memory. Their teachers were surveyed as to the amount of time they spent in phonics, sight vocabulary, and reading practice instruction. / The results of confirmatory factor analysis, path analysis, regression analysis, and partial time lag correlation analysis suggested that a model of synthesis versus analysis better explained the pattern of results than a model of sensitivity versus awareness or a general model. The results also suggested that orthographic knowledge contributes unique and independent variance to reading and spelling achievement beyond that contributed by phonological awareness, even for beginning readers. Furthermore, the data suggested that orthographic knowledge enables and is enabled by beginning reading and spelling. / In this study, the instructional variables did not contribute unique variance to reading and spelling achievement beyond that of phonological awareness and orthographic knowledge. The measures used in this study were reliable and should be considered for use in the first grade classroom. The teacher survey did not, however, capture the role of instruction. Instructional variables need further exploration in future research. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4077. / Major Professor: Richard Wagner. / Thesis (Ph.D.)--The Florida State University, 1990.

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傅健雄. / 據稿本複印 / 論文(碩士)--香港中文大學硏究院教育學部,1993. / 參考文獻: leaves 85-105 / Fu Jianxiong. / 附表目次 --- p.i / 撮要 --- p.ii / Chapter 第一章 --- 前言 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 第二節 --- 研究問題及目的 --- p.4 / Chapter 第二章 --- 文獻與理論 / Chapter 第一節 --- 背景知識與ˇئø讀理解的關係 / Chapter 一、 --- 背景知識與ˇئø讀理解關係的研究 --- p.8 / Chapter 二、 --- 讀者知識 --- p.11 / Chapter 三、 --- 讀者知識與篇章信息的關係 --- p.13 / Chapter 第二節 --- 智略理論 / Chapter 一、 --- 記億系統 --- p.17 / Chapter 二、 --- 智略定義 --- p.22 / Chapter 三、 --- 智略特徵 --- p.22 / Chapter 四、 --- 智略模式 --- p.24 / Chapter 五、 --- 智略的作用 --- p.34 / Chapter 第三節 --- 智略對ˇئø讀理解的解釋 / Chapter 一、 --- 理解文章的兩類型智略 --- p.37 / Chapter 二、 --- 智略對理解失誤的解釋 --- p.43 / Chapter 三、 --- 智略影響收錄與憶取的假設 --- p.44 / Chapter 第四節 --- 命題語義表徵模式 --- p.51 / Chapter 第五節 --- 衍生模式 --- p.54 / Chapter 第六節 --- 平行分佈加工模式 --- p.58 / Chapter 第三章 --- 研究方法 / Chapter 一、 --- 硏究問題 --- p.62 / Chapter 二、 --- 假設 --- p.62 / Chapter 三、 --- 設計 --- p.63 / Chapter 四、 --- 樣本 --- p.64 / Chapter 五、 --- 工具 --- p.64 / Chapter 六、 --- 材料 --- p.68 / Chapter 七、 --- 分析 --- p.68 / Chapter 八、 --- 實驗程序 --- p.69 / Chapter 第四章 --- 研究結果與討論 / Chapter 一、 --- 結果 --- p.70 / Chapter 二、 --- 討論 --- p.76 / Chapter 三、 --- 總結 --- p.83 / 【英文參考文獻】 --- p.85 / 【中文參考文獻】 --- p.105 / 【附錄】 / 附錄一ˇئø讀材料 --- p.106 / 附錄二原文句子次序 --- p.107 / 附錄三 原文句子與賊人觀點相關程度評定的結果 --- p.109 / 附錄四 原文句子與買房子人觀點相關程度評定的結果 --- p.111 / 附錄五賊人觀點有關的句子及知識結構 --- p.113 / 附錄六 買房子人觀點有關的句子及知識結構 --- p.114 / 附錄七 全文的語義單位 --- p.115 / 附錄八 句子辨認題賊人關點的有關句子 --- p.121 / 附錄九 句子辨認題賊人關點的無關句子 --- p.123 / 附錄十 句子辨認題買房子人觀點的有關句子 --- p.125 / 附錄十一句子辨認題買房子人觀點的無關句子 --- p.126 / 附錄十二賊人觀點句子辨認題 --- p.128 / 附錄十三買房子人觀點句子辨認題 --- p.130 / 附錄十四賊人觀點億述统計結果 --- p.132 / 附錄十五買房子人觀點億述统計結果 --- p.133 / 附錄十六賊人觀點重認统計結果 --- p.134 / 附錄十七買房子人觀點重認统計結果 --- p.135 / 附錄十八賊人與買房子人觀點憶述兩組比較的统計結果 --- p.136 / 附錄十九句子檢驗題的理論根據 --- p.137

論文(哲學碩士)--香港中文大學硏究院教育學部,1994. / 參考文獻: leaves 126-137 / 羅燕琴. / 鳴謝 --- p.ii / 論文摘要 --- p.iii / 內容目錄 --- p.iv / 附表目次 --- p.vii / 附圖目次 --- p.ix / Chapter 第一章 --- 前言 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.2 --- 研究目的 --- p.4 / Chapter 1.3 --- 研究意義 --- p.4 / Chapter 第二章 --- 理論架構 / Chapter 2. 1 --- 篇章結構與閱讀的關係 --- p.7 / Chapter 2.2 --- 與篇章閱讀有關的理論 --- p.8 / Chapter 2.2.1 --- 智略理論 --- p.8 / Chapter 2.2.1.1 --- 智略的內涵 --- p.8 / Chapter 2.2.1.2 --- 智略理論對篇章閱讀的闡釋 --- p.10 / Chapter 2.2.2 --- Anderson的衍生理論 --- p.13 / Chapter 2.2.2.1 --- Anderson的衍生系統架構 --- p.14 / Chapter 2.2.2.2 --- Anderson 的衍生理論與篇章閱讀的 關係 --- p.18 / Chapter 2.2.3 --- 平行分佈理論 --- p.21 / Chapter 2.2.3.1 --- 平行分佈理論對智略的闡釋 --- p.21 / Chapter 2.2.3.2 --- 平行分佈理論對篇章閱讀的闡釋 --- p.24 / Chapter 2.2.4 --- 宏觀結構閱讀理論 --- p.26 / Chapter 2.2.4.1 --- 微觀架構與宏觀結構 / Chapter 2.2.4.2 --- 超架構 --- p.29 / Chapter 2.2.5 --- 總論 --- p.32 / Chapter 第三章 --- 文獻綜述 / Chapter 3.1 --- 有關篇章結構的研究 --- p.33 / Chapter 3.2 --- 篇章結構對閱讀理解與記憶的效應研究 --- p.35 / Chapter 3.2.1 --- 不同的篇章結構對理解與記憶的效應硏究 --- p.37 / Chapter 3.2.2 --- 篇章結構的認知對理解與記憶的效應研究 --- p.39 / Chapter 3.2.3 --- 篇章結構的閱讀技巧對理解與記憶的效應 研究 --- p.44 / Chapter 3.2.4 --- 篇章結構與背景知識對理解與記憶的效應 研究 --- p.48 / Chapter 3.2.5 --- 總論 --- p.51 / Chapter 3.3 --- 閱讀理解與記憶的關係 --- p.53 / Chapter 3.3.1 --- 閱讀理解過程 --- p.54 / Chapter 3.3.2 --- 推論在閱讀過程中所佔的位置 --- p.56 / Chapter 3.3.3 --- 篇章的記憶表象 --- p.58 / Chapter 3.3.4 --- 激活與記憶 --- p.59 / Chapter 3.3.5 --- 憶述與辨認 --- p.61 / Chapter 3.3.6 --- 主要觀念和細節觀念的記憶 --- p.62 / Chapter 3.3.7 --- 閱讀理解和記憶的比較 --- p.64 / Chapter 第四章 --- 硏究方法 / Chapter 4.1 --- 研究問題 --- p.66 / Chapter 4.2 --- 重要詞語界定 --- p.66 / Chapter 4.3 --- 研究假設 --- p.68 / Chapter 4.4 --- 研究樣本 --- p.69 / Chapter 4.5 --- 測試篇章 --- p.69 / Chapter 4.6 --- 測試篇章觀念單位劃分 --- p.70 / Chapter 4.7 --- 測試課業 --- p.72 / Chapter 4.8 --- 評分方法 --- p.73 / Chapter 4.9 --- 測試步驟 --- p.74 / Chapter 4.10 --- 資料分析 --- p.76 / Chapter 第五章 --- 結果與討論 / Chapter 5.1 --- 研究資料結果描述 --- p.79 / Chapter 5.1.1 --- 篇章內容與憶述的關係 --- p.79 / Chapter 5.1.2 --- 篇章結構與憶述的關係 --- p.81 / Chapter 5.1.3 --- 受試者在憶述所用的組織結構表現 --- p.84 / Chapter 5.1.4 --- 主要觀念和細節觀念的憶述表現 --- p.89 / Chapter 5.1.5 --- 篇章結構與篇章閱讀理解的關係 --- p.92 / Chapter 5.1.6 --- 篇章憶述與閱讀理解的關係 --- p.96 / Chapter 5.2 --- 討論部份 / Chapter 5.2.1 --- 憶述結果討論 --- p.100 / Chapter 5.2.2 --- 三種篇章結構對篇章憶述的效應 --- p.102 / Chapter 5.2.3 --- 篇章內容與憶述的關係 --- p.111 / Chapter 5.2.4 --- 受試者在憶述所用的組織結構 --- p.112 / Chapter 5.2.5 --- 主要觀念和細節觀念的憶述 --- p.113 / Chapter 5.2.6 --- 篇章結構對閱讀理解的效應 --- p.116 / Chapter 第六章 --- 結論、硏究限制及建議 / Chapter 6.1 --- 結論 --- p.119 / Chapter 6.1.1 --- 論說文不同的篇章結構對記憶的效應 --- p.119 / Chapter 6.1.2 --- 論說文不同的篇章結構對閱讀理解的效應 --- p.121 / Chapter 6.1.3 --- 論說文不同的篇章結構對閱讀理解和記憶 的相互關係 --- p.121 / Chapter 6.2 --- 研究限制 --- p.122 / Chapter 6.3 --- 建議 --- p.123 / Chapter 6.3.1 --- 語文敎學的建議 --- p.123 / Chapter 6.3.2 --- 有關篇章結構研究的建議 --- p.124 / 參考文獻 --- p.128 / 附件 / 附件一：各類篇章結構圖表 --- p.138 / 附件二 ：測試篇章內容要點層次分析 --- p.149 / 附件三：預試篇章 --- p.152 / 附件四：測試篇章 --- p.161 / 附件五：測試篇章各觀念單位劃分 --- p.170 / 附件六：預試篇章閱讀理解題目 --- p.179 / 附件七：測該篇章閱讀理解題目 --- p.182

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01