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THE EFFECTS OF GUIDED PROMPTS ON THE WRITTEN RECALLS OF COMMUNITY COLLEGE STUDENTS (COMPREHENSION, READING/WRITING RELATIONSHIPS).Stockseth, Jennifer Leonore January 1986 (has links)
The purpose of this study was examine the effects of guided recall prompts on the written recalls of community college students. Data were presented relative to the following areas: (1) statistical analysis of frequency of idea units; (2) statistical analysis of frequency as well as proportion of idea units categorized as literal; inferential, text-relevant supplementary, and text-irrelevant supplementary; (3) statistical analysis of frequency as well as proportion of idea supplementary units categorized as relating to character, theme, reader reaction, or none; (4) statistical analysis of holistic scores for quality of recall; (5) statistical analysis of correlation of holistic scores to frequency scores. Descriptive data relative to categorization of supplementary idea units relating to character, theme, reader reaction, or none were also reported. Subjects were students enrolled in developmental reading courses at Pima Community College who demonstrated a reading ability of at least ninth grade level on the Nelson Denny Reading Test. Subjects were randomly assigned to one of four recall prompts: (1) guided recall prompt which called attention to character, (2) guided recall prompt which called attention to theme, (3) guided recall prompt which called attention to reader reaction, or (4) free recall prompt. Findings indicated that guided recall prompts had effects on the written recalls and that those effects were specific to the respective prompt. Additionally, the responses of readers provided with the guided recall prompts were qualitatively better than those provided with the free recall prompt. A comparison of the frequency scores to the holistic scores seemed to indicate that the holistic score does reflect some aspects of comprehension--specifically literal and inferential recall; however, data also seemed to indicate that the holistic score measures something beyond those things measured by the frequency data
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The effects of a computer-based higher order thinking skills curriculum on inferential comprehensionWard, Monica Suzette, 1963- January 1988 (has links)
Recent literature in cognitive psychology depicts mental constructs through which processes and strategies are employed by the learner to facilitate learning. A remedial curriculum structured to enhance the development of the general constructs theorized, was evaluated for its effect on a cognitive component of reading. Inferential comprehension strategies of 4th-6th grade students in the experimental computer-based higher order thinking skills program and in a traditional program of drill and practice in reading skills were assessed using the strategy stories of Goodman and Burke (1980). A MANOVA design revealed a difference between the two treatment groups (p >.001) on eleven dependent measures. Univariate results indicate that the experimental students performed better on five out of the eleven individual measures. Qualitative analysis on the contextual cues utilized in forming hypotheses did not reveal great differences in the amount of contextual cues used by the two groups.
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The Effect of Elimination of Subvocalization with Electromyographic Feedback on Reading Speed and ComprehensionNinness, H. A. Chris 05 1900 (has links)
The purpose of this experiment was to study the effect of audio feedback from an electromyograph on reading speed and comprehension. The subject reduced as much audio feedback, and thus laryngeal tension, as possible, thus permitting more efficient reading. After baseline, the subject received twelve half-hour practice sessions, six ten-minute testing sessions on easy, or light, material and six ten-minute testing sessions on difficult material. A post-test without feedback was given after training and a follow-up test, without feedback, was given. This method of training permits a higher rate of reading speed, while allowing the subject to process complex information and maintain a constant level of recall.
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A Comparison of Cloze Ability in Deficient and Non-Deficient Readers Matched According to Verbal AbilityBerrier, Helen Victoria 05 1900 (has links)
The present study was designed to investigate whether a good reader, by the fifth grade, will have attained sufficient knowledge of the language structure to enable him to more exactly and more appropriately reconstruct mutilated texts than a poor reader, matched for verbal intelligence level. Four 250-word cloze-treated passages were administered to twelve deficient and twelve non-deficient sixth grade readers, matched according to sex and the verbal portion of the Wechsler Intelligence Scale for Children. Analyses of variance failed to show any significant differences between good and poor readers except for a weak indication that good readers produced more exact replacements.
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Working memory and reading : a developmental studyAdan, Marilyn Jean January 2016 (has links)
Models of reading comprehension using the working
memory paradigm have been formulated from studies using
adult readers. Although there appear to be differences
in working memory skills between beginner and mature
readers, and normal and reading disabled children, the
exact role of working memory in reading is still
unclear. This study examined the role of working memory
in the development of reading in children. A study ~v
Baddeley, Logie, Nimmo-Smith, and Brereton (1985) was
modified for this purpose to accommodate factors
relevant to reading development in children
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Investigation into the Nature of b-d Confusion Among Selected Samples of Elementary ChildrenMerwin, Marjorie Ann 05 1900 (has links)
The problem explored by this study is the nature of b-d confusion as it is exhibited by remedial and nonremedial readers at various elementary ages in the areas of letter identification, spelling, and reading. The purposes of Phase I of the study were to examine the progressive phase-out of b-d errors committed by samples of remedial and nonremedial readers and to explore certain factors that could be related to the problem. The object of Phase II was to describe subjects with extreme b-d reversal problems. Extreme b-d reversers were found to have been average or below on first-grade-readiness scores and significantly below grade-level placement in reading achievement. School marks were also generally low. As a whole, the extremes were predominantly right-handed and no sex bias was detected. When the extremes were compared to subjects above average in b-d responses, the extremes made significantly more errors on other letters, were able to read significantly fewer words, and required significantly more assistance in spelling. These groups significantly differed on position of b-d reversals in reading, but not in spelling, nor on the proportion of real words actually produced when reversals were made in reading. Reversal of b and d was not associated in the same population as b-p reversals.
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The development of print knowledgeGong, Zhiyu. Levy, Betty Ann. January 1900 (has links)
Thesis (Ph.D.)--McMaster University, 2006. / Supervisor: Betty Ann Levy. Includes bibliographical references (leaves 116-125).
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Teaching reading in multilingual classesManasse, Eunice January 2010 (has links)
This qualitative study investigated the teaching of reading in Grade 3 multilingual classes in one school in the Western Cape. It focused on the teaching strategies employed by teachers in teaching reading, the challenges teachers encountered in teaching reading to multilingual classrooms and the resources available to enhance reading in these classes. Data were collected by means of classroom observations and interviews with teachers. The findings of the study show that teachers experience problems with regard to the teaching of reading in Grade 3 classes. Firstly, learners have no competence in English which is the main language of learning and teaching and this has a negative impact on their reading abilities. Secondly, while code switching is one of the popular strategies in facilitating teaching and learning, it may be problematic in multilingual classrooms in that it may exclude other learners from the content explained in a different language. Thirdly, print rich environments enhance learnersâ reading skills, but many underprivileged schools lack multilingual materials. The study concludes that teacher development is essential for the development of literacy in schools.
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Do readers access featural phonetic information when reading silently or out loud? an examination of the use of vowel length as a pre-phonemic featural property /Solomon, Matthew Joseph. January 2009 (has links)
Thesis (M.S.)--State University of New York at Binghamton, Department of Psychology, 2009. / Includes bibliographical references.
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Effects of cognitive-based reading strategies in enhancing higher-order comprehension of academically low-achieving studentsHo, Chi-ming, 何志明 January 2005 (has links)
published_or_final_version / Education / Master / Master of Education
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