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The project section is divided into two parts. Part one contains lesson plans that focus on the process of comprehending and part two contains lesson plans that focus on the product of comprehension. Both parts provide the reader with valuable strategies that address the needs of struggline readers in reading comprehension.

It is essential that the citizen of today be well-informed about the world in which he lives, in order to share in its civilization and to contribute to it. Wide general reading is the only thing which can keep him so informed. It is, therefore, the imperative duty of teachers, especially in the secondary schools, to arouse in their students a desire to read. It is the peculiar responsibility of the English teachers to motivate, guide, and direct such reading. This paper will attempt to set forth the values to be derived from extensive reading, the objectives in a reading program, and some techniques and devices for the motivation and guidance of students' individual reading in high school. / "A Paper." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Griffith T. Pugh, Professor Directing Paper. / Includes bibliographical references.

published_or_final_version / Education / Master / Master of Education

by Chung Sin Ling Jenny. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 173-190). / Abstract --- p.i / Acknowledgements --- p.ii / Contents --- p.iii / List of Tables --- p.ix / List of Figures --- p.x / Chapter Chapter1 --- Introduction / Chapter 1.1 --- Background to the Study --- p.1 / Chapter - --- Related reading research / Chapter - --- Signals and coherence / Chapter - --- Signal types studied in different conditions / Chapter - --- Contradictory findings of signal studies / Chapter - --- Reading comprehension perspectives adopted in this study / Chapter 1.2 --- The Problem --- p.7 / Chapter 1.3 --- Purpose of the Study --- p.8 / Chapter 1.4 --- Significance of the Study --- p.9 / Chapter Chapter2 --- Literature Review / Chapter 2.1 --- Introduction --- p.11 / Chapter 2.2 --- Analysis and Discussion of Theories and Models of Reading Comprehension --- p.11 / Chapter 2.2.1 --- Comparison of van Dijk and Kintsch's Discourse Processing Models and Other Models --- p.11 / Chapter 2.2.2 --- Van Dijk and Kintsch's Textbase (Microstructure and Macrostructure) Processing --- p.14 / Chapter 2.2.3 --- The Comprehension Process - from an Information Processing Perspective --- p.20 / Chapter 2.2.3.1 --- Introduction --- p.20 / Chapter 2.2.3.2 --- The Process of Information Processing in van Dijk and Kintsch's Discourse Processing Model --- p.21 / Chapter 2.2.5.3 --- Act theories (An information Processing approach from Cognitive Psychology) --- p.24 / Chapter 2.3 --- Relevance of Theories and Models of Discourse Processing to the Present Study --- p.25 / Chapter 2.3.1 --- "The Relationship Between the Notions of Activation, Strength and Goals During Information Processing" --- p.25 / Chapter 2.3.2 --- Automatic Processing and Control Processing and Readers of Different Abilities --- p.28 / Chapter 2.3.3 --- "Meaning, Functions and Types of Strategies" --- p.30 / Chapter 2.3.3.1 --- Nature of Strategies --- p.30 / Chapter 2.3.3.2 --- Types of Strategies --- p.31 / Chapter 2.3.4 --- Mental Representation and Reading Comprehension --- p.38 / Chapter 2.3.4.1 --- The Function of Mental Representation --- p.38 / Chapter 2.3.4.2 --- Levels of Meaning Representation --- p.40 / Chapter 2.3.5 --- Schema Theory and Reading Comprehension --- p.55 / Chapter 2.3.6 --- Inferencing and Reading Comprehension --- p.61 / Chapter 2.4. --- "The Relationship between Signals, Cohesion, Coherence and Reading Comprehension" --- p.52 / Chapter 2.4.1 --- "The Meaning , Types and Functions of Signals" --- p.53 / Chapter - --- An overview of the important notions of signals / Chapter - --- Other related notions of signals identified in this study / Chapter 2.4.2. --- "The Interplay of Signals, Cohesion and Coherence" --- p.64 / Chapter 2.4.3 --- Interplay between Signals and Comprehension Process --- p.70 / Chapter 2.4.4 --- Signal Studies --- p.74 / Chapter 2.4.4.1 --- Single signal studies --- p.74 / Chapter - --- Conjunctions / Chapter - --- Lexical and Semantic Cues / Chapter - --- "Headings, Previews & Titles" / Chapter 2.4.4.2 --- Multiple Signal Studies --- p.77 / Chapter 2.5 --- Brief Summary of Literature Review --- p.79 / Chapter Chapter3 --- Research Design / Chapter 3.1 --- Hypotheses and variables --- p.83 / Chapter 3.2 --- Sampling --- p.85 / Chapter 3.3 --- Subjects --- p.85 / Chapter 3.4 --- Materials --- p.86 / Chapter 3.4.1 --- Source and Text Content --- p.86 / Chapter 3.4.2 --- Simplifying Authentic Text --- p.87 / Chapter 3.4.3 --- Topic and Difficulty of the Passage --- p.89 / Chapter 3.5 --- Design of the Test --- p.89 / Chapter 3.6 --- Validity --- p.92 / Chapter 3.6.1 --- Construct Validity --- p.92 / Chapter 3.6.2 --- Construct Validity --- p.94 / Chapter 3.6.3 --- Criterion Validity --- p.95 / Chapter 3.7 --- Measuring Reading Comprehension --- p.98 / Chapter 3.8 --- Preliminary Study and Pilot Studies --- p.101 / Chapter 3.8.1 --- Preliminary Study --- p.101 / Chapter 3.8.2 --- Pilot Study1 --- p.105 / Chapter 3.8.3 --- Pilot Study2 --- p.107 / Chapter 3.9 --- Testing Procedure --- p.108 / Chapter 3.10 --- Scoring --- p.109 / Chapter 3.11 --- Research Design --- p.110 / Chapter 3.11.1 --- Statistical Design / Chapter 3.12 --- Limitations --- p.112 / Chapter Chapter4 --- Results and Discussion / Chapter 4.1 --- Statistical Analysis of Tests Scores --- p.113 / Chapter 4.1.1 --- Reliability and Discrimination Index --- p.135 / Chapter - --- The Pilot Studies --- p.113 / Chapter - --- The Main Study --- p.114 / Chapter 4.1.2. --- "The Interaction between ""Versions"" and ""Groups"" Of the Entire Sample" --- p.115 / Chapter 4.1.3 --- The Insignificant Difference of Signalled Versions and the Non-Signalled Version on the Reading Comprehens ion Scores of the High Group and the Medium Group --- p.116 / Chapter 4.1.4 --- The Significant Difference of Signalled Versions and the Non-Signalled Version on the Reading Comprehension Scores of the Low Group --- p.116 / Chapter 4.1.5 --- "The Means and Standard Deviations of the Low Ability Groupin Total Reading Comprehension Scores, Macrostructure Scores and Microstructure Scores of the 4 Versions in the Main Study" --- p.118 / Chapter 4.1.6 --- Results of the Means and Standard Deviations of the Three Kinds of Reading Comprehension Scores on the Entire Sample --- p.122 / Chapter 4.1.7 --- The relationship between Versions and Groups (Ability Group) --- p.122 / Chapter 4.2 --- Discussion --- p.128 / Chapter 4.2.1 --- Summary of Research Findings --- p.128 / Chapter 4.2.2 --- The Relationship between Text Relations and Logical Connectives --- p.131 / Chapter 4.2.3 --- Coherence Established through Logical Connectives --- p.142 / Chapter 4.3 --- The Roles of Paragraphs in Language Processing --- p.148 / Chapter 4.4 --- Comparison of the Effects of Different Types of Signals on Reading Comprehension --- p.152 / Chapter 4.5 --- Discussion on the Ability Difference in Making Use of Signals --- p.155 / Chapter 4.6 --- Summarization of Text Processing With or Without Making Use of Signals --- p.168 / Chapter Chapter5 --- Conclusions --- p.170 / BIBLIOGRAPHY --- p.173 / "Appendix A (Examination Syllabus of Reading Comprehension Section C, Hong Kong A-Level Examination,1985)" / Appendix B (Skills invovled in Understanding Written Materials in Paper II of Hong Kong Certificate Education1989) / "Appendix C (Passages for the Reading Comprehension Post-Test: Versions 1, 2, 3,4)" / Appendix D (Question Papers for the Reading Comprehension Post-Test) / Appendix E (Pre-test Passages and Question Papers) / Appendix F(Discrimination Index of the 25 Test Questions in Pilot Study 2 Selected for the Main Study) / Appendix G (Discrimination Index of the 25 Test Questions in the Main Study) / "Appendix H (Results of T-Test on the difference among the 4versions of the Total Scores, Macrostructure Scores and the Mocrostructure Scores of the High Ability Group in the Main Study)" / "Appendix I (Results of T-Test on the difference among the 4versions of the Total Scores, Macrostructure Scores and the Microstructure Scores of the Medium Ability Group in the Main Study)"

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

"Do high school students read? And do the ones who read have a well-balanced reading program, or is the reading done haphazardly? Sometimes these, and similar questions, result in answers subjective in character being framed in such sweeping generalizations as today's youth does little or no personal reading. Such statements have been the motive for numerous investigative surveys. These studies have revealed the value of a permanent interest in reading as an essential aid to personal development and social culture. They have pointed out the increasing demands made by society for greater proficiency in reading. Also, they have shown the importance of the reading program in the curriculum as a medium for establishing in youth a permanent interest in reading both for information and for recreation. Thus far, however, surveys have not established the fact that reading interests and habits differ between rural and urban pupils. This study, therefore, is an attempt to discover what differences, if any, exist in the reading interests and habits between a group of rural and urban children. The pupils considered are those enrolled during the 1950-51 session in the tenth grade in Walton High School DeFuniak Springs, Florida. In the course of this paper, pupils who ride school busses a distance of two miles or more are to be identified as 'transported' pupils; those who live within a radius of two miles of the school center and who do not ride school busses are to be referred to as 'non-transported' pupils"--Introduction. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Robert G. Clapp, Professor Directing Paper. / Includes bibliographical references (leaves 46-48).