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Process-oriented assessment tools for studying second graders' informational comprehensionHilden, Katherine R. January 2008 (has links)
Thesis (Ph. D.)--Michigan State University. Dept. of Counseling, Educational Psychology, and Special Education, 2008. / Title from PDF t.p. (Proquest, viewed on Aug. 17, 2009) Includes bibliographical references.
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An investigation of calibration of comprehension : text processing variables that affect college students' evaluation of their comprehension /Harten, Ana Claudia Marinho, January 1999 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 189-200). Available also in a digital version from Dissertation Abstracts.
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The contribution of working memory and vocabulary knowledge to English reading comprehension in Cantonese-speaking childrenLeung, Po-yee, Polly. January 2005 (has links)
Thesis (M. A.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.
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Validation of clozure measures of reading comprehensionArocha, José Francisco January 1985 (has links)
No description available.
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The generation of thematic inferences during narrative text comprehensionZhang, Hao, 張浩 January 1998 (has links)
published_or_final_version / Psychology / Doctoral / Doctor of Philosophy
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THE EFFECT OF READING INTEREST ON COMPREHENSION OF EXPOSITORY MATERIALS WITH CONTROLS FOR PRIOR KNOWLEDGE.Osako, Gary Nakamura. January 1983 (has links)
No description available.
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THE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONSRenteria, Irma Garza, 1954- January 1987 (has links)
This descriptive study investigates the effects of a metacognitive strategy called "Question-Answer Relationships (QARs)" on the ability to answer comprehension questions of content area passages. The strategy teaches students how to analyze the task demands of a question before answering it. The study also investigates the effect of QARs on the retelling abilities of subjects and the transferability of the strategy from science to social studies. Two third grade students of average reading ability participated individually in the study. Procedures included two days of pre tests, five days of training, one day of post test and one day of transfer test. The data were analyzed by comparing the number of correct answers per QARs category. Retellings were analyzed by total scores and sub categories of Text Comprehension, Reader Response and Language Use. Results indicate that training in QARs increases comprehension, improves retelling abilities, and transfers from one content area to another.
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THE EFFECTS OF QARS ON SEVENTH GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONSHolmberg, Janice, 1959- January 1987 (has links)
Question Answer Relationships (QARS), is a metacognitive strategy which develops students abilty to answer comprehension questions. This study was designed to assess the effects of QARs on subjects' comprehension and on retellings, and to investigate subjects' ability to transfer QARs to another content area. The four seventh grade subjects in the study were of average ability according to previous test scores. The questions were developed from passages taken from typical seventh grade textbooks. The procedures consisted of two pretests, followed by five days of training in QARs. A post test was given for assessment of QARs. A second test assessed transfer of QARs. As an additional measure, subjects were asked to retell text information after answering questions for pre, post and transfer tests. Results indicate training in QARs had a positive effect on subjects' ability to both answer comprehension questions, and to retell information from text. Subjects were able to transfer QARs to another content area.
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The relation of sentence structure to reading comprehension.Fish, Lincoln Ted January 1951 (has links)
Thesis (Ed.D.)--Boston University.
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Subgroups of working memory deficits and reading comprehension.Irons, Diane 19 May 2011 (has links)
Rationale : Investigating the relationship between working memory and reading
comprehension will lead to an improved understanding of the nature of working memory
and will reveal how working memory contributes to reading comprehension failure. A
pattern of working memory deficits will determine if ‘signature’ working memory profiles
exist which will assist in the diagnosis and treatment of children with reading
comprehension difficulties.
Aims : (1) To explore the relationship between working memory and reading
comprehension to determine if there are ‘signature’ working memory profiles that
distinguish subgroups of Grade 5 English language learners with different comprehension
capabilities. (2) To determine if a domain-specific or general working memory system is
implicated in reading comprehension. (3) To explore the particular role played by the
episodic buffer zone in reading comprehension.
Method : Eighty Grade 5 English learners were tested on the GORT-4, AWMA and CELF-
4 Recalling Sentences Subtest. Based on their accuracy/decoding and comprehension
scores on the GORT-4, participants were assigned to one of four reading ability groups:
Skilled Reader Group; Reading Disabled Group; Poor Comprehender Group; or Poor
Fluency Group. Comparison of mean standard scores determined how the four reading
ability groups fared on the five memory components. Correlation and regression methods
investigated the relationships between the five working memory variables and reading
comprehension across the four reading ability groups.
Results : Working memory plays a role in reading comprehension. The Skilled Reader
group displayed intact working memory profiles, whilst the Reading Disabled group
performed in the low average range on four working memory variables and below average
on the fifth viz. sentence recall. The Poor Comprehender group’s working memory
performance resembled that of the Skilled Reader group on two working memory
variables. The Poor Fluency group performed below average on visuo-spatial short-term
memory. These findings gave evidence of the inter-play between domain-specific and
domain-general components of working memory during the complex task of reading
comprehension. In addition, the findings highlighted the predictive role of sentence recall,
as well as that of verbal working memory in reading comprehension. The episodic buffer
was shown to play an important binding function between fluid and crystallised knowledge.
The results suggested that reading comprehension was affected by a learner’s working
memory capacity, however, working memory alone did not account for variations in
performance. Lower-order and higher-order cognitive processes, as well as the interaction
between fluid and crystallised knowledge appear essential to authentic reading. This has
ramifications for prevention and remediation of reading comprehension deficits and
underscores the important role of the speech therapist in literacy promotion.
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