No description available.

No description available.

No description available.

The problem of this study was to demonstrate the possible effects that reading with a definite purpose has upon the improvement of comprehension in reading.

This is an Action Research. The purpose is to understand that if there is any change within the student¡¦s reading comprehension and how the condition of using the Reading comprehension strategy is by accepting the methods of Reciprocal Teaching. This research does the survey on the class of 32 students in one elementary school in Kaohsiung City through the instructions of Reciprocal Teaching on Reading comprehension strategy within 20 weeks. Before teaching, the researcher used ¡§ Reading Comprehension Screening Test ¡¨, ¡¨ Chinese Reading Comprehension test for Elementary school students ¡¨ and ¡§ Reading Comprehension Strategy Scale for Senior Students of Elementary School ¡¨ to confirm the students¡¦ performance on reading comprehension. After teaching for 20 weeks, the researcher used two copies of tests designed by the teacher herself and ¡§Reading Comprehension Strategy Scale for Senior Students of Elementary School¡¨ to understand the students¡¦ different performances after using the reading comprehension strategy. The conclusion is as below. First, after accepting the Reciprocal Teaching instruction, the most significant influence is inferential comprehension and text base comprehension. The ability of questioning is less effective. The effect of summarization and the literal comprehension are much weaker. Second, after accepting the Reciprocal Teaching instruction, the students use the variety of prediction strategies most frequently. The second is the usage of clarification. The last is the application of the summarization and questioning strategies.

Studien syftar till att undersöka lärares uppfattningar om läsförståelseutveckling och om hur läsförståelseundervisning. Det är en kvalitativ studie inspirerad av fenomenografisk metodansats med halvstrukturerade intervjuer som datainamlingsmetod. Resultatet visar att det finns en variation i lärares uppfattningar om vad som utvecklar läsförståelse och hur läsförståelseundervisning ska genomföras. Det som framkommer i intervjuerna med pedagogerna är att de flesta vill och försöker arbeta medvetet med sin läsförståelseundervisning men att det till stor del förekommer mest implicit undervisning. Resultatet påvisar en tendens till att eleverna blir sittande att genomföra uppgifter på egen hand eller i par och pedagogen blir instruktionsgivare och kontrollant istället för undervisare och övervakare av elevernas läsning. Det finns även en risk att de läsare som inte har några svårigheter inte får möjlighet att utveckla sin läsförståelse utan att fokus endast blir på de elever som är svaga läsare.

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Reading is a complex construct with multiple components that have been theorized and empirically tested. Two multicomponent reading comprehension models were tested in this study to extend understanding of the relation of components skills and to extend prior research by adding a new component of motivation. A battery of reading measures were completed by 172 seventh- and eighth-grade students that consisted of reading comprehension, vocabulary, background knowledge, inference, motivation, and sentence comprehension fluency. This study examined a full sample of students as well as a subset of students identified as struggling readers for those scoring less than the 25th percentile on comprehension. Two models were tested for best fit for the Modified DIME and the Multicomponent Model of Reading Comprehension (MMRC). The Modified DIME Model accounted for 63.1% of total variance in reading comprehension. The MMRC also accounted for 63.5% of total variance in reading comprehension after motivation was included as a component of comprehension. Consistent with prior research, findings corroborated the direct influence of multiple components on reading comprehension; most notably vocabulary and the ability to make inferences. Vocabulary provided the largest direct and overall effect in both models. In the Modified DIME Model, vocabulary made the largest direct (.428) and overall contribution (.654) to reading comprehension; vocabulary also held the largest influence for the MMRC both directly (.429) and in overall influence (.653) to reading comprehension. Inference-making was the second-largest direct and overall contributor for both the Modified DIME (.398) and the MMRC (.390). Findings were consistent for both struggling and typical readers in both models. In this study, there was no direct path from motivation to comprehension; however, when direct and indirect relationships were combined, motivation became the third largest contributor to reading comprehension (.186). Motivation was significantly and directly related to comprehension for typical readers (.171, p < .05), but not for those who struggle to read (-.043, p > .05). The findings suggest typical readers with higher motivation perform better on reading comprehension tasks, but there is no direct relationship for struggling readers. Limitations of the study and implications for future research are also discussed.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Includes tables. Typescript; issued also on microfilm. Sponsor: Robert E. Kretschmer. Dissertation Committee: Kay Alicyn Ferrell. Includes bibliographical references (leaves 97-111).

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 102-109).