This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 9 and 10. This study was a component of a three part study. The other two parallel studies emphasized grades 5 and 6 (Stables, 1985) and 7 and 8 (King, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Stables, 1985; King, 1985). There was some evidence that headings had a significant effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

published_or_final_version / Education / Master / Master of Education

This current study explored the reading strategies that emerged through the case studies of five sixth-grade students as they read Internet websites. Data was collected from student surveys, field notes, and transcripts of three separate Internet sessions that required participants to think aloud about the reading process as they explored web sites to answer questions. Despite the varying reading abilities of the subjects, upper elementary children use traditional as well as additional reading strategies when they read online articles. Using grounded theory, four reading strategy themes emerged consistently from three different reading sessions: determining importance (DI), matching skills (MS), monitoring understanding (MU), and navigating (N). Through this study, the researcher hoped to provide another snapshot of how the typical students in the upper elementary might read Internet resources which would ultimately allow classroom teachers to focus on the development of those strategies. / Department of Elementary Education

This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

published_or_final_version / Education / Master / Master of Education