Download or read book Comparison of the Effects of Training In Expository Text Structure Through Annotation Textmarking and Training In Vocabulary Development on Reading Comprehension of Students Going Into Fourth Grade written by Lily Janise Gentry and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Fifty-seven pre-fourth-graders from 14 private schools participated to determine (a) if teaching text structure with annotation produced higher comprehension scores than the method of teaching vocabulary, and (b) if the effect of instructional method on reading comprehension was the same for male and female students. Effects were measured by immediate posttest and follow-up test NCE scores of the Stanford Diagnostic Reading Test, Fourth Edition (SDRT4) containing components of Comprehension and Vocabulary. The design was a true experiment using a matched comparison-group format. Participants were placed in one of two independent 3-week reading workshop sessions, then randomly assigned to one of two conditions: (a) finding text structure when reading expository text and annotating (TSA group), and (b) extending vocabulary knowledge (VK group). The second session duplicated the first with different participants. Each group received five two-hour lessons. The hypothesis was that scores on the immediate posttest and follow-up test (two months later) on the Comprehension component of the SDRT4 would be higher for pre-fourth-graders in the TSA than in the VK group. The hypothesis was not supported by results of a two 2 (Method) X 2 (Gender) analysis of covariance (ANCOVA) with the pretest as the covariate. Analyses indicated:1. Reading comprehension and vocabulary scores on the immediate posttest and the follow-up test were not statistically significantly higher for TSA compared to VK students. 2. Females scored significantly higher on the Vocabulary and Comprehension posttest. 3. The interaction of Method X Gender was statistically significant on the Vocabulary follow-up test, males benefiting more from vocabulary instruction. Implications suggest: (a) teacher education courses address gender learning differences and schools should examine curricula for male- and female-friendly standards; (b) this study's vocabulary method of instruction inspired children to use new words in speaking and writing; and (c) identifying text structure and annotating are developmental, maturational skills. Maturity level and gender differences in learning raise questions: At what grade level should text structure with annotation be implemented? How can this method be taught to accommodate gender learning differences?
Download or read book The Big Book of Literacy Tasks Grades K 8 written by Nancy Akhavan and published by Corwin Press. This book was released on 2018-01-22 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Comprehensive Handbook for Scaffolding Students’ Literacy Growth Our readers and writers must “do the doing” if they are to succeed. In The Big Book of Literacy Tasks, Nancy Akhavan offers an instructional plan designed to yield independent effort and engagement. 75 tasks in beautiful full-color two-pagers ensure gradual release by moving more swiftly from the “I do” teacher phase to the “you do” student phase. Complete with amazing scaffolding tips for meeting the needs of a range of learners, The Big Book of Literacy Tasks gives you a clear framework for “working the minds” of your students, helping them forge their own path to becoming better readers and writers.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How Expository Text Structure Instruction Effects Reading Comprehension written by Jamie Utecht and published by . This book was released on 2015 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of compare/contrast and cause/effect text structure instruction on fifth grade readers’ comprehension of expository text. Three fifth grade students participated in this eight-week study. During the study, the participants met with the researcher thirty minutes a day, five times a week for eight weeks. The focus of the intervention was the compare and contrast and cause and effect text structures. The students learned about the specific text structures by reading leveled passages, identifying target words, and completing a graphic organizer. The results suggested that the participants’ demonstrated growth in expository reading comprehension and knowledge of compare and contrast and cause and effect text structures, but not statistically significantly.
Download or read book The Effect of Teaching Expository Text Structures on the Reading Comprehension of Fourth Grade Students written by Whitney B. Donnelly and published by . This book was released on 1996 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effect of Training in Expository Text Structure on Reading Comprehension written by Diane Jones Reese and published by . This book was released on 1988 with total page 502 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining Effects of Note taking and Extended Writing on the Expository Text Comprehension of Fourth Grade Students written by Michael Armand Hebert and published by . This book was released on 2012 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Let s See the Facts written by Kelly Palmer and published by . This book was released on 2013 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the importance of expository text in the daily lives of students and adults, the amount of time actually devoted to explicit comprehension instruction of nonfiction text is often not enough for students to gain an adequate understanding of the material, especially when asked to represent their learning in a variety of ways. The intention of this research was to examine how direct instruction in the PLAN text-mapping strategy would affect student comprehension and the ability to represent information visually for both on-level and below-level learners. Forty-four, fourth-grade students were assessed on their comprehension and graphic representation abilities prior to PLAN instruction. They then received instruction using PLAN to map expository lessons. Results showed that most students achieved higher comprehension gains when being instructed with the PLAN strategy as compared to reading without text mapping. Multiple aspects of their visual representations also showed improvement through the use of PLAN. Keywords: reading, expository, PLAN, text map, visual representation.
Download or read book The Effects of Expository Text Structure Instruction on the Reading Outcomes of 4th and 5th Graders Experiencing Reading Difficulties written by Janet J. Bohaty and published by . This book was released on 2015 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess the effects of a standard protocol supplemental expository text structure intervention (i.e., Structures) on 45 4th and 5th graders experiencing reading difficulties. Students were enrolled in six K-8 parochial schools located in a Midwestern suburban city. Within classrooms, students were randomly assigned to Structures intervention or a business-as-usual control condition. Students in the Structures condition were taught to identify and discriminate among the five text structures used by authors of expository text (Meyer, 1975, 1985): description, sequence, cause/effect, compare/contrast, and problem/solution. Students in the business-as-usual control condition participated in the same activities or instruction provided by their respective classroom teachers. At post-test, experimental students (n = 24) in the experimental condition significantly outperformed control students (n = 21) on a proximal (i.e., linked directly with the instructional focus of the intervention) researcher-created measure assessing the ability of students to identify text structures (d = 0.94). Experimental students did not significantly outperform controls on a distal (i.e., not linked directly with the instructional focus of the intervention) researcher-created measure assessing expository reading comprehension (d = 0.14) or on a delayed distal norm-referenced measure of expository reading comprehension (d = -0.11). The results, practical implications, and limitations are discussed.
Download or read book The Effects of Prediction Training on the Reading Comprehension of Fourth grade Students written by Myschelle Walteraye-Grant Spears and published by . This book was released on 1990 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Training in the Use of Cloze on the Ability of Fourth Grade Pupils to Gain Information from Written Discourse written by Norma Nell Faubion and published by . This book was released on 1971 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two experimental groups and a control were employed for this research which was designed to measure the effect of cloze training upon the reading comprehension of fourth grade pupils when the training focused upon the use of structure words and verbalization by students concerning responses to cloze exercises. Three fourth grade classrooms in an elementary school in South Texas were randomly assigned to the two treatment groups and the control. Stratified random samples of passages, approximately one hundred words in length, were taken from three social studies textbooks. The passages were assigned to one of two forms of a cloze test of ability to gain information. The two forms were administered to a group of fourth grade students for the purpose of establishing reliability. Reliability scores of .909 and .933 were obtained for Form A and Form B respectively. Stratified random samples from the three textbooks were used to develop a series of ten cloze lessons, each containing two cloze exercises. Half of the exercises utilized the fifth-word deletion pattern and half utilized a structure word deletion pattern. ...
Download or read book The Effect of Two Types of Text Modification on English Language Learners Reading Comprehension written by Suzanne Marie Maxwell and published by . This book was released on 2011 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the effects of two types of modification (simplification and elaboration) on fourth grade English language learners' reading comprehension scores of an expository text. Three English reading passages in one of three forms, unmodified, simplified or elaborated, were presented to seventy participants who were divided into high and low proficiency groups. To test the participants' reading comprehension of three expository texts, a nine-item multiple choice test was administered. Each of the texts had a total of three comprehension questions corresponding to its content. The test items consisted of three types of comprehension questions, one each of general, specific and inferential. The analysis of variance done on this study showed that there was not a statistical difference between the mean scores of the students' reading comprehension tests based on the form that they read, nor based on their reading proficiency levels. In general, the results of this study do not provide a clear indication of any significant effect that text modification can have on fourth grade English language learners reading comprehension. Therefore, these findings suggest that caution should be used when generalizing the findings and claims from other text modification studies done with high school and university level students to elementary level students.
Download or read book A Comparison Study of the Effects of Text Structure Training Reading Practice and Guided Reading on Reading Comprehension written by Susan J. Dymock and published by . This book was released on 1997 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Explicit Instruction on the Text Structures Cause and Effect and Compare and Contrast to Improve Fifth Grade Students Comprehension of Expository Texts on Social Studies written by Catherine Swanson and published by . This book was released on 2013 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an extension of research on the effectiveness of explicit instruction to increase student comprehension (Williams, 2005), the present study examined the role of text structure awareness in the recall of content related information of two expository text types: cause-and-effect and compare-and-contrast. The researcher hypothesized that explicit instruction on text structure awareness would increase fifth grade students' comprehension of social studies texts. Twenty-seven fifth graders participated in this study. Data collection and analysis focused on the participants' main idea summaries of social studies text, content area quizzes, and informal reading inventory. The results revealed that explicit modeling of text structure awareness, the use of visual representations, and a release of responsibility, increased students' recall of information within a social studies text. However, the results did not indicate a significant difference in overall comprehension of expository texts with other types of text structures. Finally, recommendations for further research were presented.
Download or read book The Effects of Instructional Method on Fourth grade Reading Achievement written by William T. Agnew and published by . This book was released on 2005 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Purpose, scope, and method of study. This study compared reading achievement between two groups of students in Christian schools: one used a phonics approach, while the other used a balanced approach to teach reading to fourth-grade students. The difference of the means of the spring 2002 SAT reading comprehension scores and the spring 2003 SAT reading comprehension scores of the students in the two groups were compared. Scaled scores were used because the scaled score enables one to compare students' test scores with those of other students and evaluate changes in student performance across subtests and testing occasions. School administrators provided data from spring 2002 SAT scores and spring 2003 SAT scores for each student. The students were divided into four different levels based on their spring 2002 SAT scaled score. The data was analyzed by a factorial ANOVA. The independent variables were the method of instruction and the scaled score level of the students, while the dependent variable was the change in the students' scores from pretest to posttest. Findings and conclusions. The findings indicated that there was no significant difference between the two groups (phonics approach and balanced approach). Thus, the hypothesis of this study was rejected. Teaching methodology had no significant effect on reading comprehension achievement for this study. A significant main effect for Level was found. Students (in both groups) that started fourth grade at the lowest level showed a significant increase in scaled score on reading comprehension by the end of fourth grade when compared against the other three reading performance levels."--Abstract.
Download or read book The Effects of Using Metaphors Analogies and Grahic Organizers in Vocabulary Development and Comprehension on Fourth grade Students Reading and Writing Scores written by Georgette Reddick Cleaves and published by . This book was released on 2007 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Knowledge of Text Structure on Comprehension of Expository Prose Read in a Foreign Language written by James Nelson Davis and published by . This book was released on 1987 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt:
