Download or read book The Effects of Directed Reading thinking Activity DR TA on Third Grade Students Reading Comprehension in Rural School Districts written by Joy Chenita Singleton and published by . This book was released on 2009 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this quasi-experimental research study was to analyze the effects that Directed Reading-Thinking Activity (DR-TA) had on third grade students' reading comprehension in rural school district. The results of the study are presented in the form of demographic information and data analysis for two hypotheses. An analysis of covariance (ANCOVA) and Step-Wise Liner Regression statistical tests were processed by using an alpha level of .05. The sample for this study was selected from ten third grade classrooms in three elementary schools from three rural school districts. School one and two are in the treatment group, and they both are reading first schools. The third school was in the control group, and it was a non-reading first school. There were eighty students (N=80) in the study. There were fifty-one students (n=51) in the control group (traditional reading strategy), and twenty-nine students (n=29) in the treatment group (DR-TA (alternative) reading strategy). Hypothesis 1 stated that there would be no significant difference in third grade students reading comprehension (GMRT posttest) by type of reading strategy (traditional vs. DR-TA) when controlling for pretest reading comprehension. Data analysis generated an F = 3.503, p =.065. The students who had the DR-TA reading strategy did not show significant differences on the GMRT reading test than the students who had the traditional reading strategy, when controlling for GMRT pretest. Thus, the null hypothesis failed to be rejected. Hypothesis 2 stated that there would be no significant relationship between third grade posttest reading scores and a group of predictor variables including type of reading strategy, pretest reading score, students' pre/post MRQ scores on reading efficacy, reading challenge, reading curiosity, aesthetic enjoyment of reading, importance of reading, compliance, reading recognition, reading for grades, social reasons for reading, reading competition, reading work avoidance; pre/post test RAI scores on school reading and reading for your own enjoyment; and teachers' pre/post TORP scores. SPSS led to four models that displayed independent variables that added significantly to the regression equation; either alone or in combination with other variables. The predictor variables were gmpre, curpre, socpost, and grapost.
Download or read book The Effects of a Directed Reading Activity and a Directed Reading Thinking Activity on the Comprehension of Third Grade Students written by Joyce M. Whitmore and published by . This book was released on 1989 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Directed Reading thinking Approach in the Teaching of Reading written by Sheila V. Slusser and published by . This book was released on 1978 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Effects of Directed Reading Thinking Activity and Conceptual Mapping Instruction on Reading and Writing Exposition written by Marilyn Elaine Draheim and published by . This book was released on 1986 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Directed Reading Thinking Activity and the Traditional Directed Reading Activity on the Comprehension of Fourth Grade Students written by Judy V. Artist and published by . This book was released on 1992 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District written by Sharonda Newby and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: With the stakes of the Texas accountability system increasing, schools are searching for resources to help improve thinking and learning. The No Child Left Behind Act emphasizes the federal government’s pledge to improve proficiency of readers by the third grade through the use of research-based reading practices in the early grade levels (Nelson, Benner, & Gonzalez, 2003). Thinking maps is an instructional strategy, which is intended to serve as a common visual language for students to foster specific cognitive thinking across all academic content areas. This program evaluation examined if there was a significant difference in the mean gains in reading comprehension scores as measured by the Diagnostic Reading Assessment between students who receive Thinking Maps as a strategy and those who do not. This study also examined students’, teachers’, instructional specialists’ and campus administrators’ perceptions of the impact of Thinking Maps on reading comprehension. Mixed methods were employed. For the quantitative portion of this study, archived DRA data were collected from eight campuses for the 2011-2012 and 2012-2013 school years. Two years of archived DRA data from 456 third grade students who received Thinking Maps instruction and 400 third grade students who did not receive Thinking Maps instruction were included. An independent two tailed t-test was conducted. Four focus groups with 32 students, one focus group with eight teachers, four semi-structured interviews with four campus instructional specialists and four campus administrators were conducted. Transcriptions were analyzed for emerging themes using a general inductive approach and constant comparative method (Glaser & Strauss, 1967). Findings from the t-test reveal that there was a small, but significant difference in scores for campuses that received Thinking Maps instruction. Focus groups with students revealed they believe Thinking Maps promote their understanding of what they read, foster specific cognitive processes, and positively impact their affective domain. The themes from the teacher focus group revealed they believe Thinking Maps reinforce the comprehension skills of students, are easy to use for students and teachers, are a canvas for students to demonstrate understanding, and require specialized and ongoing training for teachers. Finally, emerging themes from the campus administrators’ and instructional specialists’ interviews revealed beliefs about the importance of prescribed training for teachers, administrators and other staff along with gradual and consistent implementation of Thinking Maps. Although the quantitative results of the study revealed a very small but significant difference in the means of reading comprehension gain scores between campuses that received Thinking Maps instruction and campuses who did not, the perception of teachers, campus instructional specialists and campus administrators in this study have indicated that their use of Thinking Maps had a positive effect on the reading comprehension of students. The results of this study and recommendations have been provided to assist teachers and school leaders in their decision-making to utilize or improve upon the implementation of Thinking Maps as an instructional strategy.
Download or read book Which Reading Strategy Produces Better Comprehension Results written by Jennifer Rodrigo and published by . This book was released on 2004 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of School based Tutoring on the Reading Scores of Third Grade Students written by Jenny Elisa Washington and published by . This book was released on 2018 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading below grade level in the third grade is a serious issue that too many students are facing. If struggling readers do not improve their reading skills prior to entering the fourth grade, they risk academic failure and limited success in the future. It is important, therefore, to get students who are not reading on grade level back on track as soon as possible. The purpose of this quantitative causal-comparative study was to determine the effectiveness of tutoring for improving the reading skills of third graders. A sample population of 2,565 third graders from 43 Title I elementary schools in a large rural school district in Southeastern North Carolina participated in this study. Deindentified data for the participants were collected from the school district’s Associate Superintendent for Evaluation and Testing. The descriptive statistics was computed for each tutoring group using SPSS. This causal-comparative research design also used a two-way ANOVA in SPSS to examine the reading achievement scores on the North Carolina READY English Language Arts/Reading Assessment for the sample population for the beginning and end of the 2016-2017 school year. All three of the tutoring comparison groups of students served as treatment groups and control groups for the others. The researcher examined the following research question: Is there a difference among the reading achievement scores of male and female third grade students who participate in one-to-one tutoring, small-group tutoring, or large-group tutoring? It was determined that there was a statistically significant difference in the mean reading scores between the third graders participating in one-to-one, small-group and large-group tutoring. There was not a statistically significant difference in mean reading scores between females and males. There was a statistically significant interaction between gender and tutoring type for the difference in the BOG and EOG Reading Scores. This study was important because the results could provide educators with information for improving students’ reading skills through tutoring. Recommendations for further research based on the results of this study could include: to find out if an achievement gap remains after tracking the literacy competency levels of the participants in this study as they matriculate through school , conducting a mixed-methods study to examine the literacy skills that are being taught by third grade teachers whose students perform at or above grade level on the North Carolina READY English Language Arts/Reading Assessments for grade 3 (End-of-Grade 3 (EOG 3)) versus third grade teachers whose students do not perform at or above grade level, conducting a mixed-methods study to examine the literacy skills that are being taught by second grade teachers in the district whose previous students perform at or above grade level on the North Carolina READY English Language Arts/Reading Assessments for grade 3 (Beginning-of-Grade 3 (BOG 3)) versus second grade teachers whose students do not perform at or above grade level, and extend this study to include other school districts to determine if the results would be similar.
Download or read book Directed Reading Thinking Activity DRTA written by John-David Wietlispach and published by . This book was released on 1990 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploration of Language and Concept Development Through the Use of the Directed Reading thinking Activity in the Third Grade written by Mary Ann Grzech Schuler and published by . This book was released on 1975 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Graphic Organizers on the Reading Comprehension of Rural Third Grade Students written by J'Lene Ehlenberg and published by . This book was released on 2006 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Replication of an Experimental Reading and Thinking Strategies Curriculum on the Reading Comprehension and Metacognitive Skills of Third Grade Students written by Barbara A. Dougherty and published by . This book was released on 1996 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of an Elaborated Directed Reading Activity on the Metacomprehension Skills of Third Graders written by Maribeth Cassidy Schmitt and published by . This book was released on 1987 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Daily Vocabulary Instruction on Reading Comprehension of Third Grade Students written by Jodie L. Yuska and published by . This book was released on 2008 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: The students in the Marion Independent School District showed a deficit in the area of reading comprehension on the Iowa Test of Basic Skills. The researcher implemented Text Talk, an explicit vocabulary instruction program, with her third grade students over an 8-week period during the first trimester of the 2008-2009 school year. This quasi-experimental study used a pretest/posttest approach with the Basic Reading Inventory. The researcher also assessed her subjects using Reading Counts, weekly story anthology quizzes, weekly vocabulary check sheets and journals. Subjects had 15 minutes of explicit vocabulary instruction each day. Student showed an increase in reading comprehension. These results may be due to the implementation of the Text Talk curriculum.
Download or read book The Effects of the Directed Reading Activity and Story Grammar on the Reading Comprehension of Fourth Grade Students written by Michelle R. Shelton-Addison and published by . This book was released on 1993 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
