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 Metacognitive Effects on Reading Comprehension written by Kevin Lilly and published by . This book was released on 2011 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The following research study reports the effects of Think-Alouds, Reciprocal Teaching, and Reflective Journaling on the reading comprehension of third grade students. Data was gathered via pre- and post-surveys, researcher observations, student work, student quotations, member-checks, and assessment scores from global reading tests. The strategies were implemented one at a time. Think-Alouds and Reciprocal Teaching were modeled by the teacher and scaffolded so that most participants were able to use them independently by the end of the study. Reflective journal entries were collected throughout the study. Analysis of the data revealed that students' reading comprehension was positively affected by the three metacognitive strategies. Appropriate instruction of metacognitive strategies have a beneficial impact on the reading comprehension of third grade students.

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 Effects of a Metacognitive Think aloud Strategy Used to Improve Reading Comprehension in a Group of Third Graders written by Megan C. Scully and published by . This book was released on 2003 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 1991 with total page 1140 pages. Available in PDF, EPUB and Kindle. Book excerpt: LLBA contains abstracts of the world's literature in linguistics and language-related research, book abstracts, book review listings, and enhanced bibliographic citations of relevant dissertations." Related disciplines such as anthropology, education, ethnology, information science, medicine, and communications are covered. Also includes some reference to papers in published conference proceedings.

Download or read book The Effects of Reading Comprehension with Indvidualizing Vocabulary and Fluency Strategies to Third Grade Students Scoring Below the First Quartile written by Michelle Dawn Jennings and published by . This book was released on 2010 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: After pre assessing students in a third grade classroom, the researcher noted four students, scoring below the 20th Percentile on the reading portion of the Northwest Evaluation Association (NWEA) exam, fall, 2008, in a pilot study. As the researcher further assessed these students, it was noted that these students lacked fluency and vocabulary skills. Focusing on fluency combined with individual, vocabulary instruction, the researcher individualized each of the students' reading program within the regular education classroom. Each of the four students was working at their current level of reading, entering the third grade and progressing throughout the school year. The researcher used a combination of the Power Reading program and coupled it with individual, vocabulary strategies to assist readers with fluency and comprehension. As their reading progressed, students were challenged to next levels. Data was analyzed using the NWEA assessment, Houghton Mifflin Leveled Reading Assessment and Kansas State Reading Assessments during the course of the school year to mark progress. All four students in year one exited the bottom quartile of the NWEA, gained two reading levels according the Houghton Mifflin Leveled Reading Assessments and scored in the top twelve percent of the Kansas State Reading Assessments. The pilot study was replicated in the school year, 2009-2010, Year Two, with ten students with similar needs.

Download or read book The Effect of Direct Explanation of Reading Strategies on Low group Third Graders Awareness and Achievement written by and published by . This book was released on 1987 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Metacognitive Read aloud Journals written by Justine Wilson and published by . This book was released on 2013 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of mental Modeling Metacognitive Reading Strategies to Increase Third Grade Students Ability to Remove Blockages Encountered During Comprehension of Text written by Alice Turnidge Daily and published by . This book was released on 1996 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1988 with total page 938 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Explicit Instruction on Third Grade Low Group Students Metacognitive Awareness of Reading Lesson Content and Their Performance on Additional Measures of Reading Ability written by Michael Steven Meloth and published by . This book was released on 1988 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Working Memory Training on Third grade Students Reading Fluency and Reading Comprehension Performance written by Sylvia E. Lee and published by . This book was released on 2014 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study explored the relationship between working memory (WM) and reading performance in 50 typically-developing third-grade students, as well as the effect of WM-training on their WM, reading fluency, and reading comprehension skills. Half of the sample was randomly assigned to the experimental group, while the other half was placed in the control group. Children in both groups participated in a battery of WM and reading assessments preceding and following three weeks of computer game play. The children in the experimental group played a WM-training computer game for about 10 minutes a day (Monday-Friday) for three weeks, while children in the control group played a computer game that required sustained attention, but did not have a WM component. It was hypothesized that WM performance would predict reading performance, such that better WM ability would be associated with better reading ability. Furthermore, it was predicted that WM span would mediate the relationship between reading fluency and reading comprehension. In terms of WM training, it was hypothesized that WM training would significantly improve the experimental group's performance on the measures of WM, reading fluency, and reading comprehension relative to the control group. Results indicated that WM ability significantly predicted performance on measures of reading fluency and reading comprehension at pre-test; however, WM performance was not observed to mediate the relationship between reading fluency and reading comprehension despite being closely associated with both skills. Finally, although children in the experimental group did not show improvements in WM performance relative to those in the control group on transfer tasks, they did demonstrate improvements in reading fluency and reading comprehension. The findings of this study not only suggest that WM ability is closely related to reading skills, but also that WM training may serve as another route to further improve and develop students' literacy abilities.

Download or read book Transactional Strategies Instruction Effect of Matacognitive Training on Third grade Reading Students Reading Comprehension Metacognitive Awareness and Reading Attitude written by Laura T. Harrington and published by . This book was released on 1995 with total page 54 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 A Quasi experimental Study of the Effects of Reading Aloud to Third Grade Students as Reflected in Their Written Composition Skills written by Darlene Michener and published by . This book was released on 1985 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reading for Understanding written by Catherine Snow and published by Rand Corporation. This book was released on 2002-04-18 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: In fall 1999, the Department of Education's Office of Educational Researchand Improvement (OERI) asked RAND to examine how OERI might improve thequality and relevance of the education research it funds. The RAND ReadingStudy Group (RRSG) was charged with developing a research framework toaddress the most pressing issues in literacy. RRSG focused on readingcomprehension wherein the highest priorities for research are: (1)Instruction