Dissertations / Theses: 'Adolescent reading instruction'

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Cummings, Brienne M. "Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206195511.

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Troyer, Margaret. "Teacher Implementation of an Adolescent Reading Intervention." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052843.

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This dissertation examines teacher implementation of an adolescent literacy intervention with a coaching component, guided by questions about fidelity of implementation (FoI) and curriculum adaptation. In the first of two studies, I used data from observations of teachers (n=17) in nine schools during the 2013-14 school year to conduct a nuanced descriptive analysis of FoI. I also analyzed weekly logs completed by literacy coaches (n=3) to examine variation in quantity and intensity of coaching. I then compared variation in coaching with variation in FoI, and finally compared FoI to outcomes for students (n=287). FoI at observation 1 was found to predict coaching time, and FoI across both observations predicted student outcomes. This emphasizes the critical role of investigating implementation in order to better understand the results of intervention research. In the second study, I used qualitative methodology to analyze adaptations made by four experienced teachers in one school that sustained implementation of this curriculum after the intervention trial had ended. Six focal adaptations were identified, three each from two teachers, and analyzed for productivity using criteria from Debarger and colleagues (Debarger, Choppin, Beauvineau, & Moorthy, 2013). Of the six, only two met criteria for productivity. This suggests that making productive adaptations is difficult, and that teachers should be supported to do so through educative curriculum materials and effective professional development. In addition, an account of teaching practice methodology was used to define each teacher’s orientation toward the curriculum (Simon & Tzur, 1999), and then to determine whether this orientation demonstrated assimilation or accommodation to intervention principles (Coburn, 2004). I found that the vast majority of time spent implementing the curriculum included adaptations, and that each teacher’s adaptations were different. Although one teacher demonstrated assimilation and accommodation to intervention principles, the other three primarily demonstrated assimilation. These findings suggest the importance of understanding teachers’ orientations toward curriculum in order to provide more tailored professional development which may help teachers accommodate to the most critical pedagogical features of a curriculum.

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Cereghini, Christina A. "Analyzing the Cultural Critical Discourse of Adolescent Authentic Discussions Using Online Booktalks." Thesis, University of Arkansas at Little Rock, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824823.

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This mixed methods study investigates the effect of cultural and sociolinguistic textures of talk on authentic discussion patterns and whether reading comprehension and inferencing are affected in an online booktalk environment with adolescents. The research will also investigate the contextual features of the classroom community to be studied to help determine the specific sociocultural norms established in that classroom. The unique conditions of the setting in which today’s adolescents function, such as amplified access to digital technologies, the evolving status of socialization, the express shift of physical and emotional factors, and the collective influence of prior experiences with reading, call for a more nuanced examination of their literacy practices. Data was collected from a Pre-AP 10^th grade students in an urban high school setting. Using a sample of 75 students for the blog postings and recorded classroom discussions, the transcripts were sent through LIWC and the variables of tone, analytical, social, affect, cognitive process, and affiliation were examined. An F-test two sample for variances found that there is a connection between the students’ funds of knowledge and their comprehension of the text. The results also suggest that inferencing is influenced through the other variables. There was no statistical significance between cognitive process and social, affect and affiliation, cognitive process and affiliation.

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Huddle, Sally Mae. "The impact of fluency and vocabulary instruction on the reading achievement of adolescent English language learners with reading disabilities." Thesis, The University of Iowa, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3628396.

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Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley & Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs.

The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties?

Summary of Study Design and Findings A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage.

Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.

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Huddle, Sally Mae. "The impact of fluency and vocabulary instruction on the reading achievement of adolescent English language learners with reading disabilities." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4650.

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Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley & Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs. The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? Summary of Study Design and Findings A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage. Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.

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Hare, Heather N. "Healing with Word: How Young Adult Literature Affects Incarcerated Adolescent Males." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1509535179731481.

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Arthur, Mary L. "Examining the Nature of Interactions which Facilitate Learning and Impact Reading Achievement During a Reading Apprenticeship: A Case Study of At-risk Adolescent Readers." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2233/.

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The purpose of this qualitative case study was to explore the interactions that take place during a reading apprenticeship which facilitate the learning of reading strategies by adolescent students who are at the middle school level and are still at-risk for reading failure and to investigate how a reading apprenticeship affects reading achievement in the areas of fluency, vocabulary development, comprehension, and the self-perception of the reader. The case study was descriptive and interpretive in nature, and examined two students, each of whom was part of a one-to-one reading apprenticeship. The researcher served as participant observer in both cases and was the teacher in each of the one-to-one reading apprenticeships. The primary data set was qualitative in nature, and elements of quantitative data were also considered. Sessions included pretesting and posttesting using the Classroom Assessment of Reading Processes (Swearingen & Allen, 1997), reading from narrative or expository books, working with words, writing, and dialoguing about the reading. Reading strategies were directly taught, modeled, and reinforced by the teacher/researcher with the goal of the students internalizing the strategies and improving their reading in the areas of fluency, vocabulary development, and comprehension, as well as improving their attitudes toward reading and their self-perception about their reading ability. This study described a reading apprenticeship which positively impacted reading achievement for two students in the areas of fluency, comprehension, and vocabulary development, as well as influencing their motivation for reading and their self-perceptions as readers. The environment of the reading apprenticeship, the dialogue that occurred throughout the reading apprenticeship, and strategy instruction, modeling, and reinforcement were found to be factors and interactions which facilitated learning during this intervention.

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Rausch-Aviles, Ann. "The Effect Of Guided Reading And Word-mapping On Vocabulary, Comprehension And Fluency Of Struggling Adolescent Readers." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/107001.

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CITE/Language Arts
Ed.D.
Educational research has demonstrated that there is a correlation between struggling readers and poor vocabulary knowledge skills. In this quasi-experimental study 53 fifth and sixth grade struggling reader in a low socioeconomic suburban school district were assigned to one of three treatments designed to improve their knowledge of 30 high frequency words by: 1) a word-mapping treatment in which students focused on the definition, synonyms, a sentence and drawing to illustrate the meaning of the targeted words; 2) a guided reading treatment in which students were presented with four different reading passages and asked to focus on and define the targeted words; and 3) a control treatment in which the district-wide use of flashcards drill and practice were used to learn words from the high frequency list. Students completed pre-tests and four week delayed post-tests after the treatment on each of five measures. Sentence construction was tested after the treatments were completed. Analysis of Covariance and correlated t-tests were done to investigate two questions: 1) Considering each treatment on its own, did word mapping, guided reading and flashcards treatments have a significant effect on vocabulary knowledge, comprehension, word recognition, fluency, sentence completion and sentence production; 2) Were there significant differences among the word mapping , guided reading and flashcard treatment groups? There were significant differences at the post-test among the three groups for word recognition and fluency.
Temple University--Theses

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Olukolu, Rona M. "The Relationship of Culturally Responsive Instruction and the Reading Comprehension and Attitude of Struggling Urban Adolescent Readers." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/910.

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Culturally responsive instruction refers to the identification of relevant cultural aspects of students’ lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement. This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant literature (CRL), the Bluford Series Novels, as authentic texts of instruction. Participants were seventh grade reading students at a Title I middle school in South Florida. After a baseline period, two different classes were taught for 8 weeks using different methods. One class formed the experimental group (n=22) and the other class formed the comparison group (n=22). The CRI curriculum for the experimental group embraced the socio-cultural perspective through the use of small discussion groups in which students read and constructed meaning with peers through interaction with the Bluford Series Novels; gave written responses to multiple strategies according to SCRAP – Summarize, Connect, Reflect, Ask Questions, Predict; responded to literal and inferential questions, while at the same time validating their responses through evidence from the text. The Read XL (basal reader) curriculum of the comparison group utilized a traditional form of instruction which incorporated the reading of passages followed by responses to comprehension questions, and teacher-led whole group discussion. The main sources of data were collected from the Gates-MacGinitie Reading Tests, the Florida Assessments for Instruction in Reading (FAIR), and the Rhody Secondary Reading Attitude Assessment. Statistical analyses were performed using Repeated Measures ANOVAs. Findings from the study revealed that the experimental participants’ reading attitudes and FAIR comprehension scores increased when compared to the comparison group. Overall, the results from the study revealed that culturally responsive instruction can potentially foster reading comprehension and a more positive attitude towards reading. However, a replication of this study in other settings with a larger, more randomized sample size and a greater ethnic variation is needed in order to make full generalizations.

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Hernandez, Judith Ann. "The reluctant adolescent: Implementing literature circles to enhance intrinsic motivation." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1829.

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Sposato, Elysia D. "I Ain’t Gonna Read None: Investigating Adolescent/Young Adult Teachers’ Ability to Motivate Students to Read." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300468219.

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Parker, Emily G. "ASSESSING THE IMPACT OF THE READING INTERVENTION LANGUAGE! ON STATE READING PROFICIENCY SCORES FOR SECONDARY STUDENTS WITH DISABILITIES." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1248101265.

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McNemar, Stephanie K. "The power of literacy: special education students’ perceptions of themselves as literate beings." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19006.

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Doctor of Philosophy
Curriculum and Instruction
Jeong-Hee Kim
This phenomenological case study focuses on three secondary special education students’ perceptions of themselves and their lived experiences. The purpose of this study is twofold: First, to understand how secondary special education students perceive themselves as literate beings; and second, to illuminate how secondary special education students understand what it means to be literate and how their lived experiences have shaped their perceptions of being literate. Based on qualitative data, such as, interviews, observations, questionnaire, and a qualitive analysis method, called Interpretive Phenomenological Analysis, I have identified three themes of the lived experiences of the participants: 1) Students’ stability and/or instability of their lived experiences influenced their literacy practices; 2) Being identified as special education students did not prevent them from being literate; and 3) Different lived experiences led to different literacy practices. Based on these themes, I provide implications for educators and policy makers including: understanding secondary special education (SSE) students as literate beings; valuing the varied experiences that SSE students bring to classrooms; capitalizing on SSE students’ self-efficacy and resilience to promote students’ literacy; respecting SSE students’ literacy skills on out-of-school literacy; paying attention to the personal dimensions of literacy practices to meet the needs of the diverse learners; allowing SSE students to demonstrate their literacies in multiple ways; and collaborating between general education and special education teachers to benefit all students. The significance of this study resides in that it focuses on the literacy practices of secondary special education students, whose voices have been largely missing in the literature. This understanding of the voice and the lived experiences that secondary special education students bring to the classroom will help educators, policy makers, and curriculum writers find ways to better serve special education students. In so doing, this study reconceptualizes the power of literacy that needs to be fostered in SSE students, so that they can succeed not only in college and career but also in their personal lives.

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Eckhart, Tami Marie. "Good strategies for "bad" books." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237311795.

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Bergman, David Murphy. "Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/234823.

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CITE/Language Arts
Ed.D.
This qualitative case study investigated the nature of motivational change among eight adolescent participants who made notable advances in reading while in middle school. Data was gathered through interviews, observations, and artifact analysis. Guthrie's (2001) work identified a list of essential elements for reading engagement: autonomy support, interesting texts, goal orientation, real-world instruction, evaluation, strategy instruction, teacher involvement, collaborative learning, and the use of praise and rewards. Using Guthrie's (2001) work as a guide, a line of inquiry was formulated that could yield useful data on which factors were most influential in accounting for motivational and achievement growth among this unique population of improved readers. At the end of a six month study, interesting texts and real-world connections were found to be the most significant of Guthrie's (2001) contexts for engagement in facilitating participants' growth as readers. However, the personal accounts of the students, parents, and teachers in this study reveal a more complex picture of the nature of the motivational change among these adolescent readers. From this data, seven themes emerged that related to participants' motivational experiences in the categories of ethnicity, gender, and disability status. The three themes that emerged on the topic of ethnicity were "Resisting a fear of failure," "Meeting readers where they are," and "Tying literacy to the real world." On the subject of gender, two themes also emerged from the data: "Genders appearing more similar than different" and "Girls preferring intrinsic motivation." On the subject of students with disabilities, an additional two themes emerged: "Experiencing more reading frustrations" and "Combining learning support and interesting texts." Several of these themes suggested findings that differed from previous research on motivation and adolescent readers. Based on these findings, implications for practitioners, policymakers, and researchers were explored.
Temple University--Theses

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Smith, Kathy Joiner. "Impact of READ 180 on Adolescent Struggling Readers." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/355.

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The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004, and Florida Response to Intervention (RTI) (Florida RTI, 2009). In line with the NCLB Act, Florida requires students to pass the reading portion of the Florida Comprehensive Assessment Test (FCAT) on grade level in order to graduate (FL-DOE, 2001). In alignment with the RTI framework, READ 180 is presently being implemented as a Tier 2 intervention with adolescent struggling readers across the nation. The methodology for this research was a retrospective research design, with the use of multiple regression and logistic regression models which are consistent with the purpose. Neither of the analyses indicated a significant relationship between READ 180 and the attainment of the minimum yearly gain on the developmental scale score (DSS) of the reading portion of the FCAT. The data analyses supported previous research results indicating that students who are identified as White, from non-low SES families, and not identified with a disability, have more academic success. The results indicated that the regular classroom with reading strategies instruction was just as effective for promoting reading achievement as the separate classroom with specific reading instruction. Because students who participated in the intensive reading intervention forfeit the opportunity to participate in other courses, policy makers and educators need to weigh carefully the costs and benefits of such programs.

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Koch, Cassandra M. "The impact of age on intermediate students' self-selection of literature." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300319511.

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Stafford, Tammy. "The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5515.

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This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students' question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target population of adolescent readers. Discussion of the results revolves around interventions, QAR instruction, reading ability, and motivation of the participants.
Ed.D.
Doctorate
Education and Human Performance
Education

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Goering, Christian Z. ""This ain't a ghetto class; this is a fine class!" : dramatic oral reading fluency activities in the social context of a ninth-grade classroom." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/339.

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Keys, Ashley N. "High School Teachers’ Perceived Self-Efficacy in Teaching Literacy across the Curriculum in Tennessee First Core Region 1 High Schools." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3110.

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At the high school level teachers are often departmentalized by their content area and do not teach subjects outside of their specialties. Common Core State Standards (CCSS) introduced literacy standards across the curriculum requiring reading and writing instruction in all courses. The adoption not only affected traditional literacy teachers but also science, math, social studies, and career and technical education teachers who may have had little or no training or experience in teaching literacy to adolescents. These teachers, because of little training or experience in teaching literacy, may feel unprepared for the CCSS literacy shifts or inadequate in delivering literacy instruction. This study was designed to explore teacher perceived self-efficacy after the implementation of new literacy standards in Tennessee. The purpose of this study was to evaluate high school teachers’ perceptions with regard to self-efficacy and literacy instruction across the curriculum. Data were collected through online, voluntary surveys using Likert scaling and one open-ended response question. The sample included Tennessee high school teachers from 3 counties in Tennessee First Core Region 1 high schools who had taught math, science, social studies, career and technical education, or ELA. This study found no significant difference based on self-efficacy and content area, level of teaching experience, or gender. There was also no significant difference based on literacy efficacy and level of teaching experience or gender. There was a significant difference based on literacy efficacy and content area. ELA teachers were more significantly confident in teaching literacy than nonELA teachers.

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Paterson, Gregory David. "Standardized Assessment Results as a Predictor of Student Reading Success in New Brunswick, Canada." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10160960.

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Many Canadian school districts use standardized reading achievement data to support reading instruction. Over 30% of 9th-grade students in the Anglophone School District-South (ASD-S) have not met targets for the English Language Proficiency Assessment (ELPA), a graduation requirement in New Brunswick, Canada. This study compared archival reading scores of 6th-grade students from 2009-2012 with the same students’ scores in 9th-grade from 2012-2015, to determine if 6th-grade scores were a predictor of 9th-grade results. Rendering the impact illiteracy plays on society, this study applied the theoretical framework of social theory from Bourdieu’s (1977, 1984, 1986) view of social mobility and Turner’s (1960) view of contest mobility. A quantitative design employed a regression analysis to determine how standardized reading scores for three cohorts of students in 6th-grade between 2009-2012 compared with the reading achievement test scores as 9th-grade students in 2012-2015. A sample of 1,200 students was selected. A paired samples t test determined which level(s) of reading comprehension (literal, inferential, or critical) presented the most difficulties for students between 2009-2015. Results of the study concluded that 6th-grade overall reading scores were a predictor of 9th-grade overall scores and that inferential and critical levels of reading comprehension were areas of concern. These findings are intended for administrators and District leadership in ASD-S to support the implementation of an intervention year in Grades 7 and 8 to address this problem. This research promotes positive social change by identifying potential pathways for improving adolescent reading skills for New Brunswick youth.

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Alber, Rebecca. "Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10144143.

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This qualitative study explored the experiences and insights of four alumnae from a girls’ after-school writing program and the program’s transformative impact on development of their literacy, their voice, and their confidence. The writing program, InkGirls (a pseudonym), was for girls of color ages 13 to 18 who lived in metropolitan Los Angeles. Participants attended high-density public schools located in low-income neighborhoods. Curriculum and instructional practices in such public schools have been critiqued as substandard, rote, and lacking opportunities for critical thinking and student voice (Darder, 2015). Gender bias in the classroom, and the lack of representation of women of color in instructional materials also have been legitimate concerns in U.S. public schooling (Sadker, Sadker, & Zittleman, 2009).

Using a theoretical framework of critical pedagogy (Freire, 2000) and critical feminist pedagogy (Weiler, 1988), this qualitative study investigated practices of critical literacy (Christensen, 2009) in the writing program that promoted development of literacy and voice and elevated the critical consciousness and social agency of the participants. The program’s elements of critical literacy included studying relatable texts, reading from critical perspectives, writing personal narratives, and completing social action projects in public readings for a live audience. The findings from the program’s curriculum and public readings, and the perceptions of the former participants pointed to critical literacy as an effective approach to literacy instruction and development of voice and agency

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Burke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.

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English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experimental methodology with treatment and comparison groups, during the normal operations of the public school classroom. It tested the effect of training with a textbook summarization method and with an academic conversation strategy on the comprehension of state-adopted science textbook readings. Posttest scores of both groups were analyzed using an ANOVA. Posttest scores of treatment group members were analyzed in relation to prior science knowledge, reading level, gender, and level of English proficiency using a factorial ANOVA. Findings suggest that the treatment had a positive impact on the achievement of students who had a low level of English language proficiency. In light of the at-risk nature of this population, given low socioeconomic status and that a high percentage of families are migrant workers, this in encouraging. The basic premise of the treatment appears promising. Evidence collected pertaining to its effect relative to students’ general ESOL level, science background knowledge, literacy skills, and gender neither confirmed nor denied the viability of the strategy. The further significance of this study is that it adds to the body of research on strategies to support English Learners.

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Ugol, Stephanie Pierson. "Developing literacy in young adolescents| Teacher beliefs and structures that shape learning." Thesis, Manhattanville College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722888.

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The dimensions of literacy development are deep and complex, marked by developmental stages, adult perceptions, and the varying needs of learners. Today’s young adolescents benefit from literacy instruction that provides engaging and relevant instructional methods for authentic purposes and audiences beyond the academic assignment. This case study investigated authentic adolescent literacy within a suburban middle school learning environment. It explains how teacher mindset beliefs, literacy program models, professional learning, and the structures within a middle school influence the implementation of an authentic literacy program. This case study employed the concept of intellectual authenticity using the standards of authentic work as described by Newmann (1991) to consider the existence of authentic work within English language arts classrooms that were implementing a student-centered, process model approach for reading and writing instruction. It considered the existence of pillars of practice that support adult learning (Drago-Severson, 2004, 2009) to understand what adult learning structures supported literacy program implementation. Using data obtained from semi-structured interviews, observations, and an analysis of artifacts, this qualitative case study explored the connection between educator beliefs, literacy program models, adult learning supports, and structural variables of a middle school environment to inform a better understanding of the development of authentic literacy in young adolescents.

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Doan, Malani Melissa. "Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5192.

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Recent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little research has been conducted to evaluate instructional methods and reading comprehension strategies with digital texts. To address this critical issue, the present study examined the effects of a metacognitive reading comprehension instructional protocol (STRUCTURE Your Reading [SYR]; Ehren, 2008) with eighth grade students using digital texts in a standard social studies classroom in an urban American school setting. The focus of the protocol was on teaching strategies and self-questioning prompts before, during, and after reading. The study employed a randomized controlled design and consisted of three conditions with a total of 4 participating teachers and 124 participating students. The study was conducted over 25 instructional days and two instructional units with 13.83 treatment hours within the standard, social studies classes. Hierarchical ANCOVA analyses revealed that when controlling for pre-test measurements, the comparison and experimental groups performed significantly better than the control group with instructional unit test scores (Unit 2), reading strategy use in all stages of reading (before, during, and after), and self-questioning prompts during reading. Comparison and experimental groups did not significantly differ in these gains, indicating that this instructional protocol is effective with both paper and digital text. These findings suggest that the SYR instructional protocol is effective with secondary students in content area classrooms when using digital text. Furthermore, they suggest that metacognition and reading comprehension strategy instruction are able to be successfully embedded within a content area class and result in academic and metacognitive gains. Clinical implications and future research directions and are discussed.
Ph.D.
Doctorate
Education and Human Performance
Education; Communication Sciences and Disorders

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Malani, Melissa Doan. "Effects of a reading strategy with digital social studies texts for eighth grade students." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5414.

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Recent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little research has been conducted to evaluate instructional methods and reading comprehension strategies with digital texts. To address this critical issue, the present study examined the effects of a metacognitive reading comprehension instructional protocol (STRUCTURE Your Reading (SYR); Ehren, 2008) with eighth grade students using digital texts in a standard social studies classroom in an urban American school setting. The focus of the protocol was on teaching strategies and self-questioning prompts before, during, and after reading. The study employed a randomized controlled design and consisted of three conditions with a total of 4 participating teachers and 124 participating students. The study was conducted over 25 instructional days and two instructional units with 13.83 treatment hours within the standard, social studies classes. Hierarchical ANCOVA analyses revealed that when controlling for pre-test measurements, the comparison and experimental groups performed significantly better than the control group with instructional unit test scores (Unit 2), reading strategy use in all stages of reading (before, during, and after), and self-questioning prompts during reading. Comparison and experimental groups did not significantly differ in these gains, indicating that this instructional protocol is effective with both paper and digital text.; These findings suggest that the SYR instructional protocol is effective with secondary students in content area classrooms when using digital text. Furthermore, they suggest that metacognition and reading comprehension strategy instruction are able to be successfully embedded within a content area class and result in academic and metacognitive gains. Clinical implications and future research directions and are discussed.
ID: 031001563; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Barbara J. Ehren.; Title from PDF title page (viewed August 26, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 236-261).
Ph.D.
Doctorate
Education and Human Performance
Education; Communication Sciences and Disorders

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Lester, Benjamin T. "Standard English Language Acquisition Among African American Vernacular English Speaking Adolescents: A Modified Guided Reading Study." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/37.

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This dissertation is an effort to contribute to the knowledge base concerning reading instruction for adolescent students who speak African American Vernacular English (AAVE), as well as their acquisition of Standard English (SE), by focusing on language structure during a modified approach to guided reading (MGR). Emphasis was placed on teaching the eight inflectional morphemes in SE, as well as other literacy strategies to AAVE speaking students. This intervention hypothesized that the teaching and learning of inflectional morphemes, in particular, would increase SE literacy acquisition. The intervention utilized formative experiment methodology and a quasi-experimental time series design. Data sources and collection took several forms: a) KTEA II - reading (letter and word recognition and reading comprehension) and written language (written expression) (Kaufman & Kaufman, 2004); b) field reflections; c) student surveys; and d) video-taped MGR lessons. Informal assessments such as the Ekwall/Shanker Reading Inventory, 4th Edition (Shanker & Ekwall, 2000) were used to guide instruction for MGR lessons. The findings supported the hypothesis that instruction of inflectional morphemes in SE has a positive impact on reading, writing, and overall acquisition of SE among AAVE speaking students.

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Webber, Kristin. "How Adolescents in an Alternative School Program Use Instructional Technology to Create Meaning While Reading and Writing." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365806315.

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Williams, Mary. "Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5889.

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Despite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher's preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher's effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading one-on-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.?
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive

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Schey, Ryan Andrew. "Youth's queer-focused activism in a secondary classroom: Pedagogy, (un)sanctioned literacy practices, and accountability." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1521558506221929.

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Whittington, Jesse. "They're just not that into it: adolescent reading engagement in French immersion." Thesis, 2013. http://hdl.handle.net/1828/4615.

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Middle school French immersion teachers often report that they have a difficult time engaging their students in second language reading. This research used a constructivist, critical, and pragmatic approach to case study to explore middle school French immersion students’ perceptions of themselves as readers of French and of their experiences with reading in French. The research sought to understand, through thematic cross-case analysis, which themes appear most prominently in student accounts of their experiences with reading in French. Four major themes were identified: choice, assigned work, understanding, and interest. Additionally, the research sought to identify which instructional strategies might be most effective in promoting student engagement in reading in an additional language. The findings suggest a need for highly differentiated instructional models that emphasize teaching students how to assess a text for its appropriateness to their interests and reading level and providing students with ample time for free, independent reading.
Graduate
0515
0282
0279
0535
0727
0525
jwhittin@uvic.ca

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"Reading instruction for the literacy needs of an older adolescent striving reader." UNIVERSITY OF KANSAS, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=1464042.

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Lin, Wei-Chen, and 林韋辰. "Applying Bibliotherapy-oriented Adolescent Literature Reading Instruction to Improve EFL Students' Peer Relationships and Enhance Reading Comprehension." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/40658096818340194800.

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碩士
國立高雄師範大學
英語學系
101
This study explored the effects of the implementation of English adolescent literature on EFL junior high school students’ reading comprehension and peer relationships. The subjects were 28 ninth-grade students in Minde Junior High School in Tainan City, who participated in the 12-week Bibliotherapy-oriented Adolescent Literature Reading Program (BALRP). Three instruments, the pre-test and post-test of English reading comprehension, the Questionnaire of Peer Interpersonal Relationships (QPIR), and the questionnaire of students’ responses to the BALRP, were adopted. Before the BALRP, the subjects were required to take the pre-test of English reading comprehension and the QPIR. During the BALRP, the subjects were guided to read the three reading selections－All Tutus Should Be Pink (Brownrigg, 1992), Football Friends (Marzollo, Marzollo, &; Marzollo, 1997), and The Sisterhood of the Traveling Pants (Brashares, 2009). When finishing every reading selection, the subjects were asked to take the post-test of English reading comprehension. After the BALRP, the subjects were requested to take the QPIR again and answer the questionnaire of students’ responses to the BALRP. The data for this study were analyzed in a quantitative way and a qualitative way. A paired samples t-test and descriptive statistics were utilized to compare and analyze the data collected from the three instruments. Moreover, the data collected from the open-ended questions of the questionnaire of students’ responses to the BALRP were analyzed and discussed qualitatively. Based on the data analyses, the major findings of this study are summarized as follows: 1.There is a significant difference in the subjects’ pre-test and post-test of English reading comprehension. According to the increased mean score of the post-test, BALRP was effective in enhancing English reading comprehension. 2.Though no significant difference was found in the pre-study and the post-study of QPIR, the subjects expressed their improvement of peer relationships in the open-ended questions in the questionnaire of students’ responses to the BALRP. Therefore, the BALRP promoted the subjects’ positive perceptions of peer relationships. 3.The majority of the subjects responded positively to reading adolescent literature. They were more interested in reading English adolescent than in textbooks. Furthermore, they expressed that reading English adolescent literature helped improve their reading comprehension more than the textbooks in traditional curriculum. They hoped to read more English adolescent literature in future classes. 4.Most of the subjects favored the novel in the BALRP, compared to the picture books for two main reasons. First, there were so many similarities between the subjects and the characters to intrigue them. Second, comprehending the novel satisfied the subjects’ self-achievement. According to the study findings, integrating adolescent literature into English reading instruction is an effective alternative for English teachers in junior high school. The implementation of English adolescent literature with real-life issues could help students to deal with the problems in their daily life. In addition, by teaching authentic English adolescent literature through small group activities, EFL teachers can break the barrier between teachers and students in reading class.

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Chu, Yuan-tse, and 朱源澤. "EFFECTS OF IMPLEMENTIING AN ADOLESCENT LITERATURE CIRCLES PROJECT IN ENGLISH READING INSTRUCTION FOR STUDENTS IN A VOCATIONAL HIGH SCHOOL IN KAOHSIUNG." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/69492912296143775998.

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碩士
國立高雄師範大學
英語學系
99
The purpose of the study is to investigate the effects of an adolescent literature circles (ALC) project in English reading instruction for vocational high school students in Taiwan. The effects were examined in six aspects. First, the students’ English reading comprehension and their responses to English reading before and after the ALC were compared. Then, the student responses to the two reading selections, the worksheets of role play, and the cooperative learning in the ALC were investigated. Finally, the student responses to their difficulties and suggestions for the ALC were explored. The subjects in this study were composed of 57 tenth-graders in one class of Applied Foreign Language Department in San Sin Vocational High School in Kaohsiung, Taiwan. All the subjects participated in the 12-week ALC. Before the ALC, the subjects were required to fill out The Pre-study Questionnaire on the Student Responses to English Reading. During the ALC, the subjects were guided to read the two selected fiction－ Sarah, Plain and Tall and Skylark. During the 12-week ALC, the subjects shared their worksheets and discussed about the content with peers in their group discussions. After reading the two selected fiction, all the subjects were required to take The Post-test of English Reading Comprehension and fill out The Post-study Questionnaire on Students’ Responses to English Reading. The subjects’ scores from the pretest and post-test of English reading comprehension were compared by paired samples t-tests, and so were the student responses to the pre-study and post-study questionnaires on the student responses to English reading. Moreover, descriptive statistics were applied to probe into the student responses to the five-point scale questions about the two reading selections, the worksheets of role play, and the cooperative learning in the ALC. As for the data collected from the two open-ended questions of the subjects’ difficulties and suggestions for the ALC were analyzed and discussed qualitatively. Based on the data analyses, the major findings of the present study are summarized as follows: 1. There are significant differences between the pretest and the post-test of English reading comprehension for the subjects. In addition, the increased mean scores in the post-test indicated that the ALC benefited the subjects in promoting their English reading comprehension. 2. There are four significant differences and two non-significant differences in the student responses to English reading. According to the increased mean scores of the post-study questionnaire, the ALC helped the subjects be aware of the importance of English reading and get involved in English reading. As a result, the subjects positively made their efforts in English reading in the ALC. 3. From the subjects’ responses, it reveals that most of the subjects like the two reading selections and felt satisfied with their authentic content. The appealing and realistic plots engaged them in literary reading and English learning. Moreover, the subjects in the ALC positively devoted themselves to exploring the meanings behind the contexts. They learned appreciating the beauty of literature and enhanced their interest in learning English. 4. According to the student responses, it shows that the majority of the subjects expressed that the role play had them distinct direction to reflect issues and further gain confidence in group discussion. Moreover, the diversity of the worksheets of role play aroused the subjects’ interests in finishing the worksheets and reading the fiction from diverse perspectives. 5. From the student responses to the cooperative learning in the ALC, the majority of the students expressed that cooperative learning benefited them in interpreting the assigned fiction and enhancing their interests in English reading. Through the cooperative learning, the students in the ALC not only cultivated their interpersonal skills but also developed their various perspectives. 6. From the student responses to their difficulties and suggestions for the ALC, some students expressed that they could not figure out the proper meanings of the new words in the contexts, and it was hard to find out the implications in the fiction. Some students also expressed that they could not complete the reading on time by schedule. On the other hand, the students made some practical suggestions for the ALC. Some students hoped that they could choose the reading selections. Some suggested having different group members and playing different roles in the ALC. The study findings imply that the ALC effectively fostered the students’ English reading comprehension and enhanced their dedication to English reading. It also positively benefited the students in cooperative learning and social interaction. Accordingly, implementing the ALC in English reading program is beneficial for students to develop social interaction. In addition, students’ English reading interest can be promoted by doing worksheets in various cooperative activities. Finally, choosing appropriate English adolescent fiction for students in different needs facilitates them in English learning.

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Jen, PeiSan, and 任珮珊. "A Study On Action Of Reading Instruction By Class Reading Party In The Sixth Grade Of Elementary School—Taking Adolescent Novels Written By Chang, You-Yu As Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/57377818498837533495.

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碩士
國立臺北教育大學
語文與創作學系語文教學碩士班
100
Abstract In order to learn the implementation of adolescent novels used in the reading course of class reading party, the study takes four adolescent novels of《My Father is A Rogue》, 《Hey! The Girl in Skir t,》《A-Guo is Riding A Bike in the Suhua Highway》and《Saigon Guy》by Chang, You-Yu as the research subject, and combines the reading instruction pattern to conduct the action research. The class reading party in the study is conducted by reading discussion group. By means of questionnaire, video, teaching observation record, teachers’ research notes, students’ interview, cognition questionnaire of text issue, student’s reading notes and learning sheet, the study collects and analyzes the materials and concludes the following results: 1. When using class reading party in the reading course of higher grades in elementary school, the design of teaching activities can be divided into warming-up part, discussion part and extension part. Meanwhile, group learning method can help students fully participate in the discussion. When carrying out the discussion, teachers should ask questions from easy ones to hard ones so as to guide students into deep thinking. Moreover, they should arrange the activity time properly and use multiple activity design to improve students’ participation interest as well as provide positive feedback in accordance with the honor system. 2. Class reading party used in the reading course of higher grades in elementary school can improve students’ reading motives, interests and understanding to text content. 3. The reading instruction strategy of class reading party in the study can promote students’ understanding to the related issues of the text and change the existing viewpoints of some s tudents toward related issues. 4. The four novels written by Chang, You-Yu in the study can promote students’ understanding and acceptance of new immigrant families, making students know how to face family violence and rethink the value of family and father, assisting students to solve the adolescent confusion and cultivating positive perspective of gender value. Students can also learn how to face and make up their mistakes and are more willing to forgive others as well as establish positive life attitude. 5. As the leader of class reading party, teachers should get familiar with children’s literature, master relative knowledge and abilities of children’s Chinese language development, arrange activity time properly, design multiple teaching activities and get deep analysis on the text to provide meaningful discussion questions as well as get familiar with the leading skills of reading party. Key words: reading instruction, class reading party, adolescent novel, novel written by Chang, You-Yu

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Hwei-Ching, Lin, and 林慧卿. "THE APPLICATION OF ADOLESCENT FICTION THROUGH COOPERATIVE LEARNING IN ENGLISH READING INSTRUCTION: A CASE STUDY OF DAYUAN INTERNATIONAL SENIOR HIGH SCHOOL IN TAOYUAN." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/gd4nfv.

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碩士
國立高雄師範大學
英語學系
104
ABSTRACT This study aims to investigate the application of adolescent fiction (AF) through cooperative learning (CL) in English reading instruction, exploring the effects on English reading proficiency, English reading motivation, attitude to AF and CL and responses and suggestions to the AF reading instruction. The selected AF is Bridge to Terabithia written by Katherine Paterson. The subjects of this study included 40 tenth-grade students at Dayuan International Senior High School in Taoyuan. During the eleven-week English reading instruction, all the subjects were required to read the selected fiction, participating in CL. In this study, the paired-samples t-test was implemented to examine the difference in the students’ English reading proficiency between pretest and posttest and the difference in the students’ English motivation between pre-study and post-study questionnaire. Moreover, the subjects’ attitude to AF and responses to CL were presented and analyzed in frequency and percentage. At last, the four open-ended questions in the post-study questionnaire were qualitative categorized and discussed. The major findings of the study were summarized as follows: 1. This instruction enhanced the majority of the students’ reading proficiency. 2. This instruction had a positive effect on the majority of the students’ reading motivation. In addition, the results indicated the possible factors affecting their reading motivation, which fostered the students and the researcher to make further reflection and improvements. 3. Most of the students took positive attitude toward AF after this AF instruction. 4. Most of the students showed their fondness to CL after this AF instruction. 5. The majority of the students responded positively to this instruction and proposed their learning difficulties, learning improvements, expected reading genres and feedback and suggestions to the instruction. Based on the research findings, it is suggested that English teachers apply CL in teaching, making good use of heterogeneous groups to reinforce positive interaction among students and learning efficiency. Moreover, teachers can integrate English AF into the reading instruction so as to enhance students’ English reading proficiency and motivation. Finally, students’ learning difficulty and burden should be taken into account while teaching. With appropriate adjustment and assistance, students will steadily gain improvements.

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"The Magic of a Good Book: Voluntary Fiction Reading Habits and Preferences of Adolescents." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.62730.

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abstract: Do adolescents read? What do they read? This purpose of this study was to examine the voluntary fiction reading experiences of secondary students. Literature was reviewed concerning the adolescent reader and voluntary fiction reading. The readers were found to be capable of making profound meanings out of text. The readers found characters, plot, learning from their books, and the desire to read more beneficial to their engagement and reading pleasure.
Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2020

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Wexler, Jade. "The relative effects of repeated reading, wide reading, and a typical instruction comparison group on the comprehension, fluency, and word reading of adolescents with reading disabilities." Thesis, 2007. http://hdl.handle.net/2152/3717.

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This experimental study was conducted to examine the relative effectiveness of a Repeated Reading (RR) and Wide Reading (WR) intervention when compared to typical instruction on secondary struggling readers' comprehension, fluency, and word reading. The sample consisted of a total of 96 students (9th through 12th grade) ranging in age from 13-17 in special education reading and English classrooms. Participants included students with learning disabilities (LD), dyslexia, or students selected as students with significant reading difficulties. The investigator paired students on variables of interest (i.e., reading level) within classes and then randomly assigned pairs to one of three groups: repeated reading (N=33), wide reading (N=34), or typical instruction (N=29). Tutors, trained by the investigator, monitored students as they worked in pairs in each treatment condition. Intervention was provided daily for approximately 15-20 minutes for 10 weeks. Treatment effects for each outcome measure were estimated using analysis of covariance (ANCOVA). Results indicate no overall statistically significant differences for any condition. Effects ranged from -.81 to .28 usually hovering around no effect or favoring the C condition over the treatment conditions or favoring the RR condition over the WR condition. Five separate ANCOVAs were conducted using the following dependent variables with each pretest score used as a covariate: (1) Woodcock Johnson Tests of Achievement III (WJIII) Passage Comprehension subtest (RR vs. C = -.10; WR vs. C = -.20; RR vs. WR= .10); (2) Test of Silent Reading Fluency (TOSRE) (RR vs. C =.-31; WR vs. C = -.81; RR vs. WR= .10); (3) Woodcock Johnson Tests of Achievement III (WJIII) Letter-Word Identification subtest (RR vs. C = -.05; WR vs. C = -.11; RR vs. WR = .06); (4) AIMSWeb Oral Reading Fluency System (RR vs. C = -.08; WR vs. C = -.26; RR vs. WR= .18); and (5) Test of Silent Contextual Reading Fluency (RR vs. C =.28; WR vs. C = -.01; RR vs. WR= .28). Results indicate that neither RR nor WR should be implemented for secondary readers with significant reading difficulties and more research into ways to make fluency instruction more explicit and instructional for these students is warranted.

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Madigan, Timothy P. "The social dimensions of integrated reading and writing instruction for adolescents with dyslexia A case study /." 2006. http://proquest.umi.com/pqdweb?did=1192197231&sid=11&Fmt=2&clientId=39334&RQT=309&VName=PQD.

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Thesis (Ph.D.)--State University of New York at Buffalo, 2006.
Title from PDF title page (viewed on Mar. 02, 2007) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Collins, James L. Includes bibliographical references.

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Masureik-Berger, Arlene Roslyn. "Metacognitive strategies for learning disabled adolescents in specialised education." Diss., 2015. http://hdl.handle.net/10500/18159.

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Learning disabilities are a life-long problem for many individuals. Besides the adjustments all adolescents experience in life, learning disabled adolescents must contend with academic problems at school which have a drastic effect on their selfesteem. This becomes particularly evident when these pupils face the demands of the secondary school syllabus where they have to be able to concentrate, read for information, memorise facts, answer questions and solve problems, and write assignments. By the time learning disabled adolescents reach secondary school they have already experienced so much failure that they become passive towards their studies. Teaching these pupils metacognitive learning strategies covering these skills helps them to become more independent learners. Through executive training procedures they are assisted to become more involved in their studies, the promotion of better self-regulation and self-monitoring is fostered, and as their scores improve, so does their motivation and selfconcept
Educational Studies
M.Ed. (Orthopedagogics)

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Dissertations / Theses on the topic 'Adolescent reading instruction'

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