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Dissertations / Theses on the topic 'Lack of reading comprehension'

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Published: 4 June 2021

Last updated: 5 February 2022

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1

Karlsson, Josephine. "Hur ska man tänka? : Om bristande läsförståelse hos elever i Vuxenutbildning med Svenska som modersmål." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-14030.

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Genom iakttagelser under den verksamhetsförlagda delen av min yrkeslärarutbildning har jag gjort iakttagelser som ligger till grund för den här studien. Läsförståelse är avgörande för att kunna tillgodogöra sig sina studier på bästa sätt det finns det forskningen om, men hur ser forskningen ut när det handlar om läsförståelse inom vuxenutbildning? Jag har i den här studien valt att fokusera på de elever som har svenska som modersmål då det inte tenderar vara ett prioriterat område inom forskning om läsförståelse. Genom fenomenografi som metod har jag undersökt hur elever med svenska som moders

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2

Baier, Rebecca J. "Reading comprehension and reading strategies." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005baierr.pdf.

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3

Middleton, Margaret E. "Reading Motivation and Reading Comprehension." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313166336.

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4

Miller, Mirtha Elena 1957. "Reading Workshop: Effects on reading comprehension and attitudes toward reading." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291756.

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The primary question addressed in this study was whether or not fourth graders who participated in Reading Workshop would show a greater improvement in reading comprehension and attitudes toward reading than fourth graders who did not participate in Reading Workshop, but received only basal-guided reading instruction. Two reading classes participated in the Reading Workshops and were used as experimental groups. One of the experimental groups was comprised of average ability readers, and the other of low ability readers. The control group contained both average and low ability readers in the s

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5

Cooperman, Annie. "Improving Reading Comprehension in Students with Autism| Associating Cognitive Impairments with Reading Comprehension Problems." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538940.

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<p> This research postulated that the cognitive impairments characteristic of students with high-functioning autism can be associated with specific types of reading comprehension difficulties. Descriptive data was collected from two case studies of adolescent students who were diagnosed with high-functioning autism. The researcher employed interactive questioning techniques, based on task-analysis theory, to develop hypotheses on the types of cognitive impairments that might be causing the participants in the study to experience reading comprehension difficulties. Based on these hypothesized a

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6

Kubitza, Andy James. "Using standardized test reading comprehension software to improve student academic achievement in reading comprehension." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3262.

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The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.

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7

Frank, Ina, and Emma Åsälv. "Lässtrategier för läsförståelse : Reading strategies for reading comprehension." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39766.

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Den systematiska översikten presenterar vetenskaplig grundad kunskap om hur lässtrategier kan bidra till utvecklad läsförståelse för elever i F-3. Det är en sammanställning av vetenskapliga artiklar och studier inom utbildningsvetenskap. I början av kunskapsöversikten presenteras hur den systematiska sökningen strukturerats och hur urvalet gått till. Detta styrks genom två bifogade tabeller som visar vilka sökningar som gjorts och vilka artiklar som använts. I denna del överläggs även sökmetoderna transparant genom en metoddiskussion som kritiskt diskuterar sökmetoderna och

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8

Dwyer, Edward J. "Reading Comprehension with a Beat." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3358.

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9

Lottes-Bishop, Laura Theresa. "Student Success and Reading Comprehension." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1225.

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Nursing administrators are exploring interventions to increase student retention rates in order to decrease college costs, improve faculty effort and time developing courses, decrease administrative resources, and to continue their accreditation. The purpose of this study was to determine whether or not there was a correlation between the Test of Essential Academic Skills (TEAS) reading comprehension scores, American College Test (ACT) reading comprehension scores, Comprehensive Computer-Adaptive Testing (COMPASS) reading comprehension scores, and the cumulative college grade point average (GP

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10

Du, Plooy Annelie. "Reading strategies for effective reading comprehension / Annelie du Plooy." Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9959.

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Ineffective reading takes place if the reader does not understand what he reads. Therefore it is important for everybody to be able to make sense of what they read. Teachers often do not pay enough attention to the teaching of comprehension in schools. Reading comprehension is an aspect that has been the least adequately explained arid therefore it is the most difficult one to teach. Even students think of it as only another exercise of English and rush through it just to finish as soon as possible. Teachers hand back the exercises and give the correct answers without instructing students on h

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11

Rudolf, Sloane Bailey. "A Naturalistic Test of Silent Reading and Reading Comprehension." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586710401431423.

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12

Sarasti, Israel A. Laney James Duke. "The effects of reciprocal teaching comprehension-monitoring strategy on 3rd grade students' reading comprehension." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3919.

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13

Priddy, Evelyn Jo. "Improving comprehension : comparing the effects of two types of advance organizers on passage comprehension." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720319.

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The objective of this study was to compare the effects of two types of advance organizers on the comprehension of fourth grade students. The students' reading achievement levels were identified, and prior knowledge of the topics presented in the passages was assessed.Six intact classes were randomly assigned to one of three treatment groups. The first group was given a prose organizer before reading each of the passages; the second group received a discussion organizer; and the third group participated in both types of organizers. All of the activities were presented by the regular classroom t

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14

Haenen, Jonathan William. "The interactions between decoding and comprehension in reading processes and the implications for reading comprehension disorders." Thesis, University of Reading, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558732.

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Abstract Successful reading is frequently described as the result of two necessary but inde- pendent processes: text decodmg and ImgUIstlc comprehensIOn. SImIlarly, readmg comprehension disorders are defined across these two dimensions: those that relate to the failure to decode text adequately and those that relate to the failure to under- stand text adequately. The research presented in this thesis explores the possibility that decoding and comprehension abilities, though independent in isolated contexts, influence each other, when processed simultaneously, more than would otherwise be expec

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15

Hill, James Carroll. "Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97829.

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The reading comprehension scores of students in secondary education have been stagnant since the collection of national statistics on reading comprehension began (National Assessment on Educational Progress [NAEP], 2015, 2017, 2019). This study explored the effect of providing dialogic and thematic support on reading comprehension and intertextuality. The theories of dialogic pedagogy (Fecho, 2011; Stewart, 2019) and cognitive flexibility in reading (Spiro et al., 1987), along with the construction-integration model of reading comprehension (Kinstch, 2004) formed the foundation for this study.

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16

Schenker, Victoria Jewell. "Overlapping Genetic and Child-Specific Nonshared Environmental Influences on Listening Comprehension, Reading Motivation, and Reading Comprehension." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1447682484.

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17

Cheung, Sze-kei Karen, and 張思琪. "Enhancing students' reading comprehension throughpicture-book." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176699.

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是次研究為了討論繪本教學能否提升學生的閱讀能力，學生在閱讀繪本，透過觀察圖畫推測故事情節。配合閱讀策略，提問不同層次的閱讀問題，引導學生理解故事內容。研究對象來自研究者任教小學，是三年級學生。研究開始時，研究對象要先作答閱讀測試作為前測。研究者便設計相關的繪本教學，並與研究對象一起閱讀繪本教材及進行不同層次的閱讀活動，讓研究對象對繪本故事內容進行推測、解釋、評鑑。教學後，研究對象要完閱讀測試作為後測。最後收集數據及教學資料進行分析。根據數據分析，研究者發現以下兩項結論： 1. 繪本教學能提升學生的閱讀理解能力。 2. 繪本教學能有效地讓學生在閱讀中推測故事情節。 The purpose of this study is to discuss the effect of the picture book teaching approach, which can help the student increase the ability of reading comprehension. The students’ reading comprehension and the student responses to story reading were explored. The student responses to reading picture books

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18

Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.

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The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in

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19

Xavier, Edlamar Benevides. "That-delection : a reading comprehension problem." reponame:Repositório Institucional da UFSC, 1988. https://repositorio.ufsc.br/xmlui/handle/123456789/157543.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e Expressão<br>Made available in DSpace on 2016-01-08T15:56:40Z (GMT). No. of bitstreams: 1 83642.pdf: 3162893 bytes, checksum: e6049cc79dae5d992adb49dbefdf51e0 (MD5) Previous issue date: 1988<br>Este estudo investiga como a falta de conhecimento lingüístico em Inglês como Língua Estrangeira pode afetar a boa compreensão de estudantes universitários brasileiros quando lêem textos em inglês. O tema escolhido para estudo é a omissão da conjunção THAT em orações substantivas e a elipse do pronome relativo em

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20

Moran, Renee Rice, LaShay Jennings, Stacey J. Fisher, and Edward J. Dwyer. "Engaging Strategies for Developing Reading Comprehension." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4689.

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Students can become more powerful readers by engaging in lively and interesting print experiences. Deep study of a topic such as The Westward Movement in a text set format can provide information and also enhance reading competencies. The authors propose that enjoyment of reading and related experiences is of paramount importance for developing competent and life-long readers.

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21

Flanigan, Antoine Kevin. "Promote Comprehension in the Reading Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2256.

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Students at 3 elementary schools in the southern region of the United States struggled with or failed to meet grade-level expectations in reading comprehension. School district leaders had little understanding regarding the perceptions of educators, care givers, and community supporters on the strategies to increase reading comprehension. To address that gap, the purpose of this study was to explore participants' perceptions regarding reading strategies and comprehension instruction practices in the local setting. The conceptual framework was based on the elements of Fisher's and Frey's work:

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22

Harten, Ana Claudia Marinho. "An investigation of calibration of comprehension : text processing variables that affect college students' evaluation of their comprehension /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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23

Crosby, Robert Glenn III. "Reading Attitudes as a Predictor of Latino Adolescents' Reading Comprehension." Thesis, University of California, Riverside, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600555.

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<p>Although literacy skills have been associated with critical academic, social, and economic outcomes, most adolescents in the United States lack basic proficiency in reading comprehension. Experts in the field of adolescent literacy have identified affective components of reading (e.g., reading attitudes) as a critical topic in need of further research. Prior research has found a significant correlation between affective components of reading and reading comprehension, even after controlling for cognitive covariates (e.g., vocabulary). However, the bulk of this research has been limited to f

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24

Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Curtin University of Technology, Faculty of Education, Language Studies and Social Work, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13398.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were ef

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Kingham, Patricia H. "Developmental approaches to reading comprehension in children with reading difficulties /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20030904.135502.

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26

Siriyothin, Peerasak. "Effects of reading assignment formats on second language reading comprehension." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1241269466.

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27

Namugenyi, Deborah Kaggwa Kaggwa. "Balanced reading instruction for improving reading comprehension of bilingual children." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67836.

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The study explored, adapted and implemented a balanced reading instruction programme for improving reading comprehension of bilingual children in Uganda. The research investigated the effectiveness of the uniquely designed balanced reading instruction programme to improve teachers’ instruction and children’s reading comprehension in both the native language (Runyankole) and English. The study was prompted by low reading levels, in particular reading comprehension, as experienced by Ugandan primary three bilingual children. The study was of a critical qualitative nature and employed participat

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28

Roberts, Sian. "Reading comprehension and listening comprehension in children : an individual differences investigation." Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/2927/.

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Little research has explored listening comprehension in children whereas reading comprehension has been extensively investigated. One of the reasons for this is that listening comprehension and reading comprehension are highly correlated and it is generally assumed that they draw on the same cognitive-linguistic processes. This assumption has been formalised in the “Simple View of Reading” (Gough & Tunmer, 1986) which states that, once printed text has been decoded, it is understood in exactly the same way as its spoken equivalent. The main aim of the work presented in this thesis was to inves

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29

Higgins, Lynnda G. "An evaluation of the relationship between Criterion-Referenced Competency Test reading comprehension and Lexile scores and Fountas and Pinnell's guided reading levels in a Georgia Public School District." Lynchburg, Va. : Liberty University School of Education, 2009. http://digitalcommons.liberty.edu.

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30

Beers, Scott F. "Reading fluency and adolescent students' reading processes during writing /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7700.

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31

Cromley, Jennifer. "Reading comprehension component processes in early adolescence." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2380.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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32

Sarasti, Israel A. "The Effects of Reciprocal Teaching Comprehension-monitoring Strategy on 3Rd Grade Students' Reading Comprehension." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3919/.

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Reciprocal teaching comprehension-monitoring is a reading comprehension instructional procedure that combines four instructional strategies: predicting, summarizing, questioning, and clarifying to enhance students' comprehension of text. The procedure is a dialogue between the teacher and the students. During reciprocal teaching instruction, the teacher and students take turns leading the dialogue in order to enhance the students' comprehension-monitoring skills. The research on reciprocal teaching has included meta-analyses, group designs, qualitative designs, and single-subject research desi

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33

Rimkus, Karen F. "An investigation of relationships between oral reading rate and reading comprehension." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KRimkus2007.pdf.

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34

Cutright, Cathy Arlene (Legg). "The effect of text-to-self reading strategies on reading comprehension." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/786.

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Middle-school male students currently face a disadvantage in reading comprehension compared to female students. Research suggests the problem is that more male students score below grade level in reading comprehension because they require more cognitive scaffolding. The purpose of this study was to evaluate the effectiveness of text-to-self reading instruction and to compare the comprehension achievement of male and female students in 6th-grade reading and language-arts classes using guided reading of text-to-self instruction and guided reading using novels. The foundation of this study was ba

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Arocha, José F. (José Francisco). "Validation of clozure measures of reading comprehension." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63320.

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36

Gordon, Elizabeth S. "Successful reading comprehension strategies for beginner readers." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/EGordon2007.pdf.

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37

Tidwell, Deborah Lou. "Rereading and its effects on reading comprehension." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185163.

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The purpose of this study was to investigate the effectiveness of rereading as a metacognitive strategy termed focused rereading. The study was conducted over three weeks, involving sixty-six fifth grade subjects from four classrooms in one elementary school. Subjects were randomly assigned to three treatment groups: rereading with training (RRT), rereading without training (RRW), and a control assignment (CA). All subjects were pretested for prior knowledge during the first week, followed by training in the use of written retellings over four days during the second week. Specific treatment tr

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Fisher, Stacey, LaShay Jennings, Renee Rice Moran, Huili Hong, and Edward J. Dwyer. "Actively Engaging Students in Enhancing Reading Comprehension." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3443.

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39

Eidswick, John. "Influences of Interest on L2 Reading Comprehension." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/296065.

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CITE/Language Arts<br>Ed.D.<br>In educational psychology, the cognitive and affective motivational variable interest has been demonstrated to have a positive influence on text-based learning outcomes where individuals learn in their first language (L1), yet little interest research has been conducted among second language (L2) learners. Research in L1 contexts also has shown textual concreteness to be an important factor in comprehension and recall with a mediating role in interest processes. Furthermore, gender studies outside of L2 contexts have indicated that gender is an important factor i

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Frey-Toompere, Linet. "Suppression in L1 and L2 reading comprehension." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608937.

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Grech, Louisa. "Understanding reading comprehension amongst Maltese speaking children." Thesis, University of Surrey, 2011. http://epubs.surrey.ac.uk/843113/.

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This thesis investigated reading comprehension levels amongst Maltese bilingual students. A total of 428 participants, aged between 8 and 13, from state schools across Malta, were tested and the results of five studies presented. The primary purpose underlying the research was to inform the development of assessment procedures that can be used in the identification of children who have specific difficulties in reading within the Maltese context. Initially, the suitability of reading comprehension measures currently used in Malta was assessed. Given the potential problems identified with these

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MacMartin, Morag I. "Factors affecting reading comprehension in primary pupils." Thesis, Open University, 1992. http://oro.open.ac.uk/57395/.

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This thesis addresses the problem of 8-11 year old pupils who, although appearing to read text fluently, frequently misunderstand it. This problem was studied through Scottish school-based research using classroom materials and subjects from natural class groups. Data were collected from language assignments in daily work programmes, with response material in either written or illustrated form. Nine feasibility studies and a main study involving eighty subjects were carried out. The effects of five variables, text, presentation mode, age, ability and geographic location, on the totals and type

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Souza, Vilmar Ferreira de. "The role of cognates in reading comprehension." Florianópolis, SC, 2003. http://repositorio.ufsc.br/xmlui/handle/123456789/84870.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2012-10-20T13:15:51Z (GMT). No. of bitstreams: 1 258866.pdf: 300013 bytes, checksum: 1db4165ed71ca96c313f38319eea1e80 (MD5)<br>Research on cognates has strongly indicated that there is a close relationship between cognates management and reading comprehe nsion success (e.g. DeSouza, 2000; Moss, 1992; Nash, 1970; Holmes, 1986). The present investigation set out to explore that relationship from

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Cates-Darnell, Denise Michelle. "Three key factors that influence reading comprehension." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2160.

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This study explores the factors that influence the ways in which intermediate students learn comprehension strategies. A substantial scholarship offers evidence of the success of three factors: the teacher, Support structures, and the efficacy of the specific comprehension strategies taught.

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45

Lucero, Stephanie Suzanne. "Increasing reading comprehension through mediated joint activity." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1941.

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46

Elledge, Deborah. "Improving Reading Comprehension Through Explicit Summarization Instruction." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367928451.

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Sauber, Andrea. "Sleep and Its Relationship with Reading Comprehension." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030966.

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Nikanowicz, Christie Lynn. "A Brief Experimental Analysis of Reading Comprehension." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1235007950.

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Goss, Seth Joshua. "Prosody and Reading Comprehension in L2 Japanese." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250603347.

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VanLoocke, Jamison P. "The Influence of Spacing on Reading Comprehension." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1472048017.

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