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Dissertations / Theses on the topic 'Levels of Reading Comprehension Questions'

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Published: 3 June 2025

Last updated: 31 July 2025

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1

Loring, Ruth M. "Questions Used by Teachers with Skilled and Less Skilled Readers." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331752/.

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This study described the way teachers used questions with skilled and less skilled readers during reading instruction. The cognitive level and functions of questions were analyzed based on data collected through direct observation within the natural environment of the classroom. In addition, the patterns of questioning which included wait-time and sequencing of questions were identified and reported. Twenty sixth grade teachers randomly selected from a metropolitan school district were observed while instructing skilled readers and less skilled readers. Data collected during non-participatory

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2

Kongsbak, Ute. "Reading comprehension of literal, translational, and high inference level questions in aphasic and right hemisphere damaged adults." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4094.

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The purpose of this study was to examine and compare inferential abilities on a reading comprehension task in two groups of adults who had suffered cerebrovascular accidents (CVA). Sixteen subjects with a CVA to the right hemisphere of the brain were compared to an equal number of left hemisphere damaged subjects. Subjects were selected after they had demonstrated an adequate level of functioning on the Short Porch Index of Communicative Ability (SPICA), a test which measures communicative efficiency, to perform the tasks required in this study. All subjects were administered the revised versi

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3

Boulware, Beverly Joan. "An investigation of recreational reading levels of fourth-graders with the reading levels obtained from an informal reading inventory." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917825.

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The purpose of this study was to compare the readability levels of the recreational reading books children selected to read with the reading levels of the children established by Powell's (1992) criteria for the Informal Reading Inventory. Using Fry's Readability Graph, a second purpose of this study was to compare the reading levels of the books the children chose and read with the reading levels of the books the children chose and did not read. Five hypotheses were tested at the .05 level of significance.Hypotheses I-IV were tested using a t-test for paired samples to determine if there was

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4

Hendered, Victoria, and August Jönsson. "Automatically Generate Questions for National Examinations in English Reading Comprehension." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280112.

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In recent years the amount of research in automatically generated questions (AQG) have been on the rise. AQG can be applied to many different fields where one such field is education. The Swedish national test (Nationella provet) is a nation wide test in Sweden that can take 1,5 to 2 years to create. This report aims to investigate if humans are able to distinguish questions written by humans from questions generated by computer as well as if AQG can be used to create exam questions for the Swedish national test. The results showed that the participants within the study were able to identify t

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5

Renteria, Irma Garza 1954. "THE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276510.

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This descriptive study investigates the effects of a metacognitive strategy called "Question-Answer Relationships (QARs)" on the ability to answer comprehension questions of content area passages. The strategy teaches students how to analyze the task demands of a question before answering it. The study also investigates the effect of QARs on the retelling abilities of subjects and the transferability of the strategy from science to social studies. Two third grade students of average reading ability participated individually in the study. Procedures included two days of pre tests, five days of

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6

Holmberg, Janice 1959. "THE EFFECTS OF QARS ON SEVENTH GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276530.

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Question Answer Relationships (QARS), is a metacognitive strategy which develops students abilty to answer comprehension questions. This study was designed to assess the effects of QARs on subjects' comprehension and on retellings, and to investigate subjects' ability to transfer QARs to another content area. The four seventh grade subjects in the study were of average ability according to previous test scores. The questions were developed from passages taken from typical seventh grade textbooks. The procedures consisted of two pretests, followed by five days of training in QARs. A post test w

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7

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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8

Ehara, Kazuhiro. "The effects of types of question on EFL learners' reading comprehension scores." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/9330.

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CITE/Language Arts<br>Ed.D.<br>Little empirical research has been conducted on what effect task-based reading instruction with reading questions will have on reading comprehension, particularly in the domain of second language reading comprehension. The purpose of this research is to investigate which type of questions, textually explicit (TE) or inferential (IF) questions, will best facilitate text comprehension, and which type will have the most beneficial effect on Japanese EFL learners at three proficiency levels (low, intermediate, and high). In the study, two groups of Japanese senior hi

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9

Baier, Kylie. "The Effects of SQ3R on Fifth Grade Students' Comprehension Levels." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300677596.

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10

Israel, Susan Elaine. "Understanding strategy utilization during reading comprehension : relations between text type and reading levels using verbal protocols." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238465.

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The purpose of this study was to understand the differences of conscious constructive responses and shifting strategies with the goal of understanding reading comprehension while reading nonfiction, fiction, and poetry texts. This naturalistic diagnostic study uses a think-aloud methodology. The study examines verbal, retrospective, and recall reports from fifteen seventh-graders of varying reading abilities; good, average, and weaker from one private school in the Midwest. After collecting a total of ninety verbal reports in three sessions, verbal reports were scored according to level of con

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11

Binici, Sevda. "Preschool Teachers’ Inferential Questions during Shared Reading and Their Relation to Low-Income Children’s Reading Comprehension at Kindergarten and First Grade." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405429590.

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12

Lee, Jia-Ying. "Second language reading topic familiarity and test score: test-taking strategies for multiple-choice comprehension questions." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2737.

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The main purpose of this study was to compare the strategies used by Chinese- speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts. The strategies were further compared with participants' level of familiarity with different reading topics and their reading scores. Twenty Chinese-speaking participants at the University of Iowa performed three tasks: a topical knowledge vocabulary a

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13

STRATTON, TIMOTHY PATRICK. "COMPREHENSION AND READABILITY OF DRUG INFORMATION: A COMPARATIVE STUDY AT DIFFERENT LEVELS OF READING ABILITY." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183988.

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Ley's Partial Model of Compliance suggests that patients who understand information given to them are more likely to remember the information and are more likely to be satisfied with the information. The model then suggests that these components will lead to greater patient compliance with medication regimens. To test the model, Patient Package Inserts (PPIs) describing thiazide diuretics from the American Association of Retired Persons, the American Medical Association, the Canadian Pharmaceutical Association, the Food and Drug Administration, the National Association of Retail Druggists, the

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14

Glickstein, Barbara H. "Using a voice synthesizer to increase reading comprehension levels of learning disabled adults:implications for training." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/42912.

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</p> <p>Research efforts to determine the needs of special populations has increased in the field of human factors. The majority of these efforts are focused on the physically disabled. Little attention has been paid to the learning disabled, and specifically, the learning disabled adult. A single factor between subject design was utilized to evaluate the effectiveness of using a voice synthesizer to increase reading comprehension levels of learning disabled adults. The independent variable was presentation mode. The Passage Comprehension subtest of the Woodcock Reading Mastery Tests-Revised w

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15

Neto, JosÃ Edvaldo Ferreira Alves. "CompreensÃo leitora de alunos do terceiro ano do ensino mÃdio da rede estadual." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3549.

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A presente dissertaÃÃo investiga a compreensÃo leitora de estudantes do 3Â ano, ensino mÃdio da rede estadual do CearÃ, focalizando especificamente a classificaÃÃo da compreensÃo com base nos cinco nÃveis de compreensÃo leitora de Barret (1968): compreensÃo literal, reorganizaÃÃo, inferencial, crÃtico e apreciaÃÃo. Nossa investigaÃÃo, no entanto, avaliou somente os nÃveis inferencial e crÃtico. Para cumprir os objetivos da proposta do trabalho, foi realizada uma pesquisa bibliogrÃfica na qual todo o referencial teÃrico faz parte da LinguÃstica textual, alÃm de buscar apoio em aspectos cognitiv

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16

Bonilla, Ana Maria. "A comparative analysis of comprehension questions in three California state-adopted Spanish and English basal readers." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3205.

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The primary purpose of this study was to determine if there was a variation in the number of questions within a given taxonomy level between parallel Spanish and English basal readers at primary grade levels. A secondary purpose was to determine if questions in parallel Spanish and English series, that extended to fourth grade, facilitated the transition from the Spanish to the English reader. Specifically, the tasks to be accomplished in the study were: (1) to classify reading questions contained in California state-adopted parallel Spanish and English basal readers utilizing Barrett's Taxono

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17

Glickstein, Barbara H. "Using a voice synthesizer to increase reading comprehension levels of learning disabled adults : implications for training /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-06082009-171032/.

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18

Molitch-Hou, Tamara E. "Differences in calibration of reading comprehension and self-efficacy across achievement levels and learning disability status." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000973.

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19

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 effe

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20

Liu, Ping-yu. "Taiwanese first year university EFL learners' metacognitive awareness and use of reading strategies in learning to read : proficiency levels and text types." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/16150.

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Although studies on L2 learning strategies are a major strand of second language research, recent research has shifted its focus onto language learners’ metacognitive awareness and use of strategies. Previous studies shed important light on the amelioration in L2 educational practices, but research on learners’ metacognition in the reading process in EFL contexts remains insufficient, especially at the university level in terms of the emic view of the participants studied in Taiwan. Based on an interpretive stance, this exploratory case study aimed at probing 12 Taiwanese first year university

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21

Rouse, Christina A. "THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444.

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22

Tabuse, Motoko. "The effects of learner variables, pacing and types of adjunct questions in computer-assisted reading practice on a recall measure of reading comprehension in intermediate college Japanese /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777170405788.

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23

Berry, Mary Therese. "The relationship between analyzed knowledge of grammar and reading comprehension of authentic text at four levels of secondary school French /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487678444256242.

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24

Jeffries, Fiona Grace Carter. "E-Learning and Literacy: An Investigation into the Impact of Actively Learn to Raise Reading Comprehension Levels of High School Students." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/84228.

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Fiona Jeffries’ research investigated the effect of the online platform Actively Learn in the development of reading comprehension skills of high school students. The study provided a model that synthesised student agency and autonomy, connectedness, and the centrality of the teacher’s role in the expansion of metacognitive skills to support reading comprehension.

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25

Mustapha, Ghazali. "An investigation into teachers' questions and tasks to develop reading comprehension : the application of the Cogaff Taxonomy in developing critical thinking in Malaysia." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/8497.

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Malaysian teachers are constantly seeking ways to improve their students' reading in English and thereby enhance the learning of their students. One method of doing this is to bring critical and creative thinking to the forefront of the curriculum. This has been emphasized by the Malaysian Ministry of Education via the KBSM syllabus in order to teach these skills by considering the use of programmes like Bloom's Taxonomy of Educational Objectives in classroom practice. This study demonstrates how the higher-order skills can be integrated into the secondary school reading curriculum. The main a

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Knox, Antoinette M. "Reading strategies for middle school students with learning disabilities." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8582.

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Thesis (Ed. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 143-157). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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27

Alves, Neto José Edvaldo Ferreira. "Compreensão leitora de alunos do terceiro ano do ensino médio da rede estadual." www.teses.ufc.br, 2009. http://www.repositorio.ufc.br/handle/riufc/8826.

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ALVES NETO, José Edvaldo Ferreira. Compreensão leitora de alunos do terceiro ano do ensino médio da rede estadual. 2009. 157f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2009.<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-21T13:23:02Z No. of bitstreams: 1 2009_dis_jefaneto.pdf: 1527532 bytes, checksum: 7ad03849dc7fa419d91c84c9d5327402 (MD5)<br>Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-21T14:53:25Z (GMT) No. of

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28

Zerai, Nathalie. "Boksamtalets betydelse för elevers läsförståelse : En kvalitataiv studie av hur lärare i förskoleklass och årskurs 1-3 arbetar med boksamtal för att främja elevers läsförståelse." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36469.

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29

Horbach, Andrea [Verfasser], and Manfred [Akademischer Betreuer] Pinkal. "Analyzing short-answer questions and their automatic scoring - studies on semantic relations in reading comprehension and the reduction of human annotation effort / Andrea Horbach ; Betreuer: Manfred Pinkal." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2019. http://d-nb.info/1194371906/34.

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Alencar, SÃrgina AraÃjo de. "CompreensÃo da situaÃÃo-problema, do enunciado e das opÃÃes de resposta nas questÃes do ENEM." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4850.

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nÃo hÃ<br>Esta pesquisa objetivou avaliar a compreensÃo leitora das situaÃÃes-problema do Exame Nacional do Ensino MÃdio (ENEM), que contÃm em sua estrutura questÃes contextualizadas,creditando ao aspecto leitor o cerne de sua resoluÃÃo. Nossa base teÃrica fundamentou-se nos estudos de Alliende e Condemarin (2005), Brown (1980), Haberlandt (1988), Kintsch (1994),Van Dijk e Kintsch (1978), Rumelhart (1985), Silva (2005), Singer (1988), Smith (1989, 1999), SolÃ (1998), Spiro (1980), Van Dijk (1996), Kato (2004), Koch (2006a, 2006b) e Marcuschi (2008). A pesquisa foi realizada em duas etapas assi

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31

Blackwood, Hayley L. "A Comparison of Miranda Procedures: The Effects of Oral and Written Administrations on Miranda Comprehension." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11057/.

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Millions of custodial suspects waive their rights each year without the benefit of legal counsel. The question posed to psychologists in disputed Miranda waivers is whether this waiver decision was, knowing, intelligent, and voluntary. Mental health professionals must be aware of potential barriers to Miranda comprehension to provide expert opinions regarding a defendant's competency to waive rights. The current study examined how Miranda warning reading level, length, and method of administration affects Miranda comprehension. Recently arrested detainees at Grayson County Jail were administer

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32

Henriksson, Erika, and Hanna Müllerström. "Läsförmåga hos elever i årskurs 3 och 5 samt hos elever i årskurs 5 med autismspektrumtillstånd." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-118535.

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Syftet med föreliggande studie var att undersöka läsförmåga hos yngre elever med eller utan autismspektrumtillstånd. Sammanlagt deltog 72 elever i studien; 30 i årskurs 3, 31 i årskurs 5 samt 11 i årskurs 5 med Aspergers syndrom/högfungerande autism. Tre texter med tillhörande fakta- och inferensfrågor (Bishop & Adams, 1992) presenterades på tre olika sätt; uppläst, tyst läsning och tyst läsning med textstöd vid efterföljande frågor. I föreliggande studie beaktades även andra variabler i relation till läsförståelse; ordavkodningsförmåga, verbalt arbetsminne, Theory of Mind samt ordförråd.

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Alencar, Sérgina Araújo de. "Compreensão da situação-problema, do enunciado e das opções de resposta nas questões do ENEM." www.teses.ufc.br, 2009. http://www.repositorio.ufc.br/handle/riufc/8825.

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ALENCAR, Sérgina Araújo de. Compreensão da situação-problema, do enunciado e das opções de resposta nas questões do ENEM. 2009. 133f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2009.<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-21T13:07:58Z No. of bitstreams: 1 2009_dis_saalencar.pdf: 2860537 bytes, checksum: 2c4d2ea6cf2e8a1a8e0b4021a51a4e1d (MD5)<br>Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-21T14:52:10Z (GMT)

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Kuo, Hui-Hsuan, and 郭蕙瑄. "Scaffolding Elementary Students to Propose Questions by PIRLS Reading Examples and Comprehension Levels." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/b47836.

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碩士<br>國立臺灣師範大學<br>資訊教育研究所<br>107<br>In the past, teachers asked students to use exercises as a learning assessment, which led students to not care whether they understood the learning content or to know their learning difficulties. This study hopes to enhance students' thinking ability through student question-generation. It will expose students' learning comprehension by letting students explain their own problems and explain whether the questions and answers they create are correct. Student question-generation can promote students' reading comprehension. In order to have deeper reading and u

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Li, Yi-Lun, and 李宜綸. "A Comparison between the TOCFL and the HSK: High-Level Reading Comprehension Questions." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/g58mym.

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碩士<br>臺北市立大學<br>華語文教學碩士學位學程<br>105<br>The development of Chinese proficiency tests has been more than twenty years, and Chinese proficiency tests have been contributing to improving students’ learning efficiency, guiding students’ learning and teachers’ teaching direction, and examining the performance and the drawbacks of the education process. Therefore, Chinese proficiency tests play an important and essential role in language teaching. Due to the significance of Chinese proficiency tests, the current research aimed to analyze and draw a comparison between the reading sections from two Chin

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Huang, Hsin-hui, and 黃馨慧. "The Effects of Adjunctive Questions Combined with Graphic Organizers to Enhance Reading Comprehension Level." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/64489073672402027274.

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碩士<br>國立清華大學<br>學習科學研究所<br>100<br>The purpose of this study is to discuss the effects of adjunctive questions combined with graphic organizers to enhance the fourth grade students’ reading comprehension level on narrative texts, and to examine the influence on students with different reading comprehension ability, then to give suggestions for future instruction and future research. The sample consisted of 51 fourth-graders that the researcher teaches in Hsinchu County. The experimental group 1 was 25 students, who received「AQ」,「AQ+ Teacher-constructed GO」,「AQ」and「AQ+Backward- constructed GO」re

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Lin, Ke Yi, and 林可依. "The Effects of Implementing the Question-Answer Relationship Strategy on Reading Comprehension of 5th Graders with Different English Proficiency Levels." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/33940716575459525932.

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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>104<br>The single-group experimental study aims to examine the effectiveness of implementing Question-Answer Relationship strategy on 5th graders’ English reading comprehension. One hundred 5th Graders with different levels participated in this study, forty minutes per week for 12 weeks. The participants were trained to read 4 English storybooks with QARs. After the instruction, quantitative data were collected via pre- and posttests of English reading comprehension tests. Participants’ responses in the background questionnaire, weekly journals, and semi-struct

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Tseng, Ya-Min, and 曾雅敏. "Generating Multiple-Choice Reading Comprehension Questions using Paraphrase." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/22048097533580729002.

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碩士<br>國立臺灣大學<br>資訊管理學研究所<br>102<br>As online English learning environment becomes more and more ubiquitous, English as a Foreign Language (EFL) learners have more choices to learning English. There is thus an increasing demand for automatic assessment tools that help self-motivated learners evaluate their understanding and comprehension. Existing question generation systems, however, focus on the sentence-to-question surface transformation and the questions could be simply answered by word matching, even without good comprehension. We propose a novel approach to generating multiple-choice read

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Lin, Ipin, and 林依蘋. "The Effects of Integrated Multi-level Question Answering Strategy Instruction on Fifth Grader’s Reading Comprehension, Reading Self-Efficacy and Reading Strategy Use." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53660847722587369992.

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碩士<br>國立屏東教育大學<br>教育心理與輔導學系碩士班<br>101<br>The purpose of this study was to explore the effects of the instrucion of Multi-level Question Answering Strategy (MQAS) on fifth grader’s reading comprehension, reading self-efficacy and reading strategy use. This study adopted an unequal pre-test and post-test quasi-experimental design. The participants, totaled 59 fifth-graders, were from two classes of an elementary school in Kaohsiung City. The two classes were assigned to the experimental group and the control group randomly. The experimental group received the MQAS instruction as part of the lang

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Liu, Chin-Ni, and 劉金霓. "Evaluating the Reading Comprehension Questions of the SAET and the DRET." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/48893078143699069636.

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碩士<br>臺北市立教育大學<br>英語教學系碩士班<br>97<br>This study aims to evaluate the reading comprehension questions of the Scholastic Achievement English Test (SAET) and the Department Required English Test (DRET) from 2004 to 2008. Specifically, the study intends to answer the following three research questions: (1) What reading skills are measured in the SAET and the DRET reading comprehension section? What is the percentage of the items for each of these skills? (2) How did the examinees in general perform on reading comprehension questions measuring each of the reading skills in the SAET and the DRET? (3)

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YEH, SHAN-YIN, and 葉珊吟. "Research on the performance of Multi-level Question–Answer Method of Teaching on reading comprehension of Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/u7uywa.

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碩士<br>國立臺中教育大學<br>語文教育學系碩博士班<br>107<br>The purpose of this study is to explore the impact of "Multi-level Question -Answer Method of Teaching" on comprehension of children's reading. In this study, A total of 24 sixth graders in an elementary of Taichung City were selected for Multi-level Question-Answer Method of Teaching for a total of six weeks and 40 minutes per week. After discussing the implementation of " Multi-level Question -Answer Method of Teaching " through multi-level discussion and teacher-student dialogue, to understand whether students’ performance has improved. The research r

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Feinberg, Adam Brett. "Teacher accuracy : an examination of teacher-based judgements of students reading with different achievement levels /." Diss., 2003. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3086945.

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Hsu, Wan-ling, and 許婉玲. "An Analysis of the Reading Comprehension Questions in the JCEE English Tests." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/41156463179305621344.

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碩士<br>國立高雄師範大學<br>英語學系<br>93<br>ABSTRACT The purpose of this study is to present the results of a qualitative analysis and a quantitative analysis of the reading comprehension test items on the 2000-2004 English JCEE tests. Specifically, this study is aimed to promote a better understanding of the content and construction of the reading comprehension section and the current tendencies in the English JCEE test. Furthermore, this study serves as a guide for English teachers in EFL reading instruction. The subjects for the present study were 76 students from two different classes in the

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Ko, Hui-Shan, and 柯卉珊. "The Effects of Guiding Questions on Kindergarteners’ Reading Comprehension and Reading Interest through an e-Storybook." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/40856194502313435330.

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碩士<br>國立臺灣科技大學<br>數位學習與教育研究所<br>103<br>The purposes of this study were to investigate the effects of guiding questions and different backgrounds variables (i.e., gender and parents accompany in reading) on kindergarteners’ reading comprehension and reading interest. A quasi-experiment was designed and conducted to compare two groups of 60 kindergarteners in Taiwan. Within the experimental group, children read the e-storybook with guiding questions while within the control group children read the e-storybook without guiding questions. Independent t-test were utilized in the study. The results o

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Leigh, Lorrayne L. "The effects of metacognitive strategy training on the reading comprehension levels of Hispanic college women." 1989. http://catalog.hathitrust.org/api/volumes/oclc/29336872.html.

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KWIATKOWSKA-WHITE, BOZENA. "Understanding Reading Comprehension Performance in High School Students." Thesis, 2012. http://hdl.handle.net/1974/7395.

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The ability to extract meaning from text is an important skill. Yet many students struggle with effectively comprehending what they read. In comparison with research carried out with younger students, there is a lack of research in the reading comprehension of adolescents (Grades 4 – 12). The goal of this dissertation was to increase our understanding of the factors that underlie the poor reading comprehension abilities of this older group of students. This dissertation includes two studies drawn from a sample of 137 age 15 year old high school students. Study One utilized archival data from g

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Yi-cheng, Cheng, and 鄭一正. "The effects of student's reading comprehension on social studies text with adjunct questions and glossaries." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/22309928190666901724.

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碩士<br>臺北市立教育大學<br>歷史與地理學系碩士班<br>98<br>The purpose of this research is to explore the effect that those helpful reading comprehension skills－adjunct questions, signaling, and glossaries used in social studies text have carried out on the fifth graders of elementary school. Meanwhile, it also helped us to inspect that different experimental texts may have different influences on various students of different learning abilities in social studies. To do this research, the study collected documents, records, and bibliographies in order to clarify the relationship between the theories on reading and

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Ching-Fen, Lai, and 賴青芬. "The Study of the Relationship of Font Size on Reading Speed and Comprehension Levels." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/58384508276779516221.

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碩士<br>亞洲大學<br>心理學系碩士班<br>98<br>Reading is one of the most regarded issue presently. Recently, there have been many studies to discuss the relationship between the font size and reading speed on video display terminals. However, there is little study to discuss the relationship between the font size and reading speed in printed Chinese. This study was aimed to evaluate the effects of printed Chinese in three font size (8pt, 10pt, 12pt) on reading performance and to understand the relationship among font size, types of reading comprehension test and comprehension levels. Two experiments were inc

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Chen, Feng-Min, and 陳楓旻. "The Relationship between English Proficiency Levels and EFL Students' Cognitive Operations on Reading Comprehension." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/25521012638391372071.

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碩士<br>義守大學<br>應用英語學系碩士班<br>98<br>With the fermentation of globalization and the arrival of the age of information explosion, English reading ability, being of influentially international language, has been burgeoned an indispensable instrument not only for communicating with people, but also for seeking out more opportunities of employment. Therefore, it is important to enhance students’ reading ability for comprehension. According to previous researches, many scholars aim at investigating the relationship between English proficiency levels and readers’ cognitive operations in terms of identif

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Ordynans, Jill Goodman. "The effectiveness of inserted strategy questions on elementary students' comprehension of well-structured and less-structured expository text." Thesis, 2012. https://doi.org/10.7916/D8G73BRX.

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The present research examined the effects of inserted strategy questions (ISQs) and structured text on fifth grade students' comprehension of expository text passages that presented the cause/effect text structure at the sentence level (least complex) and at the paragraph level (more complex). Two studies were conducted to investigate this relationship. In the first study, an independent factorial design was utilized with two between-subjects variables (ISQs and structured text). Based on the positive findings from the first study, a second study was conducted that added a within-subjects vari

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