To see the other types of publications on this topic, follow the link: Reading comprehension Composition (Language arts).
Dissertations / Theses on the topic 'Reading comprehension Composition (Language arts)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Reading comprehension Composition (Language arts).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full text
2
Anthony, Brooke Allen Murray Bruce A. "Making students' writing bloom the effect of scaffolding oral inquiry using Bloom's taxonomy on writing in response to reading and reading comprehension of fifth graders /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/EtdRoot/2007/SPRING/Curriculum_and_Teaching/Dissertation/Brooks_Anthony_dissertation.pdf.
Full text
3
Michaud, Danielle. "The differential influence of knowledge of signals to importance on eighth graders' accuracy in representing content and organization of essays /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61926.
Full text
4
Williams, Alexandra L. Gilbert Juan E. "SimBuilder Science an approach to enhancing reading literacy through visual programming /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/WILLIAMS_ALEXANDRIA_34.pdf.
Full text
5
Brown, Barbara Ann. "The effects of using comprehensive critical writing curriculum on skills assessment test performance in high school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1550.
Full text
6
Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.
Full text
7
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.
Full textAbstract:
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. The study focused on the reading comprehension and ability to make connections across texts of 184 participants enrolled in 9th or 10th grade English classes in a high school in the Appalachian region of the southeastern United States. Methods included an experimental study which required participants to participate in two rounds of testing: the Nelson Denny Reading Test to provide reading levels and the Thematically Connected Dialogic Pedagogy (TCDP) testing which introduced dialogic and thematic support for reading comprehension and intertextuality. For the TCDP testing, participants were randomly assigned to one of three conditions: Thematically Connected Texts (TC), Thematically Connected Texts with Dialogic Support (TCDS), or a Control. Results from testing were analyzed to compare performance on outcome measures for reading comprehension and ability to make connections between texts. These comparisons suggest that the interventions do not affect either outcome measure significantly, though the data highlight the need for a nuanced approach to reading intervention and the development of adolescents' ability to use textual evidence. The findings drawn from the data point to implications for English educators, teacher educators, and administrators in the areas of assisting adolescents in making meaning from texts at a level that facilitates applying that knowledge in effective ways in order for them to fully participate in social, civic, and economic matters.<br>Doctor of Philosophy<br>This quantitative study focused on the effect of reading support for adolescents centered on a dialogic pedagogy in an effort to improve reading comprehension outcomes and the ability of adolescents to make connections across texts. The study involved an experimental research design in which participants enrolled in 9th and 10th grade English classes in the southeastern United States were randomly assigned to one of three test conditions. Performance on outcome measures for reading comprehension and participant ability to make connections between texts were compared between conditions. These comparisons suggest the interventions do not affect either outcome measure significantly, though the data highlight the need for further support for adolescent readers with implications for English educators, teacher educators, and administrators in supporting adolescent reading comprehension and intertextuality to promote full social, civic, and economic participation for future generations.
8
Cates-Darnell, Denise Michelle. "Three key factors that influence reading comprehension." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2160.
Full textAbstract:
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.
9
Weisenbach, E. Lynne. "An experimental study of the effects of direct instruction in comprehension strategies taught through listening upon reading comprehension of fourth grade students." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535893.
Full textAbstract:
The purpose of this study was to determine if direct instruction in comprehension strategies taught through listening had an effect on the reading comprehension of fourth grade students.The study sample consisted of seventy-four students in fourth grade classrooms in a metropolitan school district in central Indiana. The two experimental classes received eight listening lessons, taught by the regular classroom teachers, at the rate of one per week. The two control classes did not receive the listening instruction.The students in the experimental and control groups were classified into three ability groups based upon the results of Shipman-Warncke Assessment Profile. The measure of reading comprehension was the Metropolitan Reading Diagnostic Test.FindingsThe data from this study indicated:Both groups, experimental and control, showed significantly improved comprehension over the length of the study.Analysis by level, "successful", "average", and "ineffective", revealed no statistically-significant difference in the comprehension growth.Both the control and experimental "successful" and "average" ability level students' scores gained at nearly the same rate from pretest to posttest.4) There were no pre- posttest differences between any of the three ability levels on the six question types.ConclusionsBased on the findings of this study the following conclusions were drawn:1) The comprehension strategies taught through the listening lessons did not significantly affect the reading comprehension of the students involved in the study.2) All students showed significant gains in reading comprehension over the course of the study.3) Students with reading abilities categorized as "ineffective" showed a tendency to respond better to the listening lessons than the other two ability groups.Listening and reading are important language communication skills for children, both in school and in daily life. This study has attempted to add to the body of knowledge related to ways that these two lifetime skills may be taught in the elementary school.<br>Department of Elementary Education
10
Eagleton, Maya Blair. "Hypermedia composition in a seventh grade language arts classroom." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284031.
Full textAbstract:
This microethnographic study describes what happened when a small group of 12- and 13-year olds were given the opportunity to compose with hypermedia in their language arts class. Drawing from semiotic, sociocultural, constructivist, transactional and holistic theories, the researcher interpreted the meanings the students and their language arts teacher ascribed to the creation of a student-run online magazine. The researcher investigated the kinds of things that the seventh graders in this study value, what the webzine project meant to the student editors, what processes are involved in the creation of a webzine, how hypermedia literacy functions as a language form, how the hypermedia design project impacted the language arts curriculum, and the roles that computers can play in the classroom. Hypermedia is a multi-symbolic semiotic language form that is still in the process of evolving. Hypermedia literacy requires transmediation, among print literacies, oral literacies, visual literacies, computer literacies and hypertext literacies. Becoming fluent in hypermedia involves orchestrating the various elements (cueing systems) of hypermedia and flexibly applying this knowledge within a variety of hypermedia genres. The webzine project was a positive experience for the seventh graders in this study because it met their affective needs to be active, to learn new things, to have new experiences, to feel motivated and interested, to be social, to have freedom, to feel proud and to have a sense of audience. It also stimulated the cognitive processes of generating ideas, collaborating, problem solving, representing concepts and monitoring their own learning. It is suggested that hypermedia design projects cannot be fully integrated into the language arts curriculum unless the district and/or the classroom teacher has made a paradigmatic shift from a transmission model to a constructivist philosophy of education. Successful integration of hypermedia composition in the curriculum is also related to the students' and the teachers' perception of the potential roles of computers. Based on the results of this study and others, the author concludes that junior high language arts students should be given invitations to compose with hypermedia whenever feasible, but that educators should not dismiss the challenges associated with such an undertaking.
11
Benosa, Kathlyn Garcia. "Increasing comprehension strategies through reciprocal teaching." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3174.
Full textAbstract:
The purpose of the study was twofold. First, it describes two research-based instructional strategies that have been effective in increasing reading comprehension (reciprocal teaching and using readers' response journals). Second, a quasi-experimental research design was created to determine the educational impact of these two strategies on the reading comprehension levels of elementary-aged English Language Learners (ELLs). The data was collected from a low socioeconomic elementary school, specifically looking at a second grade classroom. The classroom demographic included eighteen students, ten of which were English Language Learners. Both informal and formal assessments were used to determine growth across time. The overall findings gleaned from the formal assessments revealed that the ELLs significantly increased their reading comprehension scores by 12%. Using both strategies has demonstrated not only the increase in reading comprehension with non-English speaking students but also with English-speaking students.
12
Lannin, Amy A. "Freewriting for fluency and flow in eighth and ninth grade reading classes." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4762.
Full textAbstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 15, 2008) Vita. Includes bibliographical references.
13
Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.
Full text
14
Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.
Full textAbstract:
This investigation was designed to determine if teaching vocabulary through integrating English and Social Studies curricula would provide tenth grade students who are poor readers with strategies to improve their reading comprehension. The strategies used were designed to support struggling readers and English language development students to connect denotative and connotative meanings of words found in the novel Animal Farm to their social studies class' content.
15
Suffel, Brent D. "Determining the Benefits of Implementing Literature Circles into a Secondary Language Arts Classroom." Defiance College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=def1281705400.
Full text
16
Buhlman, Tina Bisaro. "Soar to Success: An Instructional Inquiry on a Reading Comprehension Curriculum for Students with Significant Reading Deficits." Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1492430139880848.
Full text
17
Alshehri, Mohammed A. Alshehri. "Saudi Middle School Teachers Pedagogical Beliefs about Using Metacognitive Reading Strategies for Improving Students Reading Comprehension." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525817717836209.
Full text
18
Van, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.
Full textAbstract:
The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.
19
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.
Full textAbstract:
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 Taxonomy, (2) to determine the number of questions each level of the taxonomy contained, (3) to determine if the number of questions within each level of the taxonomy differed by reading series among grade levels and between languages, and (4) to ascertain the readability level of each reader utilized in this study. Three California state-adopted parallel Spanish and English basal series were selected. A total of 114 lesson plans: fifty-four from the Spanish series and sixty from the English series, were selected. A total of 5,797 reading comprehension questions were classified according to the four major divisions of the Barrett Taxonomy. Chi Square values revealed that differences do exist on the number of questions assigned to each taxonomy level among the three basal series in both languages. Chi Square values also revealed that differences do exist on the number of questions assigned to each taxonomy level between the basal series at the first, second, and third grade level. At all grade levels, and in both languages, literal level questions were highest in frequency and percentage, followed by inference, evaluation, and appreciation level questions respectively. These findings seem to indicate that there is a tendency among basal readers, to emphasize questions which require literal comprehension more than critical interpretation. Differences were also found in the readability level between the Spanish and English text at each grade level. All readers, with the exception of the first grade English readers, were above the stated reading level and in most cases the readability level of the Spanish readers was higher than that of the English readers.
20
Gallets, Matthew P. "Storytelling and Story Reading: A Comparison of Effects on Children's Memory and Story Comprehension." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1023.
Full textAbstract:
For years, storytellers have been going to schools to share stories with children. However, to date only limited research has been done on the effects of storytelling on children’s learning. This project was part of an ongoing study involving several researchers. In this portion of the project, the effects of storytelling and story reading were compared. The population studied consisted of kindergarten, first, and second grade students. Half the students were read stories aloud, the other half were told the same stories by a storyteller. Data were collected regarding students ability to recall facts they had heard, as well as students skill in using formal story elements. The students’ interpretations of story meaning were also examined. Students in both the reading and storytelling groups improved on most measures. However, on some measures, notably those regarding recall ability, students in the storytelling group improved more than students in the reading group.
21
Barnhart, Francis Julie. "The impact of one-on-one tutoring on first-fourth grade students' word writing abilities for complexity, accuracy, and fluency." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1164127774.
Full text
22
Luke, Leah M. "Ways to enhance comprehension and vocabulary within a whole language framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/795.
Full text
23
Fusté-Herrmann, Belinda. "Idiom Comprehension In Bilingual And Monolingual Adolescents." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/256.
Full textAbstract:
A majority of Latino adolescents are reading below a proficient level, according to federal data, and there is a significant gap between overall reading proficiency of Latino and non-Latino, Caucasian adolescents. The purpose of this study was to investigate the linguistic underpinnings of Latino students' text comprehension. A positive relationship appears to exist between idiom comprehension and academic achievement, as well as idiom comprehension and reading comprehension, in typically developing, monolingual adolescents. Since reading comprehension and idiom comprehension share many of the same linguistic processes, idiom comprehension may provide a unique perspective for investigating Latino adolescents' reading comprehension.
Using the Global Elaboration Model (GEM, Levorato, Nesi, & Cacciari, 2004) as the conceptual framework, the present study examined the relationship between idiom comprehension and reading comprehension with a population that had not been studied in this manner: bilingual (Spanish-English) adolescents in West Central Florida and their monolingual (English-only) peers. The GEM posits that idiom comprehension develops in tandem with other linguistic development requiring inferencing ability; and that idiom x comprehension ability can be predicted by reading comprehension ability. The present research design included the evaluation of idiomatic familiarity, semantic transparency, and contextual support, as well as three other linguistic measures: a) a reading comprehension task, b) an error detection task, and c) a synonym task.
Results indicated that the three linguistic measures predicted 33% of the variance in idiom comprehension accuracy; and error detection was the strongest predictor of idiom comprehension accuracy. Furthermore, monolinguals outperformed bilinguals on all measures. The synonym task, a measure of lexical depth, best predicted language group membership. There was a three-way interaction among idiomatic familiarity, semantic transparency, and contextual support; and a three-way interaction among familiarity, transparency, and language group. Lastly, the three linguistic measures significantly predicted the bilinguals' amount of English experience, with qualitative differences emerging between sequential and simultaneous language learners. Findings lend support to the psychological reality of the GEM and provide insight into the linguistic foundations of reading comprehension in Spanish-English bilinguals.
24
Garcia, Ross Chaches. "Using interactive reading and writing activities to promote literacy in a kindergarten class." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2176.
Full text
25
Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.
Full textAbstract:
Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.
26
Ramos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.
Full textAbstract:
This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.
27
Martin, Joy Alison. "Exploring secondary writing teachers’ metacognition: an avenue to professional development." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15521.
Full textAbstract:
Doctor of Philosophy<br>Curriculum and Instruction<br>Lotta Larson<br>Writing teachers teach students to read, write, and think through text. They draw upon their own comprehension to determine if, when, and how to intervene in directing students to deeper, more thoughtfully written texts by encouraging them to monitor and regulate their thoughts—to be metacognitive. Writing itself has been called “applied metacognition,” for it is essentially the production of thought (Hacker, Keener, & Kircher, 2009, p. 154). Yet little is known about the metacognitive practices and behaviors of those who teach writing.
The purpose of this instrumental, collective case study was to explore and describe writing teachers’ metacognition as they took part in two range-finding events in a midwestern school district. Participants were tasked with reading and scoring student essays and providing narrative feedback to fuel training efforts for future scorers of the district’s writing assessments. Each range-finding event constituted a case with fourteen participants. Three administrative facilitators and four retired English teachers participated in both events, along with seven different practicing teachers per case.
The study concluded that, indeed, participants perceived and regulated their thinking in numerous ways while reading and responding to student essays. With Flavell’s (1979) theoretical model of metacognition as a framework for data analysis, 28 distinct content codes emerged in the data: 1) twelve codes under metacognitive knowledge of person, task, and strategy, 2) seven codes under metacognitive experiences, 3) six codes under metacognitive goals (tasks), and 4) three codes under metacognitive actions (strategies). In addition, three dichotomous themes emerged across the cases indicating transformational distinctions in teachers’ thinking: 1) teaching writing and scoring writing, 2) confusion and clarity, and 3) frustrations and fruits.
The study highlighted the potential of improving teachers’ meta-thinking about teaching and assessing writing through dialectic conversations with other professionals. Its findings and conclusions implicate teacher educators, practicing teachers, and school district administrators to seek opportunities for cultivating teachers’ awareness, monitoring, and regulation of their thoughts about content, instruction, and selves to better serve their students.
28
Miller, Robert John. "An innovative approach to grammar instruction in the high school language arts classroom." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3131.
Full textAbstract:
The purpose of this study was to compare the effects on student writing of two separate approaches to teaching grammar - one traditional, and one non-traditional. Over the course of four weeks, the writing abilities of two high school English classes, similar in composition and academic skill, were compared.
29
Pinkelman, Lindsay Ann. "Everyone Engaged and Excelling: Assessing the Efficacy of Triple E Reading to Create Opportunities for Improved Literacy." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1271353608.
Full textAbstract:
Thesis (M.Ed.)--University of Toledo, 2010.<br>Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Middle Childhood Education." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 74-96.
30
Libby, Cynthia B. "Literature and writing in kindergarten: A thematic approach." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/751.
Full text
31
Maxwell, Lyndi R. "Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485.
Full text
32
Van, Evera Carol Thacher. "The effects of four different text structures on the retellings of fourth and sixth grade students." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40451.
Full text
33
Wong, So-shan, and 黃素珊. "Teachers' views of methods for teaching reading and writing skills in Chinese and English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962014.
Full text
34
Laveaux, Michele Barbara. "Assisting students with concept acquisition in basic skills reading through the use of an interactive website." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2688.
Full textAbstract:
This project creates an interactive website on the literature surrounding reading and concept acquisition skills in adult learners. This website used in conjunction with the Basic Skills English 10A course given in community colleges will enhance reading and concept acquisitions skills enabling student the self cofidence, encouragement and motivation to complete the course.
35
Crawford, James E. "Writing Center Practices in Tennessee Community Colleges." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2899.
Full textAbstract:
The objective of this study was to develop a profile of writing centers in twelve community colleges governed by the Tennessee Board of Regents. This profile included how they were established, how they are funded and staffed, what services are provided and to whom, how training is provided for staff, and how technology is incorporated. More important than the profile itself, however, was an analysis of successful and unsuccessful practices, especially those related to governance, structure, and training of staff, as revealed through the perceptions and experiences of writing center directors. Because electronic technology has transformed the craft of writing, and its teaching, the analysis extended to the ways in which this technology should be integrated into writing center programs. To construct a profile of current writing center structure and practice, a survey instrument was created and administered by telephone during the spring of 1998. The survey was followed by on-site interviews with four writing center directors which focused on strategies for improving campus support for services, recruiting and training tutors, and providing services electronically. Tennessee community college writing centers vary in their primary clientele with almost half providing comprehensive services to all writers on campus and half serving primarily developmental writers. Perhaps because of this developmental orientation there continues to be a stigma attached to writing centers. Community colleges in Tennessee could enhance the stature of their writing centers by conferring faculty and full-time status on the director, offering more comprehensive services, especially tutorial services, to writers of all levels of ability and from all departments. While a substantial body of literature on writing center philosophy and practice has developed during the last twenty years, much of it failed to address the limitations inherent in community colleges pertaining to admissions policies, non-residential and part-time students, and length of time required to complete a degree. This study identified assumptions, practices, and goals which are universal as well as those which are unique among community college writing centers within the Tennessee Board of Regents system and attempted to anticipate future needs as these centers continue to evolve into the new millennium.
36
Ljungberg, Sarah. "Den betydelsefulla högläsningen : En studie om vikten av högläsning för elevernas utveckling." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55067.
Full textAbstract:
The purpose of this study is to determine whether todays educators, particularly in the lower classes do in fact read aloud in students' everyday life, and if the recital then is being utilised in another teaching opportunity. I therefore intend to seek an understanding of how teachers regard the affect that reading aloud has on the development of students. To this end, I chose to use a survey of both quantitative and qualitative nature. The theoretical starting point is the sociocultural perspective that clarifies the role of both reading aloud and language, and subsequently the influence it has on students' development. The summarised result of this work represents how educators in both lower- and middle-classes, to a large extent, use reading aloud, and the instantaneous feedback is the primary way to relate to it. The research survey conducted by PIRLS in 2011 showed a decline in reading comprehension about factual texts, but only a few participants expressed that they were actively working with factual texts in their reading. Furthermore, the results showed a clear understanding of the importance of reading aloud for the students´ development in many areas such as language development and identityformation. Without mentioning the curriculum by word, the participants recount how they implement reading aloud in the students´ everyday lives in a multifaceted way to help students reach the knowledge requirements for 3rd grade.<br>Sammanfattning Syftet med denna studie är att ta reda på huruvida dagens pedagoger i främst de lägre klasserna använder sig av högläsning i elevernas vardag samt om högläsningen implementeras i övriga ämnen. Jag ämnar således söka förståelse för hur lärare ser på högläsningens roll för elevers utveckling. För att ta reda på detta valde jag att använda mig av en enkätundersökning av både kvantitativ och kvalitativ art. Den teoretiska utgångspunkten är det sociokulturella perspektivet som tydliggör högläsningens och språkets roll och påverkan för elevers utveckling. Det kortfattade resultatet utav detta arbete visar hur pedagoger från både låg- och mellanstadiet använder sig av högläsning i hög utsträckning och den snabba, direkta återkopplingen är det primära sättet att relatera tillbaka till den. Forskningsundersökningen som gjordes 2011 av PIRLS visade på sjunkande läsförståelse kring faktatexter likväl var det enbart ett fåtal deltagare som uttryckte att de aktivt arbetade med faktatexter i sin högläsning. Vidare visade resultaten på en tydlig förståelse för högläsningens viktiga roll för elevernas utveckling inom många områden såsom språkutveckling och identitetsbildande. Utan att nämna läroplanerna i ord, berättar deltagarna hur de implementerar högläsning i elevernas vardag på ett mångfacetterat sätt för att hjälpa eleverna att nå kunskapskraven till årskurs 3.
37
Waner, Lisa Marie. "An integrated, thematic, literature-based unit for middle school." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/876.
Full text
38
Takahashi, Neide Tomiko. "Leitura literária em português - língua estrangeira (PLE): representações, compreensão e produção textual." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-17092015-150141/.
Full textAbstract:
Ao considerarmos o aumento do número de estudantes oriundos de diferentes países em universidades brasileiras e a maior demanda por cursos de português para estrangeiros, é possível observar os desafios na elaboração de planos de aulas que permitam criar condições de entrelaçar a prática docente às representações de linguagem de seus aprendizes. Um dos desafios refere-se à leitura de textos literários, cujas atividades promovam um contato interacional profícuo, seja na esfera acadêmica, seja no cotidiano dos estudantes. Nesse contexto, este estudo situa-se na área de Linguística Aplicada ao ensino de português como língua estrangeira (PLE) e teve por objetivo verificar a relação entre a prática social da leitura de textos literários e sua recepção didática em sala de aula. Para tanto, buscamos um levantamento das representações, expectativas e preferências desses estudantes e, também, a análise de comentários por eles escritos a partir da compreensão de textos motivadores da literatura brasileira. Com a finalidade de discutir as contribuições da leitura literária em uma proposta de atividade extraclasse a alunos estrangeiros do nível avançado do Centro de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo, apoiamo-nos nas perspectivas teóricas da interação verbal e dos gêneros discursivos (BAKHTIN, 2003, 2005), do leitor cooperativo (ISER, 2002; ECO, 2004, 2006), do ensino da leitura literária (SOARES, 2003; SÉOUD, 1997; ROUXEL, 2012), da compreensão da leitura (MARCUSCHI, 1996, 2005; GIASSON, 2003), do processo de aquisição e ensino-aprendizagem em língua estrangeira (KRASHEN, 1981, 1982) e, para a análise das produções escritas, do interacionismo sociodiscursivo (BRONCKART, 1999, 2006). Os resultados apontam para a necessidade da elaboração de atividades que considerem as expectativas e as criações de novas relações de sentido dos alunos-leitores, propiciando, dessa forma, a compreensão e expressão da língua dentro da esfera comum de experiências literárias.<br>If one takes into consideration the rise of the number of students from foreign countries in Brazilian universities and the higher demand for courses in Portuguese as a Foreign Language, challenges arise to elaborate lesson plans that convey teaching practices and the language representation of the learners. One of the challenges refers to the reading of literary texts. Such activities should promote a beneficial international contact, either in the academic sphere or in the students daily practices. In this context, this dissertation is situated in the field of Applied Linguistics for the teaching of Portuguese as a Foreign Language. The objective is to observe the relationship between reading social practices and their didactic reception in the classrooms. In order to do so, we contemplated the representations, expectations and preferences of these students. We also analyzed their comments from the comprehension exercises that focused on Brazilian literary texts. Aiming at discussing the contributions of literary reading as an extra-class activity to the students of the Advanced course at Centro de Línguas da Faculdade de Filosofia, Letras e Ciências Humanas at Universidade de São Paulo, we based our research in the theoretical perspectives of verbal interaction and discourse genres (BAKHTIN, 2003, 2005), Cooperative Learner (ISER, 2002; ECO, 2004, 2006), Teaching of Literary Reading (SOARES, 2003; SÉOUD, 1997; ROUXEL, 2012), Reading Comprehension (MARCUSCHI, 1996, 2005; GIASSON, 2003), Acquisition and Teaching-Learning of Foreign Languages (KRASHEN, 1981, 1982) and for the analysis of the writing texts, Socio-Discursive Interactionism (BRONCKART, 1999, 2006). The results show the need to create activities that take into consideration first, the expectations of the students and second the student-readers acquisition of new meaning structures, in a way that would reconcile comprehension and expression of the language according to the common sphere of literary experiences.
39
Hilding, Ellen. "Högläsning – är det bara att läsa högt, kapitel för kapitel? : En intervjustudie om hur åtta verksamma lärare värderar och arbetar med högläsning i årskurs 1-3." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84518.
Full textAbstract:
The purpose of the survey is to increase through interviews the knowledge of how active teachers value reading aloud and how this is reflected in their teaching. The focus is then to find out how they plan the reading aloud and in what perspective they focus on it and in what way teachers believe that students benefit from reading aloud as a form of teaching. The theoretical approach this study is based on is the sociocultural perspective on learning, which means that the most important thing/tool in learning is the interaction between people. The method chosen for this study is semi-structured qualitative interviews and the empirical material has been collected with help from eight active teachers working in years 1-3. This study shows what research says about the importance of reading aloud for student’s vocabulary and reading comprehension, how reading aloud can get the class a better connection among/between students, also time and planning around reading aloud. The results show that all teachers use reading aloud as a form of teaching continuously, the purpose and working method around reading aloud varies. However, all teachers agree that the purpose of reading aloud is primarily to develop student’s vocabulary and reading comprehension. The majority of teachers believe that reading aloud also is a relaxing moment for the students, which contradicts what previous research.<br>Syftet med undersökningen är att genom intervjuer utöka kunskapen om hur verksamma lärare värderar högläsning och hur detta återspeglas i deras undervisning. Fokus är då att ta reda på hur väl de planerar högläsningen och vilken plats den får i undervisningen samt på vilket sätt lärare anser att elever gynnas av högläsning som undervisningsform. Den teoretiska ansats som denna undersökning bygger på är det sociokulturella perspektivet på lärande, vilket innebär att det viktigaste redskapet för att lärande ska kunna ske är genom interaktionen mellan människor. Metoden som valts till denna undersökning är semistrukturerade kvalitativa intervjuer och det empiriska materialet har samlats in med hjälp av åtta verksamma lärare som arbetar i åk 1-3. Studien tar upp vad forskning säger om högläsningens betydelse för elevers ordförråd och läsförståelse, hur högläsning kan främja gemenskapen bland elever samt lärarens tid och planering kring högläsning. Resultatet visar bland annat, att samtliga lärare använder sig av högläsning som undervisningsform kontinuerligt varje vecka men att syftet och arbetssättet kring högläsningstillfället varierar. Alla lärare är dock eniga om att syftet med högläsning är främst att utveckla elevernas ordförråd och läsförståelse. Däremot anser merparten av lärarna att högläsning även fungerar som en lugnande stund för eleverna, vilket motsätter tidigare forskning.
40
Comer, Kathryn Bridget. "From Private to Public: Narrative Design in Composition Pedagogy." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313075298.
Full text
41
Huang, Xiangqing. "Readers theatre for critical/creative/cooperative English language learning." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1873.
Full text
42
Patten, John Joseph. "Computer assisted assessment and computer assisted portfolio development in a whole language classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/861.
Full text
43
Jakobsson, Anna. "Högläsningens betydelse för språkutvecklingen : En studie om lärares attityder till högläsning som språkutvecklande och undervisningsform." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78317.
Full textAbstract:
Reading aloud is a form of teaching that rarely occurs in favor of other activities. Nevertheless, research shows that reading aloud is the main language development in children. This study aims to clarify the views teachers have about reading in relation to language development, as well as what they think about the working method. The thesis's theoretical approach is mainly based on the socio-cultural perspective on learning where interaction between individuals and the language are fundamental factors for learning to take place. An interview study of qualitative type has been conducted with active teachers in grades 1-3. Previous research shows the importance of reading aloud for language development and the teaching form has many advantages. It is important that the students are included, that there is time and that the teaching is carefully planned with a purpose. The result shows that teachers read aloud continuously but that the purpose varies. First and foremost, they say that the moment aims to be language development but sometimes also to relaxation. They use different strategies to get students involved and they believe that the main thing is the vocabulary and reading comprehension that is promoted. Some stated that they opt out of reading aloud sometimes as they thought it takes a lot of time.<br>Högläsning är en undervisningsform som förekommer sällan och som utgår till förmån för andra aktiviteter. Trots det visar forskning på att högläsning främjar språkutvecklingen hos barn. Den här undersökningen syftar därför till att bringa klarhet i vilken syn lärare har på högläsning i relation till språkutveckling, samt vad de anser om arbetsformen. Uppsatsens teoretiska ansats utgår främst från det sociokulturella perspektivet på lärande där interaktion mellan individer och språket är grundläggande faktorer för att lärande ska ske. En intervjustudie av kvalitativt slag har genomförts med aktiva lärare inom årskurserna 1-3. Tidigare forskning visar på högläsningens betydelse för språkutvecklingen och undervisningsformen har många fördelar. Viktigt är att eleverna är inkluderade, att det finns tid och att undervisningen är noga planerad med ett syfte. Resultatet visar att lärare högläser kontinuerligt men att syftet varierar. Främst säger de att stunden syftar till att vara språkutvecklande men ibland även till avkoppling. De använder olika strategier för att få eleverna delaktiga och de anser att det främst är ordförråd och läsförståelse som främjas. Några uppgav att de väljer bort högläsningen emellanåt då de menade att den tar mycket tid i anspråk.
44
Sossai, Martha Angélica. "Um estudo em estratégias de compreensão leitora num curso de letras." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/16595.
Full textAbstract:
Made available in DSpace on 2016-04-28T20:58:07Z (GMT). No. of bitstreams: 1
Martha Angelica Sossai.pdf: 1111606 bytes, checksum: 2ea98701e98c15a13d2eddc68a15f944 (MD5)
Previous issue date: 2009-12-16<br>Secretaria da Educação do Estado de São Paulo<br>The present paper intends to analyze about reading comprehension s strategies
that students used to practice before, during and after reading. It was realized
through questionnaire and a structured interview, both were applied by direct
contact. The aim of our study was to know and to study the student s testimony
about reading comprehension s strategies applied in texts wrote on teaching
and learning process. On this search, newcomers and conclusives students of
Language Arts course from private College on São Paulo inland were
interviewed based on the perspective of interactive reading. For this study, we
observed, described and analyzed the student s testimony about reading
comprehension s strategies with goal to know and to help the teacher practice
on Higher Education. The population research was formed by forty-five
Language Arts students, twenty newcomers and twenty-five conclusive students
registered in 2008 on the L.A. course. With this paper we concluded that
metacognitive reading strategies can be a way to solve the reading
comprehension problem in Higher Education. We concluded with this study that
the metacognitive reading strategies can be a path to the problem solve of
reading comprehension in Higher Education<br>O presente trabalho aduz um estudo a respeito das estratégias de
compreensão leitora utilizadas pelos alunos antes, durante e depois da leitura.
Sua realização deu-se por meio de um questionário organizado com perguntas
mistas e de uma entrevista semi-estruturada, sendo ambos aplicados por contato
direto. O objetivo de nosso estudo foi conhecer e estudar o depoimento de alunos,
ingressantes e concluintes, do curso de Letras, de uma Faculdade Particular do
Interior Paulista, sobre as estratégias de Compreensão Leitora
utilizadas/vivenciadas em textos escritos no processo de ensino e aprendizagem,
com base na perspectiva interativa de leitura. Mais especificamente, a partir da
caracterização dos sujeitos: identificamos, descrevemos e analisamos o
depoimento dos alunos iniciantes e concluintes a respeito das estratégias de
compreensão leitora com a finalidade de obter uma maior familiaridade com o
assunto e subsidiar a atuação prática do professor no Ensino Superior.
A população da pesquisa foi constituída por quarenta e cinco alunos, dos
quais vinte eram iniciantes e vinte e cinco eram concluintes, matriculados em
2008, em um curso de Letras de uma Faculdade Particular do Interior Paulista.
Concluímos, com este estudo, que as Estratégias Metacognitivas de
Leitura podem ser um caminho para o problema da Compreensão Leitora no
Ensino Superior
45
"Syntax in reading comprehension and writing composition in Chinese children." 2013. http://library.cuhk.edu.hk/record=b5549814.
Full textAbstract:
本 研究主要探討句法意識在香港兒童篇章閱讀理解及篇章寫作中的作用，包括三个研究。研究一主要探討句法意識是否能夠獨立預測香港兒童的篇章閱讀理解能力。 受試者為89名母語為粤語的香港五年級兒童。實驗中，受試者接受一系列認知及語言相關的個別測試。主要包括智力測驗、中文篇章閱讀理解測驗、語音意識測 驗、語素意識測驗、語義知識測驗、句法意識測驗、記憶能力測驗及詞彙能力測驗。相關分析表明兩種句法意識測驗顯著與兒童中文閱讀理解能力相關。回歸分析表明即使在控制了兒童在智力水平，語音意識，語義意識，語素意識，詞彙能力及工作記憶能力的差异的情況下，句法意識，尤其是連詞應能力，仍能夠顯著地預測兒 童在中文篇章理解的成绩。<br>研究二應用追踪研究探討句法意識在中文閱讀中的重要作用及中文篇章理解與句法意識是否是雙向相關。即兒童在低一年級的句法意識是否可以用來預測兒童在高一年的篇章閱讀理解成績及兒童在低一年級的阅读理解成績是否可以用來預測兒童在高一年級的句法能力。相關分析表明兒童在五年級的句法能力顯著與兒童六年 級的閱讀理解能力相關，五年级的阅读理解能力显著与儿童六年级的句法能力相关。回歸分析表明，兒童在五年級的句法能力能夠顯著預測兒童在六年級的篇章閱讀 理解成绩。路徑分析表明兒童的句法能力與篇章閱讀理解能力是相互影響的關係。即兒童的句法能力可以用來預測兒童的篇章閱讀理解成绩， 同時兒童的篇章閱讀理解成绩同樣可以用來測兒童的句法能力。<br>研究三主要探討句法意識在兒童篇章寫作中的重要作用。研究三主要採用追踪研究的方法。受试者与测量任务同研究二相同，这些儿童同时接受了写作能力测验。 句法任务包括句法判断和连词填写任务。同时，我们还采用了句<br>法错误分析的方法来探讨儿童写作中句法能力的发展。 相關分析表明兩種句法能力測驗顯著與兒童的寫作能力相關。回歸分析表明，兒童的 句法能力是兒童寫作能力的一個顯著预测因子。路徑分析表明兒童的句法能力與兒童的寫作能力是相互影響的關係。即兒童的句法能力可以用來預測兒童的寫作能 力， 同時兒童的寫作能力同樣可以用來測兒童的句法能力。 句法錯誤分析表明兒童在語序，詞性，成份完整性及標點符號的使用上表現出規律性的語法錯誤。本研究揭示了句法能力在兒童篇章閱讀理解及篇章寫作中的重要作用， 為中文篇章閱讀及篇章写作的困難兒童的診斷提供了重要參考。<br>This research aimed to explore the role of syntactic awareness in text reading comprehension and writing composition in Hong Kong Chinese children. Three studies were included. In Study 1, the question of whether syntactic awareness uniquely correlated with text reading comprehension in Hong Kong Chinese fifth graders was examined. A total of 89 fifth graders from two primary schools were recruited (45 boys, and 44 girls, mean age = 9.15 years, SD = .43). These children were administered a set of cognitive and linguistic measures including two tasks on syntactic awareness, i.e. syntactic judgment/correction task and conjunction cloze task. The results of Study1 indicated that syntactic skills, especially knowledge of conjunctive word usage, accounted for unique variance in text reading comprehension in Chinese children even when age, nonverbal IQ, phonological awareness, morphological awareness, semantic knowledge, vocabulary knowledge, morhosyntactic knowledge and working memory as well as word reading were statistically controlled.<br>The purpose of Study 2 was twofold. First, it aimed to investigate the longitudinal predictive effect of syntactic awareness on text reading comprehension in Hong Kong Chinese children. Second, the bidirectional relationship between syntactic awareness and text reading comprehension was explored. A total of 129 children (50 boys and 79 girls), from a ten-year longitudinal study, were sampled. They were tested on a set of cognitive and linguistic measures including the same two syntactic tasks used as those in Study1. Results showed that syntactic awareness was longitudinally predictive of text reading comprehension, even when the contributions of children’s age, nonverbal and verbal abilities, phonological awareness, and morphological awareness were taken into account. In addition, children’s early reading comprehension was significantly correlated with their growth in syntactic awareness, suggesting a bidirectional relationship between syntactic awareness and reading comprehension.<br>In Study 3, the relationship between syntactic awareness and writing composition was examined in Hong Kong Chinese children. The participants and measures were the same as those in Study 2. In addition, those children were administered a writing composition task both at age 11 and 12. Results revealed that syntactic awareness was significantly predictive of children’s writing, controlling for the contribution of age, nonverbal and verbal abilities, phonological awareness and morphological awareness. Children’s performance in early writing compositions was also significantly associated with their later syntactic skills. This may suggest a reciprocal relationship between syntactic awareness and writing. In addition, syntactic error analyses revealed that children made certain syntactic errors in sentence construction and these errors were not random.<br>Findings in this study not only help us unravel the relations between syntactic awareness and reading comprehension and writing composition, contributing to a fuller understanding of the foundation of Chinese reading comprehension and writing composition, but also provide a potentially useful direction for the diagnosis of reading and writing difficulties for Chinese children.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Tong, Xiuhong.<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 2013.<br>Includes bibliographical references (leaves 127-149).<br>Abstract also in Chinese; appendixes in Chinese.<br>Acknowledgements --- p.II<br>Abstract (in English) --- p.IV<br>Abstract (in Chinese) --- p.VII<br>List of Tables --- p.X<br>List of Figures --- p.XII<br>Chapter CHAPTER ONE: --- INTRODUCTION --- p.1<br>Chapter CHATPER TWO: --- SYNTACTIC AWARENESS AND READING --- p.17<br>Syntactic Awareness Reading in Readers of Alphabetic Languages --- p.18<br>Syntactic Awareness in Chinese Children’s Reading --- p.25<br>Chapter CHAPTER THREE: --- SYNTACTIC AWARENESS AND WRITING COMPOSITION --- p.31<br>Model of Writing --- p.32<br>Syntax and Writing in Alphabetic Languages --- p.35<br>Syntax and writing in Chinese children --- p.39<br>Chapter CHAPTER FOUR: --- THE PRESENT STUDY --- p.42<br>Study 1 --- p.46<br>Study 2 --- p.62<br>Study 3 --- p.78<br>Chapter CHAPTER FIVE: --- DISCUSSION & CONCLUSION --- p.103<br>REFERENCES --- p.127<br>APPENDIX --- p.150
46
"Textual cohesion and reading comprehension." Chinese University of Hong Kong, 1993. http://library.cuhk.edu.hk/record=b5887787.
Full textAbstract:
by Wong Tai Yuen.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 1993.<br>Includes bibliographical references (leaves 112-128).<br>Acknowledgements --- p.i<br>Abstract --- p.iii<br>Contents --- p.v<br>List of Tables --- p.ix<br>List of Figures --- p.x<br>Chapter Chapter I --- Introduction<br>Chapter 1.1 --- The Problem --- p.1<br>Chapter 1.2 --- Statement of the Problem --- p.7<br>Chapter 1.3 --- Hypotheses --- p.7<br>Chapter 1.4 --- Limitations --- p.9<br>Chapter 1.5 --- Definitions of Terms --- p.10<br>Chapter 1.5.1 --- Text<br>Chapter 1.5.2 --- Discourse<br>Chapter 1.5.3 --- Texture<br>Chapter 1.5.4 --- Context of Situation<br>Chapter 1.5.5 --- Cohesion<br>Chapter 1.5.6 --- Cohesive Ties<br>Chapter 1.5.7 --- Cohesive Harmony<br>Chapter 1.5.8 --- Coherence<br>Chapter 1.5.9 --- T-unit<br>Chapter 1.5.10 --- Holistic Rating<br>Chapter 1.6 --- Significance of the Study --- p.16<br>Chapter Chapter II --- Review of the Literature<br>Chapter 2.1 --- "Language, Context and Text" --- p.18<br>Chapter 2.2 --- Relationship of the Text to its Context of Situation --- p.18<br>Chapter 2.3 --- Cohesion --- p.20<br>Chapter 2.4 --- Coherence --- p.21<br>Chapter 2.5 --- Cohesion and Coherence --- p.23<br>Chapter 2.6 --- Cohesion and Coherence as Defined in this Study --- p.26<br>Chapter 2.7 --- "Cohesion, Coherence and Reading Comprehension" --- p.27<br>Chapter 2.8 --- "Cohesion, Coherence and Writing" --- p.29<br>Chapter 2.9 --- The Connections between Reading and Writing --- p.30<br>Chapter 2.10 --- Cohesive Ties --- p.33<br>Chapter 2.11 --- How Cohesion Works --- p.41<br>Chapter 2.11.1 --- Cohesive Devices as Signals<br>Chapter 2.11.2 --- How Cohesive Devices Help to Integrate Text<br>Chapter 2.11.3 --- Cohesion and Processing Efficiency<br>Chapter 2.11.4 --- The Given-New Contract<br>Chapter 2.12 --- Measuring Cohesion --- p.44<br>Chapter 2.13 --- Measuring Coherence --- p.46<br>Chapter 2.14 --- How Cohesion and Coherence Are Measured in this Study --- p.47<br>Chapter Chapter III --- Procedure and Design of the Study<br>Chapter 3.1 --- Sampling --- p.49<br>Chapter 3.2 --- Design of the Scale to Measure Students' Control over the Use of Cohesive Devices in Writing --- p.51<br>Chapter 3.2.1 --- The Writing Test<br>Chapter 3.2.2 --- Measure of Cohesion<br>Chapter 3.2.3 --- Cohesive Errors<br>Chapter 3.2.4 --- Measure of Coherence<br>Chapter 3.3 --- Design of the Scale to Measure Students' Ability to Understand and Interpret Text --- p.68<br>Chapter 3.4 --- Statistical Design --- p.71<br>Chapter Chapter IV --- Results and Discussion<br>Chapter 4.1 --- Linguistic Competence of the Subjects --- p.73<br>Chapter 4.2 --- Analysis of the Reading Test --- p.74<br>Chapter 4.3 --- Analysis of the Written Test --- p.78<br>Chapter 4.3.1 --- Frequency Count of Cohesive Features<br>Chapter 4.3.2 --- Holistic Rating Scores<br>Chapter 4.4 --- Multiple Regression Analysis --- p.82<br>Chapter 4.4.1 --- Line of Regression<br>Chapter 4.4.2 --- Test of Multicol1inearity<br>Chapter 4.4.3 --- Test of Autocorrelation<br>Chapter 4.5 --- Discussion of the Findings of the Multiple Regression Analysis --- p.85<br>Chapter Chapter V --- Conclusions and Implications<br>Chapter 5.1 --- Summing up --- p.98<br>Chapter 5.2 --- Further Discussion: Limitations and Possibilities --- p.102<br>Chapter 5.3 --- Implications for Instruction --- p.108<br>Bibliography --- p.112<br>Appendices --- p.129<br>Chapter Appendix A --- Reading Test<br>Chapter Appendix B --- Writing Test
47
"Elementary students' prior knowledge and the Cooperative Integrated Reading and Composition (CIRC) model in second-language reading comprehension." FORDHAM UNIVERSITY, 2007. http://pqdtopen.proquest.com/#viewpdf?dispub=3255006.
Full text
48
Sailors, Misty Wilhelm. ""Placing children in the middle of literacy" instructional practices in a print-rich second grade classroom where all readers succeed /." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3126115.
Full text
49
Craig, Margaret Theresa. "Text and texture of children's inquiry: grade 1 children constructing knowledge of narrative text." Thesis, 1991. https://dspace.library.uvic.ca//handle/1828/9517.
Full textAbstract:
This dissertation focuses on Grade 1 children's inquiry of narrative text over a three-month period. The children were read to as a group by the classroom teacher and individually by Grade 7 students, a grandparent helper, and a peer. They also read to themselves. There were ten subjects for the group context and six subjects for each other context.
The data consist of audio-tapes and field notes from the five contexts. In addition three interviews were conducted with the classroom teacher and a think-aloud procedure was carried out with six of the subjects at the conclusion of the study. The children's statements were analyzed to determine if they inquired about narrative text and to explore the nature of their inquiry. The teacher interviews were analyzed to discover the teacher's perception of her role in the children's inquiry. The results from the think-aloud procedure were compared with results from the group context to determine if the findings were similar.
A definition, description and list of skills of inquiry in the language arts was developed and applied to the children's statements to identify the statements that represented inquiry. Six categories that could be used to describe the nature of the children's inquiry statements emerged from the data. Each of these categories was made up of a variety of more specific classes.
The children made more inquiry statements in the group context than in any other context. There were individual differences in the degree to which the children inquired about narrative text, and the text, the teacher's actions and the social context influenced the children's inquiry. The children used a variety of cognitive processes to inquire about text.
The children's inquiry statements were evoked by the text, the children and the teacher. The focus of the children's inquiry statements was knowledge not explicitly evident in the text. Their statements took a variety of forms, and declaratives, not questions, were the predominant form. Although they inquired about a variety of subject matter, actions of characters and cause/effect relationships was the content of the majority of their inquiry statements. The function of most of their inquiry statements was the transmission of propositional knowledge and explanations.
This study contributes to the existing literature in several ways. First, it provides a framework for considering children's inquiry and their involvement in learning. Second, it illuminates the relationship between the child, the text and the context in children's interactions with narrative text. Third, it reveals the complex and idiosyncratic nature of children's inquiry of narrative text.<br>Graduate
50
Budd, Jonathan Stephen. ""Doing" Close Reading: Investigating Text Complexity and Text Difficulty in the Secondary English Language Arts Context." Thesis, 2015. https://doi.org/10.7916/D8T72GCC.
Full textAbstract:
This dissertation examines how the reading of complex literary texts is enacted by select tenth-grade students, and their teachers, both within and outside of the classroom context, with an aim toward deconstructing "close reading" as a preferred pedagogical choice with insufficient theorization or supporting research. First, utilizing an individual think-aloud protocol, the researcher solicited the responses of nine students, and one of their tenth-grade English teachers, as they read for the first time three short story texts selected based on their identification by the Common Core State Standards as texts of complexity for high school students: Chekhov's Home, Poe's The Cask of Amontillado, and Borges' The Garden of Forking Paths. Those case study students were then studied ethnographically via the researcher's participant observation in their tenth-grade English classes for all days over the period of time that a major literary text was taught: Golding's Lord of the Flies. Based on the principles of microethnographic discourse analysis, the research applied open coding to all artifacts: the think-aloud commentaries, the verbatim transcripts of the audiotaped classroom oral discourse, the documents of classroom written discourse, and the verbatim transcripts of ongoing semi-structured individual interviews with the student and teacher case study participants based on themselves as readers both within and outside of their English classroom contexts. Ultimately, the dissertation identifies themes related to text complexity - those elements inherent to the text itself as perceived by the individual reader during the reading act - and related to text difficulty - those elements situated within a contextualized environment of the reading act, including individual reader, text, classroom, tasks, peers, and teacher - to offer provisional conclusions with the intent of reconceptualizing Rosenblatt's transactional zone toward a stronger theory of how adolescents read literary texts.