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Dissertations / Theses on the topic 'Reading comprehension. Group reading. Discussion'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Reninger, Kristin Bourdage. "Intermediate-level, lower-achieving readers' participation in and high-level thinking during group discussions about literary texts." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180009715.

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Chang, Po-lin Pauline. "Effects of collaborative discussion on students' reading performance." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23519769.

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Leung, Won-gay. "Reciprocal teaching to improve English reading comprehension of a group of form three students in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35377392.

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Chang, Po-lin Pauline, and 鄭寶連. "Effects of collaborative discussion on students' reading performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962191.

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Leung, Won-gay, and 梁韞璣. "Reciprocal teaching to improve English reading comprehension of a group of form three students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35377392.

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

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Culturally responsive instruction refers to the identification of relevant cultural aspects of students’ lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement. This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant lite

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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.

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Sturesson, Emma. ""Ska vi skriva bokrecension sen, eller?" : En studie om arbete med läsförståelse på högstadiet." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65999.

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The aim of the study is to investigate how theories of close reading and literature conversations can be used in the practice of teaching. As a way to achieve insight into this, I have applied the method of action research to study different strategies for reading comprehension. Action research is a suitable method to acquire knowledge about one’s own work for purposes of development. The result indicates that a classroom where more than one voice can be heard and where different forms of conversation can be represented can further the pupils’ experience of and engagement in the teaching. The

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

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English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experiment

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Buskist, Connie. "Transcript analysis and teacher study group improving comprehension instruction /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/BUSKIST_CONNIE_7.pdf.

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Piyanukool, Surachai. "Effects of Teaching Reading Through Discussion of Text Structures." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3035/.

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The purpose of this study was to investigate the effectiveness of teaching reading through discussion of text structures on students' reading comprehension. The design of the study was a Pretest-Posttest Control-Group Design. One hundred twenty-six sophomore and senior Thai college students majoring in English and attending afternoon English classes participated in the 10-week study and were randomly assigned to an experimental group and a control group. The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss th

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Foley, Christy Lee. "THE USE OF PREDICTION BY JUNIOR HIGH REMEDIAL READERS IN INDIVIDUALIZED AND SMALL GROUP SETTINGS." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183911.

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The purpose of the study was to examine the use of a prediction technique during the reading of short stories with surprise endings. Investigated were the effects of instructional setting and content familiarity upon interest, overall reading comprehension, literal comprehension, and inferential comprehension. Verbal predictions and supportive evidence generated at the midpoint and prior the story climax was also examined. The subjects, 54 Chapter I remedial readers in a metropolitan school district in Tucson, Arizona, were randomly assigned to experimental or control groups. The study spanned

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

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Holm, Daniel Thomas. "The influences of a literature discussion group: "Remedial" readers and teacher-researcher." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186559.

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The purpose of this study was to examine the responses of third grade students to literature discussions. The theoretical framework of this study is embodied in a transactive theory of reading as explained by a reader-response perspective. The design was descriptive to provide insights concerning the instructional setting, teacher-researcher role, students, and teacher-colleagues. Ten third grade students, identified by their classroom teachers as "remedial" readers, participated in this study. The students, from three classrooms, attended a 45 minute weekly literature discussion session for a

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Martin-Rivers, Valerie Ann. "Learning to read in an experiential cooperative learning centers' classroom: Effects on reading comprehension." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1203.

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The purpose of this project is to examine the reading program of a cooperative learning centers classroom and the theories that support the benefits of cooperative learning centers within the context of a literacy program in a first grade classroom.

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Herre, Jamie Lynn. "The Effects of Story Mapping on the Comprehension Skills of Students with Attention Deficit Hyperactivity Disorder." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343835051.

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Snyder, Linda Louise Randall. "An experimental study of the effects of instruction in the cloze procedure on the reading comprehension of a selected group of sixth grade students." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/515088.

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The purpose of the study was to determine if instruction and practice in using the cloze procedure significantly affected the reading comprehension of a group of sixth grade students.The population consisted of 157 students in eight intact classes in two middle schools in east-central Indiana. The experimental group, four classes at one school, received cloze instruction, while the control group, four classes at the second school, worked with basal reading materials.Findings1. There were no significant differences in reading comprehension achievement between students who had cloze instruction

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Sable, Eileen D. "The effects of Junior Great Books literature discussion on reading comprehension achievement of gifted fifth graders: application of general linear model for cross-level inferences." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53657.

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Research findings emphasize the need for programs for the gifted reader, particularly the need to determine which methods or programs best benefit the gifted student. The purpose of this study was to assess the effectiveness of the Junior Great Books (JGB) literature program on reading comprehension achievement of gifted fifth grade students due to the factors of a) discussion/non-discussion and b) levels of students' experience in the JGB program. This study was replicated to determine if similar results in reading comprehension achievement occurred by using different JGB stories. In addition

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Fullard, Jeani Z. "An intermediate extended literacy routine to support struggling third grade readers." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002846.

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Alsofyani, Abrar H. "Examining EFL Learners’ Reading Comprehension: The Impact of Metacognitive Strategies Discussion and Collaborative Learning within Multimedia E-book Dialogic Environments." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7729.

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For most English as a Foreign Language (EFL) learners, both reading and comprehension skills are challenging to acquire. EFL students find reading challenging due to their inability to comprehend and interpret text information, which may lead, at times, to demotivation and loss of interest. The current study intends to explore how Saudi EFL learners may better tackle reading comprehension challenges by examining the utilization of metacognitive reading strategies through discussion and extensive collaborative learning activities within a multimedia e-book dialogic environment. Accordingly, the

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Wong, Tsz-kwan Liza. "Implementation of literature circles in a school-based assessment class." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203396.

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Salah, Elizabeth Vultaggio. "Effects of Interactive Read-Aloud and Literature Discussion on Reading Comprehension for First-Grade Students With Language Impairments in a Title 1 School." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/fse_etd/61.

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Effects of Interactive Read-Aloud and Literature Discussion on Reading Comprehension for First-Grade Students With Language Impairments in a Title 1 School. Elizabeth Vultaggio Salah, 2014: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. Language Impaired, First-Grade, Title 1 Schools, Reading Comprehension, Interactive Read-Aloud, Literature Discussion, Fountas and Pinnell. This applied dissertation was designed to determine the effects of the interactive read-aloud and literature discussion on reading comprehension for first-grade students with la

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Ngo, Sarah Marie. "Reading Aloud to Bilingual Students: Examining the Interaction Patterns Between Pre-service Elementary Teachers and Bilingual Children in the Context of Small Group Read Alouds in Maintstream Classroom Settings." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2528.

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Thesis advisor: Curt Dudley-Marling<br>Federal legislation now requires that all children participate in large-scale, statewide assessments in English in an effort to increase accountability and bolster student achievement (Abedi, Hofstetter, & Lord, 2004; Hass, 2002). Students labeled as "English language learners" (ELLs) consistently score dramatically lower on English language and literacy assessments than their native speaking peers (Au & Raphael, 2000; National Center for Educational Statistics, 2011). Additionally, most mainstream teachers are not adequately prepared to meet the

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Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.

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Leung, Wan-oi, and 梁允愛. "The implementation of a classwide peer tutoring programme of English reading comprehension on an S.2 class in an EMI school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961125.

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Jones, Carrie S. Lilly. "Oprah and Her Book Club: More than Mass Media Money-Maker." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc277830/.

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With her Book Club, talk show host Oprah Winfrey has used the relatively new technology of television to revive literature. Despite the odds against her--selecting hard-to-read, quirky books by generally unknown authors--Winfrey has successfully created women's spaces for the 1990s, not so different from the American women's social clubs from the late 1800s and early 1900s, and the French salons of the sixteenth and seventeenth centuries. This study will show how Oprah's Book Club allows readers, especially women, to use the psychological processes of transference and transactional reading by

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Färdig, Lucas, and La Espriella Stenberg Lucia De. ""Det hjälpte mig att förstå bättre." : En studie om litteratursamtalets möjligheter i årskurs 4-6." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100805.

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Syftet med denna empiriska studie är att undersöka hur litteratursamtal påverkar mellanstadieelevers förståelse av läst skönlitteratur. Den tidigare forskningen presenterar positiva resultat vid användning av litteratursamtal i skolklasser. Flera forskare hävdar att litteratursamtal förbättrar och fördjupar elevernas förståelse. För att undersöka detta användes semistrukturerade intervjuer och ett litteratursamtal med sex sjätteklassare. Utgångspunkten för de två intervjuerna och litteratursamtalet var Chambers samtalsmodell och texten som användes var Astrid Lindgrens berättelse Allrakäraste

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Wong, Tsz-kwan Liza, and 黃芷筠. "Implementation of literature circles in a school-based assessment class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203396.

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Mandel, Peggy Lee. "The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1006.

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Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact wit

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Wang, Ying-hui, and 王櫻慧. "The Effects of Group Discussion on EFL Reading Comprehension Instruction." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/16454746532638648863.

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碩士<br>國立高雄師範大學<br>英語學系<br>91<br>Abstract The main goal of this research is to explore the effects of group discussion on EFL students’reading comprehension. Participants were fifty second-year junior high school students at Ku-shan Senior High School. They were divided randomly into two groups, the experimental group of twenty-five students engaged in story discussion activities in class, and the control group of another twenty-five students engaged in the traditional reading instruction in class. Both groups were taught by the researcher. Six storybooks of different topics, an

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"The Role of Text Difficulty in Small-Group Reading for Bilingual Students." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49011.

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abstract: How hard should the books be in elementary small-group reading? This study explored text difficulty for bilingual students reading below grade level in third grade. Using a convergent parallel mixed methods design, I used qualitative methods to analyze students’ engagement and discussion during small groups and single case design to evaluate students’ fluency and reading comprehension after reading and discussing texts in small groups. Six Spanish-English bilingual students, split into two groups of three, participated in twelve, 30-minute, small-group reading sessions. Students in

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Shih, Ting-Ching, and 施頂清. "The Effect of Comparative Tests Between Self-questioning Strategy And Cooperative Learning(Group Discussion) on Junior High School Students' Chinese Reading Comprehension." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/96394597650392737374.

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碩士<br>國立中山大學<br>教育研究所<br>88<br>The Effect of Comparative Tests Between Self-questioning Strategy And Cooperative Learning (Group Discussion) on Junior High School Students' Chinese Reading Comprehension Abstract The main purpose of this study was to discuss the effect of comparative tests between self-questioning strategy and cooperative learning (group discussion) on junior high school students' Chinese reading comprehension. The questions explored here were: 1. How did self-questioning strategy influence reading comprehension ability? 2. How did self-questioning strate

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Lu, Su-e., and 呂素娥. "The Effects of Reading Discussion Method on Fourth Graders’ Reading Comprehension and Reading Attitude." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/44853485011084407041.

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碩士<br>國立臺南大學<br>教育學系課程與教學碩士班<br>98<br>The purpose of this research was to explore the effects of reading discussion method on fourth grade students’ reading comprehension and reading attitude. Sixty fourth grade students from two classes of a public school were used as samples. One class was the experimental group, thirty students participated in reading discussion method. The other class was the control group, thirty students participated a free reading program. Both of the programs were conducted by the researcher 120 minutes a week, for consecutive eight weeks. Before this study, the two gr

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Gao, Wan-Rong, and 高宛蓉. "A Study of Children’s Reading Comprehension in the Picture Books Reading Discussion Program." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/98888071222018933510.

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碩士<br>臺北市立大學<br>幼兒教育學系<br>103<br>The key purpose of this study is to explore how picture books reading discussion program were applied among some elder kindergarten children and teachers, the research participants, can benefit children’s learning curve in return with children’s reading comprehension. This study employs a qualitative approach to survey and discuss picture book’s role in kindergarten teaching and its correlated effects on children’s reading comprehension through on-site observation, interviews and data collection. Obtained data after thematic analysis in a systematic manner wil

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Ruan, Shu-Huei, and 阮淑慧. "The Effects of Group Guided Reading on Taiwan's Ninth-Grade Students' Reading Comprehension." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/62856071478636615347.

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碩士<br>國立高雄師範大學<br>英語學系<br>101<br>With the bimodal distribution of students’ English abilities, junior high school English teachers have been facing the teaching difficulties. The guided reading instruction is chosen to see if it could facilitate students to learn homogenously in small groups. This study was aimed to investigate whether students could make a significant progress in reading comprehension after taking the guided reading instruction and in which type of comprehension question students could perform better after receiving the guided reading instruction. In addition, this study also

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Su, Yu-Shan, and 蘇于珊. "The Impac of Small Group Discussion on Reading." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/25151752900159580061.

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碩士<br>國立東華大學<br>英美語文學系<br>99<br>ENGLISH ABSTRACT The purpose of the research is to investigate the impact of small group discussion on the Sustained Silent Reading abilities of students at Tsinghua (pseudonym) Junior High School in Hualien County. The goal is to provide alternatives to Taiwan's current methods of reading instruction, and to offer practical suggestions for future teaching. The research provides a comprehensive theoretical literature review, which includes relevant studies on Sustained Silent Reading and small group discussion. To investigate the impact of small gro

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Gilmore, Gail A. "What is the impact of small group literacy instruction on kindergarten students' text comprehension? /." 2005. http://www.consuls.org/record=b2743196.

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Thesis (Ed.D.) -- Central Connecticut State University, 2005.<br>Thesis advisor: Penelope Lisi "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaf 75). Also available via the World Wide Web.

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Whitfield, Pauline Patricia. "Metalinguistic awareness in a group of KwaZulu-Natal beginner readers." Thesis, 1996. http://hdl.handle.net/10413/5745.

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This study evaluates beginner readers on three aspects of metalinguistic awareness as measured by Metalinguistic Awareness Interview Schedule (Dreher & Zenge, 1990), the understanding of reading as a meaning-gathering process; the ability to isolate language segments (sentences, words and letters); knowledge of terms used in reading instruction, as well as some basic concepts about print, as measured by the adapted Concepts About Print test (Clay, 1979). Individual interviews were conducted with a socioculturally diverse group of first grade pupils attending two schools on the Upper South Coas

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Chen, Ching-yi, and 陳靜怡. "The Effects of Balanced Reading Instruction with differentiated group on English Word Recognition, Reading Comprehension and Reading Attitudes of Elementary School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/57902367763307180811.

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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>99<br>The study aimed to investigate the effects of balanced reading instruction with differentiated group on English word recognition, reading comprehension and reading attitudes. Fifty-eight third graders at an elementary school in New Taipei City were divided into two groups and assigned to the experimental programs. The 29 students in the experimental group received balanced reading instruction with differentiated group. The other 29 students in the control group received normal reading instruction. The experiment lasted for 10 weeks totally, forty minutes

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

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This experimental study was conducted to examine the relative effectiveness of a Repeated Reading (RR) and Wide Reading (WR) intervention when compared to typical instruction on secondary struggling readers' comprehension, fluency, and word reading. The sample consisted of a total of 96 students (9th through 12th grade) ranging in age from 13-17 in special education reading and English classrooms. Participants included students with learning disabilities (LD), dyslexia, or students selected as students with significant reading difficulties. The investigator paired students on variables of inte

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Huang, Hsing-Hao, and 黃星皓. "Effects of Scaffolding Group-metacognitive on Vocational High School Students Reading Comprehension." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/75212886495712020499.

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碩士<br>國立彰化師範大學<br>工業教育與技術學系<br>104<br>This study aims to investigate the influence of the metacognitive scaffolding training on the learning performance (individual metacognition and English reading comprehensive ability) and Team interaction Quality in the blended learning digital learning environments. The participant of the study were the volunteer students of a vocational high school. A quasi-experimental approach with an experimental group (25) and a control group (28) was adopted. In this study, a two-factor repeated ANOVA was used to examine if the significant differences of the learnin

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Shen, Hsin-Yi, and 沈欣怡. "The Effects of “Inferential Question Discussion Program” on Inferential Comprehension and Reading Comprehension Ability of Fourth Grade Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/48506247137199644405.

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碩士<br>國立臺灣師範大學<br>教育心理與輔導學系<br>95<br>The main purpose of this study was to investigate the effects of “Inferential question discussion program” on narrative inferential comprehension ability, the quantity of spontaneous inferences and reading comprehension ability of fourth grade students. Quasi-experiment design was adopted to the present study. The participants were 71 fourth grade students selected from two classes in an elementary school in Keelung County. There were 36 students in the experimental group and 35 students in the control group. Students in the experimental group received “Inf

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Kao, Elsa Sheng Ting, and 高聖婷. "The Effectiveness of Small-Group Discussion On the Improvement of EFL Learners’ Reading Ability in Large EFL Reading Classrooms." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/25053987976484770384.

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碩士<br>淡江大學<br>英文學系<br>91<br>As a predominant medium of communication in all walks of life in this global village, English has been a worldwide language. There is a growing tendency that English-learning has become more and more important day by day in Taiwan. Numerous books, journals, and magazines are printed in English every year and oftentimes, a great deal of first-hand current information is available only in English. Being able to read in English to a certain extent, therefore, is considered a crucially important means for any individual who wants to access the latest information in o

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Lin, Yung-Ching, and 林永青. "An Action Research of Integrating Reciprocal Teaching into Class Reading Group on Promoting Reading Comprehension for Junior High School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/30270874574427341184.

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碩士<br>淡江大學<br>教育科技學系數位學習在職專班<br>100<br>Reciprocal teaching is an instructional procedural to foster reading comprehension. The purpose of the study was to explore the effects of reciprocal teaching via asynchronous online discussion tool to improve reading comprehension in 8th graders’ class reading groups. The action research included two sections, (1) the researcher/teacher enacted the Explicit Teaching for Reciprocal teaching (ET-RT), (2) students used asynchronous online discussion tool and applied reciprocal teaching to read 8 assigned articles. 29 students (15 female and 14 male) were r

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Liang, Shu-min, and 梁淑敏. "The Effect of Small-group Shared Reading on English Reading Comprehension and English Learning Interests in Elementary-school EFL Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/49189322490792430290.

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碩士<br>國立台北師範學院<br>兒童英語教育研究所<br>94<br>Abstract ‘Shared reading’, is currently an emerging and popular literacy focused parent-child reading activity in Taiwan. It originated from the Western bedtime story tradition. Nowadays, it is prevailing in our country probably due to the recent children’s English learning fever and the increasingly noticed value of reading which is strongly advocated by our government. This study aimed to investigate the effects of small-group shared reading on EFL elementary school students’ English reading comprehension and English learning interests. 54 fifth-grad

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Yang, Fei-Chun, and 楊斐鈞. "The Practice of Syntopical Reading Model for Deep Learning: Using Multi-text Reading and Discussion to Improve Students’ Idea Generation and Text Comprehension." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4843bu.

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碩士<br>國立中央大學<br>網路學習科技研究所<br>105<br>According to the investigation of the present teaching site found that most of the students to read the textbooks and less reading extracurricular materials. For example, the textbooks are too focusing specific domain knowledge to make students lack the diversity of knowledge. On the other hand, students have to read the textbook from different sources within learning. To this end, this study proposed a syntopical reading model for deep learning, which provided multiple theme-based texts for students to read to solve the limitations and difficulties in the

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Randleff-Rasmussen, Gwyn. "An experimental intervention for reading fluency and comprehension using RAVE-O: a case study of one Grade 2 reading group in one Johannesburg school." Thesis, 2010. http://hdl.handle.net/10539/8579.

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Abstract Gwyn Randleff-Rasmussen An experimental intervention for reading fluency and comprehension using RAVE-O: A case study of one Grade 2 reading group in one Johannesburg school. RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration (or Engagement with language) and Orthography) is a reading intervention developed using scientific principles specifically aimed at teaching dyslexic children to read. This study examines the effects of a RAVE-O intervention on fluency and comprehension in reading. It follows the application of the intervention by one teacher with a group of seven

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Liou, Mei-chih, and 劉美智. "Concept Mapping as a Small Group Task on Reading Comprehension of EFL Senior High Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/71730543410357467880.

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碩士<br>國立中正大學<br>外國文學所<br>94<br>The purpose of the study is to explore the effectiveness of concept mapping in promoting students' reading comprehension in a EFL classroom in senior high school. In the study, one female teacher and thirty-six students in 12th grade were selected as the participants. In the study, the multiple sources of data collection include group interviews, concept mapping worksheets, and summary writing. The procedures of collecting data included three phases, including phase 1 (before instruction), phase 2 (during the instruction), and phase 3 (after instruction). In phas

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Hilton-Prillhart, Angela Nicole. "Validation of the Monitoring Academic Progress: Reading (MAP: R): Development and Investigation of a Group-Administered Comprehension-Based Tool for RTI." 2011. http://trace.tennessee.edu/utk_graddiss/1082.

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Monitoring Academic Progress: Reading (MAP: R), a silent, group-administered screener was piloted as part of a comprehensive Response to Intervention program. MAP: R along with AIMSweb© Maze and STAR reading were administered to 1,688 students in Grades 1-3. Overall alternate-form reliabilities for MAP: R resulted in moderately high stability (Grade 1 = .79, Grade 2 = .78, and Grade 3 = .75). Test-retest reliability was .90 for Grade1, .84 for Grade 2, and .89 for Grade 3. Concurrent validity, correlations for MAP: R and AIMSweb© Maze ranged from .43 to .69, with correlations for MAP: R an

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cheng, Cheng shu, and 鄭書城. "A Study of Analyzing the Effect of Group Scribbles based Cooperative Learning on Junior High School Students’ Reading Comprehension." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/63193618855065903455.

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碩士<br>國立新竹教育大學<br>資訊科學研究所<br>100<br>How to enhance students’ reading literacy has been the primary iessue of many researchers and government officials in Taiwan. The reports of PIRLS 2006,which is administered by the International Educational Assessment (IEA) show that Taiwanese students perform better in making straightforward inferences than in interpreting and integrating ideas and information. It suggests that students are only capable of literal reading but not cohesive reading. This study investigates the effect of Computer-Supported Collaborative Learning (CSCL) on reading comprehension

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