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Dissertations / Theses on the topic 'Reading comprehension. Learning disabled teenagers'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Faour, Ghada Awada. "Instructional strategies for enhancing learning disabled students' reading comprehension and comprehension test performance." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/403207.

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Aquest estudi experimental es va crear per investigar l'efecte de la instrucció d'estratègies combinades en la millora de la comprensió lectora de textos narratius per 12-14 i 13-15 anys -Old alumnes dislèxics d'anglès com a llengua estrangera, així com la comprensió de textos expositius per 14-16 i 15-17 als seus homòlegs antics -Any. A més, l'estudi es va centrar en els efectes de la interacció del tractament amb estratègies combinades i el sexe dels participants (homes enfront de dones) i el tipus d'escola dels participants en l'estudi (control versus experimental, utilitzant un mètode de d

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2

MILLER, ROSEMARY. "THE EFFECTS OF A VOCABULARY LEARNING STRATEGY ON THE COMPREHENSION OF SCIENCE CONCEPTS (LEARNING-DISABLED)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/184200.

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The aging of the learning disabled population has necessitated the development of instructional methods designed to meet the unique requirements of the secondary setting. Learning strategies have been proposed as viable alternatives to the tutorial and basic skills approaches. This study investigated the effects of a vocabulary learning strategy, SOS, on science concepts. Six mainstreamed learning disabled adolescents who attended a high school resource room one period per day took part in this five month study. The design was a multiple baseline across two sets of three subjects. A continuous

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3

Levin, Niva 1958. "THE EFFECT OF BACKGROUND KNOWLEDGE ON COMPREHENSION MONITORING OF LEARNING-DISABLED STUDENTS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276472.

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The purpose of this study was to examine the effect of background knowledge on comprehension monitoring of learning disabled students when reading expository texts with inconsistencies and when topic interest was controlled. Eight fifth- and sixth-grade learning disabled students were asked to rate their levels of knowledge and interest for 30 topics and then answered a background knowledge survey to determine three high background knowledge and three low background knowledge topics, both of medium interest. An expository passage was adopted for each of the six topics, controlling for readabil

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4

Scanlon, David James. "Combining collaborative learning and interactive semantic mapping to enhance learning disabled adolescents' comprehension of content area concepts." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185719.

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Collaborative learning activities are those that involve students in jointly constructing meaning and solving academic tasks (Damon & Phelps, 1989). Collaborative approaches to learning are particularly appropriate for learning disabled (LD) students who tend not to actively engage in learning activities (Torgesen, 1978; Wong, 1980). Activities of the interactive semantic mapping (ISM) strategy (Bos & Anders, 1989; Scanlon, Gallego, Duran, & Reyes, in press) provide students with opportunities to engage in collaborative learning. The purpose of this study was to determine how adding collaborat

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5

LASKY, BETH ANNE. "ADVANCE ORGANIZERS AS AN INSTRUCTIONAL STRATEGY FOR BILINGUAL LEARNING DISABLED STUDENTS (READING COMPREHENSION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183960.

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This study investigated the effects of advance organizers on the English reading comprehension of six bilingual learning disabled students. Little research has examined instructional strategies for teaching bilingual learning disabled students, a growing population in our schools. Based on research dealing with the use of advance organizers as an instructional strategy and on research in bilingual education, this study compared the effectiveness of using advance organizers on the English reading comprehension of six learning disabled students whose primary language was Spanish. An alternating

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6

Ip, Chuk-kuen. "Effects of metacognitive instructional strategies on reading comprehension of children with multiple disabilities." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500785.

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7

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

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

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8

Crowe, David Alan Darch Craig B. "Reading comprehension instruction in the middle grades for students with learning and behavior problems." Auburn, Ala., 2007. http://repo.lib.auburn.edu/Send%2002-04-08/CROWE_DAVID_35.pdf.

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9

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

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10

Reilly, Jane Pindar. "Effects of a cognitive-behavioral program designed to increase the reading comprehension skills of learning-disabled students." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618532.

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The purpose of this study was to evaluate the effectiveness of a cognitive-behavioral approach to reading comprehension instruction. An important component of the intervention was a training course for teachers designed to communicate a conceptual framework for understanding the comprehension deficits of learning disabled (LD) children.;The sample included 39 elementary and middle school students who were identified as learning disabled. Intact classes were assigned to the treatment or control group. The nonequivalent control-group design was used, and data was examined using analysis of covar

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11

Billingsley, Bonnie S. "An analysis of the effects of pre-reading activities on the comprehension monitoring of learning disabled adolescents." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74756.

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Reading problems create difficulties for many learning disabled (LD) students. Little is known, however, about the causes of reading failure among LD students. Researchers have recently focused on the comprehension processes of this population, particularly the metacognitive processes involved in reading. An important area of investigation is how comprehension monitoring can be facilitated during reading. Research in reading and learning disabilities suggests that LD students do not adequately monitor their comprehension during reading. According to schema theory, the activation of readers'

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12

Ngwenya, Mandiza Dinah. "The imaging technique as learning support for educationally disadvantaged learners in the secondary school, to improve reading comprehension." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10012003-162942/.

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13

Kang, Ock-Ryeo. "A meta-analysis of graphic organizer interventions for students with learning disabilities /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045090.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 139-150). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3045090.

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14

Phillips, Kathleen M. "Using graphic organizers to improve at-risk students' reading comprehension of expository text." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871880161&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 78-83). Issued in print and online. Available via ProQuest Digital Dissertations.

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15

Gaddy, Stephanie Ann Fulk Barbara M. Bakken Jeffrey P. "Teaching text-structure strategies to postsecondary students with learning disabilities to compare their reading comprehension performance on expository text." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196666.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Barbara M. Fulk, Jeffrey P. Bakken (co-chairs), Kenneth H. Strand, Mary M. O'Brian. Includes bibliographical references (leaves 116-120) and abstract. Also available in print.

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16

Ip, Chuk-kuen, and 葉竹娟. "Effects of metacognitive instructional strategies on reading comprehension of children with multiple disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196235X.

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17

Schlichte, Jacqueline M. Perrine. "The effect of a relationship-driven teaching style on the academic performance of at-risk ninth graders in the English content area classroom : a case study." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312663.

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The purpose of this qualitative study was to determine the nature of the response of ninth grade English students to a Relationship-driven Teaching Style. Explored was the effect of Relationship-driven Teaching Style on the academic and lived experiences of four ninth grade At-risk English students. Additionally, the study allowed room to study the nature of other areas of perceived growth that resulted from exposure to this affective style. This exploration was conducted in a rural junior/senior high school setting.Data collection employed: 1) Participant-observer field notes (researcher as p

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18

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

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The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004, and Florida Response to Intervention (RTI) (Florida RTI, 2009). In line with the NCLB Act, Florida requires students to pass the reading portion of the Florida Comprehensive Assessment Test (FCAT) on grade level in order to graduate (FL-DOE, 2001). In alignment with the RTI framework, READ 180 is presently being implemented as a Tier 2 intervention with adolescent struggling readers across the nation. The methodology for this research

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19

Gardill, Mary Cathleen. "The effects of advanced story map instruction on the reading comprehension of students with learning disabilities /." Diss., 1997. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9732866.

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20

Kim, Ae-hwa. "Effects of computer-assisted collaborative strategic reading on reading comprehension for high-school students with learning disabilities." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3110632.

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21

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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22

Snider, Vicki E. "The effect of prior knowledge on the reading comprehension of learning disabled students." 1987. http://catalog.hathitrust.org/api/volumes/oclc/17312226.html.

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Thesis (Ph. D.)--University of Wisconsin--Madison, 1987.<br>Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 92-102).

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23

Lategan, Irene Anne Stewart. "Guidelines for the improvement of reading comprehension skills with reference to the learning disabled secondary school pupil." Diss., 1994. http://hdl.handle.net/10500/17171.

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In the secondary school situation, a pupil needs to read to learn, therefore it is imperative to comprehend what is read. Reading comprehension is one of the two functions of reading and it is dependent on the abilities of the reader, the reader's interpretation of the text and the context in which the text is read. In examining reader characteristics, it is evident that it is very difficult for learning disabled pupils with a reading comprehension deficit to comprehend successfully. Their · unique problems can be exacerbated by such external factors as text components and the context i

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24

Glendinning, Joanne. "The implementation of RAVE-O and Instrumental Enrichment in developing reading comprehension in a grade 3 class of learning disabled children." Thesis, 2014. http://hdl.handle.net/10539/15821.

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A research report submitted by the Faculty of Humanities, University of Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education. Johannesburg 2014<br>This study investigates the efficacy of the combination of two cognitive programmes, RAVE-O and Instrumental Enrichment, on reading comprehension in Grade 3 children with learning difficulties. RAVE-O (Retrieval, Automaticity, Vocabulary, Engagement plus Orthography) is based on cognitive and behavioural research in the underlying processing and linguistic systems involved in fluent reading an

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25

Jacobs, Jacqueline Rose. "Strategies to address auditory perceptual deficits in a school of skills in the northern suburbs of Cape Town." Diss., 2016. http://hdl.handle.net/10500/23195.

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The aim of this action research was to investigate how auditory perceptual deficits affect reading in learners with disabilities. The sub-questions were: What auditory perceptual deficits learners’ experience? How do educators assist learners with auditory perceptual deficits? What instructional strategies and classroom management can educators apply to assist learners with auditory perceptual skills? The data collections comprised of an informal oral assessment, observation and anecdotal notes with fifteen participants with barriers to learning, from the English first year class, within a spe

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