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Baier, Rebecca J. "Reading comprehension and reading strategies." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005baierr.pdf.
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Du, Plooy Annelie. "Reading strategies for effective reading comprehension / Annelie du Plooy." Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9959.
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Ineffective reading takes place if the reader does not understand what he reads. Therefore
it is important for everybody to be able to make sense of what they read.
Teachers often do not pay enough attention to the teaching of comprehension in schools.
Reading comprehension is an aspect that has been the least adequately explained arid
therefore it is the most difficult one to teach. Even students think of it as only another
exercise of English and rush through it just to finish as soon as possible. Teachers hand
back the exercises and give the correct answers without instructing students on how to
improve their comprehension.
By teaching students different reading strategies their proficiency in comprehension may
improve. Most of the students are unaware of reading strategies and they don't know
how to implement them in their comprehension.•
This study offers an empirical investigation into the teaching of four specific reading
strategies to students in an attempt to help them to improve their reading comprehension.
The literature on language learning strategies and reading strategies, as well as the
teaching and learning of reading strategies, is surveyed. The results of an empirical
investigation into the teaching of four reading strategies (guessing the meaning of the
word from the context, finding the main idea in a passage, making inferences and
generalizing) indicate that, although there was only a marginal improvement in reading
comprehension, it is clear that the teaching of reading strategies has enormous potential.
English Second Language teachers may find it worth their while to implement the teaching
of reading strategies to develop their students' proficiency in reading comprehension.Thesis (MEd (Vakdidaktiek))--PU vir CHO, 1996
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Frank, Ina, and Emma Åsälv. "Lässtrategier för läsförståelse : Reading strategies for reading comprehension." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39766.
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Den systematiska översikten presenterar vetenskaplig grundad kunskap om hur lässtrategier kan bidra till utvecklad läsförståelse för elever i F-3. Det är en sammanställning av vetenskapliga artiklar och studier inom utbildningsvetenskap. I början av kunskapsöversikten presenteras hur den systematiska sökningen strukturerats och hur urvalet gått till. Detta styrks genom två bifogade tabeller som visar vilka sökningar som gjorts och vilka artiklar som använts. I denna del överläggs även sökmetoderna transparant genom en metoddiskussion som kritiskt diskuterar sökmetoderna och valda källor. Resultatet som presenteras i kunskapsöversikten behandlar hur den sammanställda forskningen beskriver vad lässtrategier är och hur lässtrategier lägger grunden för läsares läsförståelse. Relationen mellan lässtrategier och läsförståelse beskrivs genom RAND-modellen som på ett tydligt sätt visar på den starka kopplingen som finns. Metakognitiva förmågor kopplat till självreglerat lärande sätts i kombination med det traditionella programmet Reciprocal Teaching som handlar om textsamtal och undervisning i grupp. Resultatet visar att kombinationen av både individuella och gemensamma förmågor ökar användningen av lässtrategier och således även läsförståelsen. I diskussion och slutsats framförhålls vikten av att yrkessamma lärare förstår kopplingen mellan lässtrategier och läsförståelsen, men också att det innebär utmaningar i dagens klassrum där elevgrupperna är stora till antal och sällan homogena i sin kunskapsutveckling.
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Moran, Renee Rice, LaShay Jennings, Stacey J. Fisher, and Edward J. Dwyer. "Engaging Strategies for Developing Reading Comprehension." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4689.
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Students can become more powerful readers by engaging in lively and interesting print experiences. Deep study of a topic such as The Westward Movement in a text set format can provide information and also enhance reading competencies. The authors propose that enjoyment of reading and related experiences is of paramount importance for developing competent and life-long readers.
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Gordon, Elizabeth S. "Successful reading comprehension strategies for beginner readers." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/EGordon2007.pdf.
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Wibell-Kähr, Gustav, and Ek Filip Nilsson. "Analyzing the benefits of reading strategy instruction for reading comprehension in L2 English learners." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40266.
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This study investigates the potential benefits of reading strategy instruction in the English classroom in an L2 learner context. We examined the effects of reading strategy instruction on reading comprehension for L2 learners and investigated howreading strategies should be taught in the context of Swedish upper secondary school. To this end, six empirical studies were evaluated. We found that reading strategy instruction had a positive impact on reading comprehension in general, but that it was especially effective for certain student groups. Namely, intermediate learners benefitted more than other groups, while the weakest students improved the least in response to instruction. Furthermore, the research we examined suggests that it may be advantageous to focus on teaching a single strategy at a time. However, it is important to eventually expand students’ range ofstrategies long-term, since many pupils tend to over-rely on problem-solving strategies to the detriment of their progress in reading. Thus, emphasizing the less frequently used support strategies during instruction may help students read moreefficiently. Additionally, for reading strategies to best benefit learners, they should be taught in a clear, step-by-step manner. Finally, we argue that using aspects of Vygotsky’s sociocultural theory to inform lesson plans would greatly benefit students, especially those who are less proficient. Due to the lack of research in the increasingly heterogeneous Western world, future research should investigate how reading strategy instruction behaves in a multicultural context in the West.
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Benosa, Kathlyn Garcia. "Increasing comprehension strategies through reciprocal teaching." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3174.
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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.
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Cutright, Cathy Arlene (Legg). "The effect of text-to-self reading strategies on reading comprehension." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/786.
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Middle-school male students currently face a disadvantage in reading comprehension compared to female students. Research suggests the problem is that more male students score below grade level in reading comprehension because they require more cognitive scaffolding. The purpose of this study was to evaluate the effectiveness of text-to-self reading instruction and to compare the comprehension achievement of male and female students in 6th-grade reading and language-arts classes using guided reading of text-to-self instruction and guided reading using novels. The foundation of this study was based on constructivist theories including Dewey's pragmatist philosophy, Piaget's developmental theory, and Vygotsky's theory of zone of proximal development. Research questions focused on differences in reading comprehension scores between male and female students, using guided reading with text-to-self reading connections, and using guided reading using novels. The study involved a quantitative methodology using a pretest--posttest, quasiexperimental design. Two-way factorial analysis of covariance (ANCOVA) was used to compute the differences between the means of the experimental and control group students. The 2 independent variables were reading strategies and gender. The dependent variable was the 6th-grade WESTEST reading scores (converted to z--scores), and the covariate was the 5th-grade WESTEST reading scores (also converted to z-scores). Results indicated that 6th-grade male and female students in the text-to-self reading program had higher levels of reading comprehension, however only the females' gains were statistically significant suggesting that the problem of male literacy achievement is multifaceted. This study offers implications for positive social change by offering 1 strategy for parents, teachers, and policymakers to cognitively scaffold student reading comprehension while also offering a step toward better understanding male literacy underachievement.
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Chau, Kit Yee Kinna. "The reading strategies used by Hong Kong CMI senior form students and a reading package to develop reading strategies." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/343.
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Mildes, Karen K. "Becoming a reader : young children's word identification strategies /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7582.
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Galica, Majlinda. "Reading Strategies : a study on pupils' use of strategies when reading fictional texts." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1175.
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This study is based on empirical studies and the approach to this has been interviews with a group of pupils. The study investigates the use of reading strategies among pupils. The aim is to investigate how the pupils use different reading strategies in order to overcome problems that occur when reading fictional texts. In addition, the pupils were also asked some questions about their reading habits and attitudes towards reading.
Research has shown that pupils who are introduced to different reading strategies are better readers than those who are not. Reading strategies help the readers make literary texts more comprehensible. As a result of this study, it is shown that there are reading strategies that the pupils are familiar with. These strategies are of importance, since they are part of the pupils’ learning process and help them increase their reading comprehension. They also lead to the fact that the pupils gain and widen their knowledge. However, this investigation has also shown that there are important reading strategies that the pupils did not use in this study. There can be different factors that have affected the outcome of this. Therefore, it is difficult to determine whether the pupils are familiar with these strategies or not. Moreover, the pupils argued that they seldom read fiction in school and those times they read, it was literature that they did not like.
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Karlsson, Tim. "Lässtrategier hos elever i skolåren 9-12 : En systematisk litteraturstudie om hur användande av lässtrategier påverkar elevers läsförståelse." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85214.
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I denna systematiska litteraturstudie presenteras resultat av vad tidigare forskning konstaterat om lässtrategier i frågan om hur de används och vad de innebär för elever i skolåren 9–12. Uppsatsen visar att den utbildningsforskning som berört lässtrategier under de senaste tio åren inte behandlar strategisk läsning med konsensus i begrepp eller förklaringsmodeller, utan att det istället finns olika synpunkter om både vad lässtrategier är och vad de innebär för läsaren. Studien visar också att lässtrategier används frekvent hos elever i skolåren 9–12 inom och utanför Sverige, både bland skickliga läsare och bland mindre skickliga läsare, för att främja läsförståelse. Vad som skiljer dessa skickliga respektive mindre skickliga läsare från varandra tycks till viss del vara kvaliteten av deras strategiska läsning och hur de använder lässtrategier till sin fördel för att förstå text. Uppsatsen undersöker olika aspekter av lässtrategier och konstaterar att det finns främst tre faktorer som påverkar lässtrategiers effektivitet. Dessa är: 1) Huruvida eleven besitter metakognitiv medvetenhet och gör aktiva val vid strategisk läsning. 2) Elevens förmåga att kombinera olika strategier med varandra. 3) Elevens förmåga att utvärdera sin egen läsning.In this systematic review, results of previous research on strategic reading were analyzed and presented regarding the question of how students (year 9–12) use reading strategies, and what these strategies mean to reading comprehension levels. The review found that studies which have investigated strategic reading during the past ten years subscribe to different viewpoints and models regarding what reading strategies are, how they should be described, as well as how they should be used by students to further their reading comprehension. While the review further concludes that both good readers and less skilled readers among students in secondary school, frequently do use reading strategies, it also provides evidence to support the idea that these strategies must be used in a certain way for them to be effective. The review presents information from previous research which pertains to the different aspects of reading strategy, and what makes strategic reading effective in terms of furthering reading comprehension. These aspects include: 1) The level of metacognitive awareness that the reader possesses when choosing and using strategies. 2) The readers ability to effectively combine strategies with each other. 3) The readers level of insight into his or her strategy use via the use of control strategies and reflection.
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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 disseny factorial mixt on la variable de les condicions de tractament amb dos nivells (control davant experimental) es va utilitzar com una variable independent, es van utilitzar les variables de gènere i l'escola com a variable moderadora, i la comprensió lectora com a variable dependent. la instrucció estratègia combinada es compon d'organitzadors gràfics, presentacions visuals, mnemotècnic il·lustracions, exercicis d'ordinador, la predicció, la inferència, l'estructura del text de la consciència, la identificació de la idea principal, el resum, i el qüestionament sobre la millora de la comprensió lectora de textos narratius per als estudiants amb dislèxia a 12-14 i 13-15 anys -Old .No obstant això, l'estudi instrucció estratègia combinada no va incloure exercici equip per als estudiants amb dislèxia a 14-16 i 15-17 textos -Any d'edat, i el expositius i no es van utilitzar les narratives en 14-16 i 15-17 -any d'edat. Es van informar i van discutir a la llum de les investigacions prèvies i el context de l'estudi, així com les implicacions per a la instrucció a l'aula i més investigació Les troballes de l'estudi.
La instrucció estratègia combinada es compon d'organitzadors gràfics, pantalles visuals, il·lustracions, exercicis mnemotècnics ordinador, la predicció, la inferència, l'estructura del text de la consciència, la identificació de la idea principal, el resum, i el qüestionament sobre la millora de la comprensió lectora de textos narratius per als estudiants amb dislèxia a 12-14 i 13-15 anys -Old alumnes.Este estudio experimental se creó para investigar el efecto de la instrucción de estrategias combinadas en la mejora de la comprensión lectora de textos narrativos por 12-14 y 13-15 años -old alumnos disléxicos de Inglés como lengua extranjera, así como la comprensión de textos expositivos por 14-16 y 15-17 a sus homólogos antiguos -Año. Además, el estudio se centró en los efectos de la interacción del tratamiento con estrategias combinadas y el sexo de los participantes (hombres frente a mujeres) y el tipo de escuela de los participantes en el estudio (control versus experimental, utilizando un método de diseño factorial mixto donde la variable de las condiciones de tratamiento con dos niveles (control frente experimental) se utilizó como una variable independiente, se utilizaron las variables de género y la escuela como variable moderadora, y la comprensión lectora como variable dependiente. La instrucción estrategia combinada se compone de organizadores gráficos, presentaciones visuales, mnemotécnico ilustraciones, ejercicios de computadora, la predicción, la inferencia, la estructura del texto de la conciencia, la identificación de la idea principal, el resumen, y el cuestionamiento sobre la mejora de la comprensión lectora de textos narrativos para los estudiantes con dislexia en 12-14 y 13-15 años -old .Sin embargo, el estudio instrucción estrategia combinada no incluyó ejercicio equipo para los estudiantes con dislexia en 14-16 y 15-17 textos -Año de edad, y el expositivos y no se utilizaron las narrativas en 14-16 y 15-17 -año de edad. Se informaron y discutieron a la luz de las investigaciones previas y el contexto del estudio, así como las implicaciones para la instrucción en el aula y más investigación Los hallazgos del estudio. La instrucción estrategia combinada se compone de organizadores gráficos, pantallas visuales, ilustraciones, ejercicios mnemotécnicos computadora, la predicción, la inferencia, la estructura del texto de la conciencia, la identificación de la idea principal, el resumen, y el cuestionamiento sobre la mejora de la comprensión lectora de textos narrativos para los estudiantes con dislexia en 12-14 y 13-15 años -old alumnos.
This experimental study was set to investigate the effect of combined strategy instruction on improving the reading comprehension of narrative texts by 12-14 and 13-15-year –old dyslexic learners of English as a foreign language as well as the comprehension of expository texts by their 14-16 and 15-17 –year old counterparts. In addition, the study looked into the interaction effects of the treatment with combined strategies and the gender of the participants (male versus female) and the school type of the study participants (control versus experimental, using a mixed method factorial design where the variable of the treatment conditions with two levels (control versus experimental) was used as an independent variable, the variables of gender and school were used as moderator variable, and reading comprehension as dependent variable. The combined strategy instruction consists of graphic organizers, visual displays, mnemonic illustrations, computer exercises, predicting, inference, text structure awareness, main idea identification, summarization, and questioning on improving the reading comprehension of narrative texts for students with dyslexia in 12-14 and 13-15-year –old .However, the study combined strategy instruction did not include computer exercise for students with dyslexia in 14-16 and 15-17 –year old ,and the expository texts and not the narrative ones were used in 14-16 and 15-17 –year old. The study findings were reported and discussed in light of previous research and study context as well as implications for classroom instruction and further research. The combined strategy instruction consists of graphic organizers, visual displays, mnemonic illustrations, computer exercises, predicting, inference, text structure awareness, main idea identification, summarization, and questioning on improving the reading comprehension of narrative texts for students with dyslexia in 12-14 and 13-15-year –old learners .
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Barr, Amy. "A descriptive study of reading strategies for secondary education in Minnesota public schools." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barra.pdf.
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Dahdouli, Mona, and Heba El-Janoudi. "English reading instruction and comprehension in grade 6." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35611.
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The aim of this degree project is to examine how three 6th grade teachers implement reading instruction in their lessons. Furthermore, the aim is to investigate how they describe their work with reading comprehension. Our investigation is based on qualitative semi- structured interviews and observations. The results indicate that teachers do not explicitly teach reading strategies. Furthermore, teachers showed an awareness of students’ interests and took them into consideration during the lessons. For instance, the teachers argued that in order to motivate students to read, they must be provided with interesting texts. The findings also showed that all teachers emphasizes vocabulary and they argue that the bigger the vocabulary is, the more effortless reading becomes.
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Idemen, Tulin Baydar. "Mirror, mirror in the mind : a comparative study of two strategies affecting reading comprehension /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7729.
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De, Klerk André Louis. "Metakognisie as bepaler van leesbegrip / André Louis de Klerk." Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9958.
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1. AIM - The aim of the study was to determine the relationship between metacognition and reading comprehension and also the relationship between metacognition, age and
reading comprehension.
2. REVIEW OF THE LITERATURE STUDY - In chapter 2 the cognitive approach to learning and reading, according to which the learner/reader plays an active role in the processing of information, is discussed. The human information processing system is discussed and the chapter is concluded with a discussion of how reading comprehension failures occur due to problems associated with the information processing system. In chapter 3 metacognition is defined and discussed based on the views of John Flavell, Ann Brown and Scott Paris and his co-workers. Certain factors affecting metacognition are also discussed. In chapter 4 the teaching of metacognition and reading strategies are discussed. Text processing strategies and text reorganising strategies are discussed which enable readers to regulate the level of their reading comprehension when comprehension failures occur.
3. EXPERIMENTAL REVIEW - An ex post facto research was undertaken involving all the standard 1 and standard 3 pupils of the largest of three primary schools in a specific town in the PI/IN region. Two questionnaires were used. One questionnaire, which was completed by both groups, tested metacognitive knowledge and skills such as evaluation, planning, regulation and conditional knowledge. Another questionnaire tested reading comprehension by means of a cloze test, an error detection test and a conventional comprehension test. Two different questionnaires were used for the two groups. A multiple linear regression analysis was performed on the data to determine the
contribution of each independent variable (planning, evaluation, regulation and
conditional knowledge) on the dependent variables (cloze test, error detection test
and comprehension test). 3.1 Results - The following metacognitive variables influenced performance in the reading comprehension tests: * Error detection test : planning and conditional knowledge at std. 1 level and evaluation and regulation at std. 3-level.
* Cloze test : only planning at std. 1 level and planning, regulation and conditional
knowledge at std. 3 level. * Comprehension test : only conditional knowledge at std. 3 level. The results seem to indicate that metacognitive variables do affect performance in
reading comprehension tests and that metacognition is related to age, considering
the fact that the more "advanced" components of metacognition namely conditional
knowledge and regulation affect performance mainly at std. 3 level. The number of
metacognitive variables affecting performance in the three comprehension tests,
three at std. 1 level and six at standerd three level, also indicates that
metacognition develops with age. Due to the small population sample used in the
study, however, no general conclusion can be drawn from these results.Skripsie (MEd (Psigo-opvoedkunde)--PU vir CHO, 1995
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Sinprajukpol, Withada. "A study of the awareness of metacognitive strategies in third and sixth grade students." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/479411.
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The purpose of the study was to compare the awareness of metacognitive strategies among ineffective, average, and successful readers and between third and sixth graders.The study sample consisted of one hundred fifty-nine third grade and one hundred fifty-six sixth grade students from three city schools in a midwest community. Subjects were classified into three different performance groups designated as ineffective, average, and successful according to scores on the reading comprehension subtest of the Iowa Test of Basic Skills. The researcher developed the Instrument for Measuring Awareness of Metacognitive Strategies (IMAMS) to detect existence of metacognitive applications perceived by students in elementary school. A pilot study was conducted to refine and establish reliability of the instrument. Subjects were administered the IMAMS in their regular classroom setting by the researcher. The data were analyzed using a two-way univariate analysis of variance to test the hypotheses.Findings The data from this study indicated:1. There were significant differences among mean awareness of metacognitive strategies scores for ineffective, average, and successful readers at the third and sixth grades.2. Successful readers in third and sixth grades combined differed significantly in their mean scores for awareness of metacognitive strategies from those of ineffective and average readers.3. Mean scores for awareness of metacognitive strategies between ineffective and average readers were not found to be significantly different.4. Sixth grade readers differed significantly from third grade readers with higher mean scores in awareness of to have greater awareness of metacognitive strategies.Conclusions Based on the findings of this study the following conclusions were drawn:1. Students classified as successful readers appear to have greater metacognitive strategies than those classified as either average or ineffective. The ability to understand and express or respond to a measure of metacognition may be related to reading achievement level or may be influenced by competencies that affect both reading scores and performance on the metacognition measure.2. Students designated as average and ineffective readers at both third and sixth grades do not differ in their awareness of metacognitive strategies involved in reading. These results may possibly be due to the narrow interval between the percentile ranks utilized to classify students into average and ineffective groups. 3. Sixth grade readers demonstrated more awareness of metacognitive strategies than the third grade readers.4. The awareness of metacognitive strategies appears to increase as levels of reading performance elevate.5. There is a gradual and continuing development of the awareness of metacognitive strategies as students proceed through the grades in school.
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Matakane, Euphimia Nobuzwe. "An exploration of strategies to enhance grade 8 learners' reading comprehension skills." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004330.
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This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
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Pennington, Dianne. "Strategies for Teaching Reading Comprehension to Children of Migrant Workers." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7950.
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A high percentage of migrant students are not meeting state content standards in readability and legibility within a small independent school district located in California's Central Valley. Prior research indicates that if a student is not proficient in reading skills by the 5th grade, academic success will not be attained effecting the student, parents, educators, and economics of the community. The purpose of this exploratory qualitative case study was to explore the teaching strategies that were used to help migrant students increase their reading comprehension skills. This study has its theoretical basis in the learning theories of Dewey, Slavin, and Yousevand which hold that students need to be active participants in the learning process. This case study was guided by the following areas of inquiry: (a) identifying training and strategies used by teachers, (b) identifying the specific obstacles, (c) identifying methodologies, and (d) how these methodologies address the specific challenges of migrant children. A semi-structured interview schedule, observations of 5 Language Arts classes, and field notes were used as data collection tools. Interviews were conducted and included 5 English teachers, 1 principal, 1 guidance counselor, and 1 community liaison. The data were analyzed and coded with common themes. The key results confirmed (a) varied teacher perceptions of differentiated instruction, (b) language and cultural barriers, (c) lack of knowledge and vocabulary, (d) minimal parent involvement, and (e) financial issues and mobile lifestyle. This project study informed specific recommendations for a Saturday computer lab incorporating computer-assisted instruction. The outcomes of this study have implications for social change for migrant and ELL students by empowering them to more effectively participate and make positive contributions to the global community.
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Curtis, Consuelo Yvonne. "Socially mediated vs. contextually driven vocabulary strategies : which are most effective? /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8153.
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Thesis (Ed. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 75-79). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Myette, Pamela M. "Comparing the effectiveness of three reading comprehension strategies with hearing impaired children /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11227813.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.Includes tables. Typescript; issued also on microfilm. Sponsor: Robert E. Kretschmer. Dissertation Committee: Kay Alicyn Ferrell. Includes bibliographical references (leaves 97-111).
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Saulawa, Danjuma Rabe. "Instructional strategies and conceptual changes." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185341.
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The schema activating instructional strategy of Semantic Feature Analysis (SFA) has been demonstrated as an effective way of teaching vocabulary and comprehension. This study compared the SFA to three other strategies of Direct Instruction (DI), Vocabulary Look Up (VLU), and Read Only (RO) for their effectiveness to help students clarify prior misconceptions. Student responses on multiple choice pre and post tests and their written recalls were the dependent variables in this study. Subjects were four classes of 127 normal seventh and eighth grade students. The classes were randomly assigned intact to the four instructional strategies: SFA, DI, VLU, and RO. Students were pretested and then instructed using a passage on the Fourth Amendment of the U. S. Constitution according to their assigned strategies. They then took the posttest and wrote recalls. Students misconceptions in the pretest were tabulated and compared to those in the posttest to determine which of the four strategies was most effective in helping students clarify their prior misconceptions about the Fourth Amendment. Then students' written recalls were analyzed according to various conceptual categories to learn which strategy helped the students to recall the reading passage. The structure of the students' writing was also examined to find out which of the four strategies helped the students the most in integrating the new information and writing most coherently. The SFA group clarified and corrected significantly more items on the multiple choice test than any of the other groups. This finding suggests that an interactive strategy such as SFA facilitates student memory and learning of content area material. The results also demonstrated that students taught through the strategy of semantic feature analysis recalled more conceptual units than the other groups. They also wrote more cohesively with clearer structure than the others.
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Rosén, Lucas. "Reading Comprehension and Reading Strategies - How Teachers Interpret and Work Towards the Reading Goals for Year 9." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33823.
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The aim of this dissertation is to examine how teachers perceive the reading goals stated in the syllabus for English, and how they work towards the goals for year 9 that emphasize reading comprehension and reading strategies. Reading comprehension in English among students in year 9 had weakened in the period in-between the latest national survey of the Swedish school-system NU03, which was carried out in 2003, and the national survey done in 1992. The period in-between these two surveys saw the introduction of a new curriculum, a new syllabus and a new grading system. Thus questions arise about the role and status of the new syllabus, and how the teachers perceive the goals for reading and choose to work towards these. Through the use of qualitative interviews, this paper investigates how three teachers at a secondary school in the south of Sweden interpret the goals to attain, and how they work on increasing the reading comprehension and improving the reading strategies of their students.
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Mazabel, Ortega Silvia. "Language minority students with poor and good reading comprehension : reading-related processes and use of reading strategies." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42576.
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Few studies have focused on the comprehension performance of language minority (LM) students and their findings are mixed. Some studies show that reading comprehension is an area of weakness and academic difficulty for LM students whereas others show the language status does not make a difference in reading comprehension performance. Various sources of difficulty LM students experience in reading comprehension have been described. The primary purpose of this study was to examine the similarities and differences between LM good and poor reading comprehenders in terms of their reading-related linguistic and cognitive skills, and their use of reading strategies. A descriptive multiple-case study comparing three poor reading comprehenders to six good reading comprehenders attending grade 6 and matched by gender, age, school, years of schooling in English, and years living in Canada was conducted. Comparisons were made in relation to their language proficiency, word-level reading skills, verbal working memory, and their use of reading strategies. The results indicated that the LM poor reading comprehenders obtained lower scores in measures of morphological awareness skills, word reading accuracy and efficiency, and vocabulary when compared to the good comprehenders. No differing patterns were found for non-word reading skills, syntactic awareness and working memory. As for the use of reading strategies, the poor and good comprehenders used reading strategies before, during and after a reading activity. The good reading comprehenders tended to use global reading strategies more frequently whereas the poor reading comprehenders tended to use support reading strategies more often. No difference was found between the poor and good comprehenders in the use of problem solving reading strategies. Having an explicit goal to perform after reading did not help the overall reading comprehension performance of participants but it promoted their use of reading strategies. Weaknesses in reading basic skills and higher-order skills seem to be sources of difficulty related to the reading comprehension failures of LM struggling comprehenders in this study. Future research should examine whether and how the direct teaching of morphological skills and strategic reading could help the reading comprehension performance of LM students.
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Bergfalk, Malin. "Att främja läsförståelse : Lärares didaktiska strategier vid användandet av läsförståelsestrategier." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-60744.
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Syftet med denna systematiska litteraturstudie är att undersöka vilka didaktiska strategier som forskning påvisar främjar elevers läsförståelse vid användandet av läsförståelsestrategier. Studier som ligger till grund för denna undersökning är sex artiklar och en avhandling, vilka har analyserats utifrån den sociokulturella språksynen för inläsning av läsförståelse. Forskningsresultatet visar att de didaktiska strategier som var avgörande för elevernas användning av läsförståelsestrategier var att; modellera för användandet av läsförståelsestrategier, ge feedback till eleverna, uppmana och uppmärksamma för eleverna i användandet av läsförståelsestrategier samt att ställa frågor om elevernas läsning.
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Wang, Min-Tzu. "Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041084.
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Wong, Mei-ha Hebe. "The perceived and actual use of strategies of tertiary students in reading Chinese and English texts /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25061951.
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Conley, Michele E. "UTILIZING TECHNOLOGY TO ENHANCE READING COMPREHENSION WITHIN MATHEMATICAL WORD PROBLEMS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/121.
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Many students who are proficient with basic math facts struggle for understanding when it comes to word problems. Teachers time and time again teach and re-teach problem solving strategies in hope that their students will one day acquire all the skills necessary to become proficient in this area. Unfortunately understanding problem solving skills is not the only answer to solving word problems. There has been a significant amount of evidence linking reading comprehension to mathematical reasoning. The development of a website to assist teachers and students who are having difficulties with mathematical word problems is extremely beneficial. The website is designed with links, power points, and examples that enhance reading comprehension within mathematical word problems. Through this project, it has been determined that students who are exposed to an additional mathematical program related to breaking apart word problems show evidence of a greater understanding and mastery of solving mathematical word problems.
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Liu, Tina Meng-Ting. "Strategies to enhance reading comprehension for the NESB students : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2832.
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Reading skills are essential for all students for their successful
advancement through school and on into adult life. With limited English,
many Non English Speaking Background (NESB) students are
under-achieving at school due to their lack of reading ability in English.
This research investigates a skills-based program with an emphasis on
decoding (often referred to as a bottom-up theoretical perspective)
compared to a program emphasising the development of comprehension
strategies, where higher level thinking is required (top-down perspective).
Using a case study approach with one NESB student, it appeared that a
skills-based approach was more successful and preferred by the student.
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Reda, Patricia Reda. "Successful Strategies Used to Increase the Reading Comprehension of Second Graders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2424.
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A southeastern elementary school evidenced many students with a consistent decrease in oral reading fluency (ORF) rates as the 2nd grade year progressed, leading to weakness in reading comprehension in the 3rd grade. Reading comprehension is critical for academic success, as students who merely decode words do not gain knowledge from the text. This qualitative case study explored the successful strategies, both inside and outside of the classroom, used by parents and teachers of this southeastern elementary school to positively impact the reading comprehension rates of 2nd grade students. Constructivism and transactional learning served as the conceptual frameworks for this study. Archival data were used to identify 66 students who had exited 1st grade having met expectations on the ORF assessment and who continued to meet expectations throughout 2nd grade. The parents of these students and their 6 teachers comprised the purposeful sample. Three parents and 3 teachers participated in the study, yielding 6 interviews and 1 teacher artifact for analysis. Open coding and thematic analysis were used. The common themes that emerged were daily reading, parental support, clear expectations, access to high interest books, small group instruction, and cooperative learning strategies that positively impacted reading comprehension in 2nd grade. The results of this study led to the development of a series of parent workshops and a series of teacher workshops that focus on reading strategies for use in the home and strategies for teachers to work effectively with parents. Implications for positive social change include providing the local site with research-based findings and a workshop series teaching successful strategies used by parents and teachers to increase student reading comprehension.
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Shen, Zheng. "Investigating Reading Strategies in the CET-6 Reading Comprehension Test for Chinese Non-English Major Students." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9462.
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Although substantial research has been conducted into reading strategies, the difference between the reading strategies the students think they learn in class and the reading strategies the teacher considers she teaches is given little critical attention in the academic world. This study aims to investigate the relationship between non-English major students’ application of seven reading strategies for the CET-6 test and the teacher’s formal instruction in these with a view to improving teaching practices at university level. A reading comprehension test and a questionnaire were given to 16 non-English major sophomore graduate students to establish what reading strategies are most and least utilized by students. A questionnaire was also presented to the teacher to ascertain what reading strategies she had taught. It is established that there are differences in the students’ and the teacher’s perceptions of what reading strategies have been taught and their suitability in the CET-6 reading comprehension text.
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Gäfvert, Molly. "Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127.
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The purpose of this study is to investigate how teachers in grades 1-3 work with reading comprehension in the classroom. This essey will further analyze how they describe the concept poor comprehenders and how they discover if a pupil have bad reading comprehension. I have used the following questions: How do teachers describe the concept poor comprehenders? How do the teachers work with reading comprehension in the classroom? How do the teachers describe how they find out if a pupil have bad reading comprehension? The study is based on a qualitative method with three interviews and three observations. The theories and central concepts that I used is poor comprehenders, reading comprehension, reading comprehension strategies and pedagogical methods. The result shows that the teachers have difficulities of explaining the concept poor comprehenders When comparing which reading comprehension method they use in the teaching, the result shows that they have used similar methods but in different ways. The result also shows that all the teachers in this study believes that it´s hard to find out if a pupil have problems with reading comprehension.
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Leek, Emma. "Att läsa på, mellan och bortom raderna : En studie om pedagogers attityd till läsförståelseundervisning i grundskolans tidigare år." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53478.
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The aim of this study is to investigate how teachers working in grades 1–3 of secondary school think that reading comprehension should be taught so that the pupils will be able to reach the learning goals in grade 3. The study applies a qualitative method whereby three teachers who worked in the early years of school each took part in a semi- structured interview. An interview guide was used as a data collection instrument and the interviews were documented by audio recording. Collected data were then analysed for meaning content with a phenomenographic approach. The result shows that the most common perception of the concept of reading comprehension is the ability to read between the lines and to retell a text in one’s own words. The view of reading comprehension was also seen to affect the way the teaching is done, and a shared view was found in the way of talking about different texts and asking questions to give the pupils practice in metacognition while reading. The result also shows that the teachers’ differing educational background influences the methods they use when training reading strategies, and the view of reading comprehension also affects how they think assessment should be done.
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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.
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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.Department of Elementary Education
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Schisler, Rebecca Ailina. "Comparing the Effectiveness and Efficiency of Oral and Written Retellings as Strategies for Improving Reading Comprehension Performance." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1210303982.
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Alsamadani, Hashem A. "The Relationship between Saudi EFL College-Level Students' Use of Reading Strategies and Their EFL Reading Comprehension." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1224685570.
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Cekiso, Mzwamadoda Phillip. "Evaluating reading strategies instruction / Mzwamadoda Phillip Cekiso." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1344.
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McLain, Katherine Victoria Mayer. "Effects of two comprehension monitoring strategies on metacognitive awareness and reading achievement in third and fifth grade students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720162.
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This study compared the effects of two comprehension monitoring strategies on the reading comprehension awareness in expository text read by third and fifth grade students. A secondary purpose was to determine if the comprehension monitoring strategies influenced reading comprehension achievement. The effects of gender were also studied. The participants were 51 third grade students and 57 fifth grade students from six intact classrooms in four elementary schools in a midwestern school district.One third and one fifth grade classroom was randomly assigned to each of the two experimental groups and the one control group. During a 4-week intervention, one experimental group was taught the comprehension monitoring strategy K-W-L; the other the comprehension monitoring strategy Predicting/Evaluating. The control group read the same expository text as the experimental groups during sustained silent reading for the 4-week period with no instruction in a comprehension monitoring strategy. A metacognitive instrument and a standardized norm-referenced test were used as pretest (covariate) and posttest (dependent variable) measures. Two separate analyses of covariance were used to address the four research questions. The following results were suggested.1. Third grade males with no strategy instruction outperformed third grade males with strategy instruction in reading comprehension awareness.2. Fifth graders outperformed third graders in reading comprehension awareness regardless of gender and regardless of strategy taught for comprehension monitoring.3. Females outperformed males in reading comprehension awareness regardless of grade level and regardless of strategy taught for comprehension monitoring.4. Third and fifth graders achieved equally well in reading achievement whether or not they received instruction and practice using a comprehension monitoring strategy.5. Males and females achieved equally well in reading achievement whether or not they received instruction and practice using a comprehension monitoring strategy.6. Third graders outperformed fifth graders in reading achievement regardless of gender and regardless of strategy taught for comprehension monitoring.Department of Elementary Education
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Aronsson, Eriksson Matilda, and Gustafsson Veronica Antonsson. "Vägen till en god läsförståelse. : Lärares syn på läsförståelse och läsförståelsestrategier i sin undervisning." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100534.
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Syftet med studien är att undersöka hur några lärare på en mindre skola arbetar med läsförståelse och läsförståelsestrategier i sin undervisning, detta för att se hur elevernas läsförståelse utvecklas under de första skolåren. För att genomföra undersökningen har tre lärare i tre olika årskurser på lågstadiet intervjuats. Intervjuerna var semistrukturerade och genomfördes via mail. Av svaren framkom det att lärarna ser läsförståelse på ett likvärdigt sätt. Samtliga lärare framhäver modellering i klassrummet som hjälp för att eleverna ska kunna utveckla och ta till sig läsförståelsestrategier. Att lära sig läsa poängteras som en av de viktigaste utmaningarna eleverna möter under de första skolåren. Eftersom det i läroplanen framgår att eleverna ska få undervisning i läsförståelsestrategier har läraren en viktig roll.
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Siyothula, Ayanda. "Reading for understanding: An investigation into teachers’ reading comprehension strategies in Grade three isiXhosa Home Language classrooms in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/6963.
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Magister Educationis - MEdReading is one of the components of literacy that plays a crucial role in accessing knowledge. It develops the children’s mind and stimulates their understanding of the reading content and enables them to function and communicate effectively in society. Research conducted in the field of literacy suggests that there is a literacy crisis (especially in reading), around the world. Recent research indicates that South African Foundation Phase learners perform poorly in reading comprehension. Considering poor literacy results observed in South Africa, it is important to explore reading as a socio-cultural and cognitive practice and to identify the factors that contribute towards adequate acquisition of reading comprehension skills in the Foundation Phase. Thus the focus of this study is on reading comprehension in isiXhosa Home Language which is used as the main language of learning and teaching from Grade R - 3. I have used a qualitative approach as an underpinning research methodological framework for this study. Data was collected by means of interviews and classroom observations from two selected Grade three classrooms in one primary school in the Western Cape. The findings of this study illustrate the significance of learners’ prior knowledge and the use of adequate resources to enhance learners’ reading comprehension. The study concludes that reading comprehension is a cognitive process that demands innovative teaching approaches that will facilitate meaningful learning across the curriculum.
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Gostenik, Sarah Cass. "Reading comprehension strategies for students with autism a guide and social skills unit plan /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/sgostenik2008.pdf.
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Martínez, Patricia. "Impact of an integrated science and reading intervention (INSCIREAD) on bilingual students' misconceptions, reading comprehension, and transferability of strategies." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3179.
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Thesis (Ph.D.)--George Mason University, 2008.Vita: p. 369. Thesis director: Brenda Bannan-Ritland. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 8, 2008). Includes bibliographical references (p. 340-368). Also issued in print.
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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.
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Lawson-Striker, Julie A. J. "Investigating reading comprehension strategies and learning styles with eight year old children." Thesis, University of Strathclyde, 2006. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21642.
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This study describes the design, implementation and evaluation of a class reading intervention programme comprising of a non-fiction and a fiction component. In order to attempt to heighten the quality of teaching and learning in the area of reading comprehension, an innovative approach was used to design the programme. This approach combined the principles of comprehension strategy instruction (Richek et al., 2002; Robb, 2000), whole language learning theory techniques (Goodman, 1976; Smith, 1978 and Cambourne, 1988) and Honey and Mumford's (1986,1992) learning style theory. The investigation was conducted from September 2002 to early April 2003 in a primary school in the West of Scotland. A case study approach that involved the use of both qualitative and quantitative data was employed. Although all children in the class and those in a neighbouring class were exposed to the programme only a selected group of 6 boys and 6 girls represented the case. The principal aim of this enquiry was to provide an illuminative account of the case study children's responses to the programme in relation to strategy choice and learning style(s). The individual and corporate nature of the learning process was of much interest. A variety of research instruments was employed to collect the data (one-to-one conversations with children, participative observations, group interviews and a questionnaire), with a time series evaluation technique also being used to enhance the credibility of the findings. The qualitative data was analysed using a form of content analysis that gave consideration to both deductive (predetermined categories) and inductive (emergent categories) research techniques. The quantitative data was analysed numerically. In accordance with the findings of the comprehension element of this study (i. e. the strategies employed), the individual nature of the learning process was reflected. However, in accordance with the findings of the learning style(s) element of this study, a more collective preference for activities consistent with the activist style of learning was shown. The implications of these findings in relation to teaching and learning are acknowledged and addressed. As the findings associated with the case study approach are considered to be 'qualitative estimates' or as Bassey (1999) states 'fuzzy generalisations', the purpose of this small scale study was not to initiate an 'educational overhaul' at either a national or local authority level. The findings of this study are instead concerned with both enhancing the current 'cumulative body' of research on reading comprehension strategies and learning styles and inspiring further research in these two fields.
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Ip, Kwok-chun Irene, and 葉幗珍. "An evaluation of reading comprehension strategies used by Chinese students of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949782.
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Wong, Miu-yin, and 黃妙賢. "Effectiveness of comprehension strategies instruction on developing secondary 4 students' reading abilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176711.
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Fast, Axel. "Att läsa och förstå : En kvalitativ studie som fokuserar på hur fem lärare beskriver sin läsförståelseundervisning." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44562.
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Studien behandlar hur fem lärare beskriver sin läsförståelseundervisning. Sveriges resultat i PISA (2015) visar att läsförståelsen går att utveckla. För att öka PISA-resultaten krävs det att svenska lärares kompetens inom läsförståelse stärks. Studiens syfte är att undersöka hur fem lärare på mellanstadiet beskriver sitt arbete med läsförståelse i sin undervisning. Studien utgår ifrån den sociokulturella teorin, vilket innebär att lärande uppstår i en social kontext. Metoden för studien är kvalitativ, där semistrukturerade intervjuer valts för insamling av data. Resultatet av studien visar att de intervjuade lärarna beskriver att de arbetar på ett strukturerat sätt. Genomgående för deras undervisning är arbetet med läsförståelsestrategier och textsamtal. Genom en sådan strukturerad undervisning utvecklar elever sin kognitiva förmåga när det kommer till läsförståelse. Deltagarna eftersträvar en bättre samverkan på skolorna för att stärka sin kompetens.This study deal with how five teachers describe their teaching of reading comprehension. Sweden’s result in PISA (2015) indicate that Sweden’s results in reading comprehension can be improved. To improve future results, teachers’ competence in the subject must be enhanced. The purpose of the study is to investigate how five middle-school teachers describe their teaching approach regarding reading comprehension. The study is based on the sociocultural theory, which argues that learning occurs in social contexts. The method is qualitative, and data was collected through semi-structured interviews. The result shows that the teachers, in general, had a structural approach and all participants used reading comprehension strategies and text conversations. Using the structural approach in teaching, student’s develop the cognitive ability in reading comprehension. The participants strive for more collaborations at the schools to further strengthen their competence
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Everson, Michael Erwin. "The effect of word-unit spacing upon the reading strategies of native and non-native readers of Chinese : an eye-tracking study /." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243525239.
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Burrows, Lance Paul. "THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/199091.
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CITE/Language ArtsEd.D.
This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the participants' perceptions of the utility of extensive reading and reading strategies, and how those perceptions related to reading self-efficacy were investigated. A final goal was to ascertain how retrospective ratings of reading self-efficacy influence current levels of the construct. The participants (N = 322) were first and second-year, non-English majors at a four-year, co-educational university in Osaka, Japan. The participants were divided into four groups: an intensive reading group (control group), an extensive reading group, a reading strategies group, and an extensive reading/reading strategies group. Data for the study were obtained from six major sources: a reading comprehension test, a reading strategy test, a reading self-efficacy questionnaire, a perceived utility of extensive reading questionnaire, a perceived utility of reading strategies questionnaire, and a sources of reading self-efficacy questionnaire. The questionnaires and tests were administered three times over the course of the academic year. Before conducting the quantitative analyses on the data gathered with the above instruments, the dichotomous test and questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the instruments and to transform the raw scores into equal interval measures. By employing MANOVAs, ANOVAs, Latent Growth Curve Modeling, and Pearson correlation coefficients, the data were then analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results showed that the participants in the reading strategies and extensive reading/reading strategies groups gained significantly more in reading self-efficacy over the academic year than those in the extensive reading and intensive reading groups. In addition, all three experimental groups outperformed the intensive reading group in reading comprehension. Furthermore, results from the latent growth curve model showed that gains in reading self-efficacy were related positively to gains in reading comprehension. In a similar vein, the results showed that gains in reading strategy skill led to changes in reading self-efficacy, while reading amount was not significantly related to changes in reading self-efficacy. The results also suggested that those who more highly regard extensive reading as useful to improving reading comprehension exhibited higher levels of reading self-efficacy over the course of the study. On the contrary, there was no significant difference in levels of reading self-efficacy between those who highly rated reading strategies as useful and those who did not rate them as highly. Finally, Pearson correlation coefficients showed moderately strong relationships between junior high and high school (retrospective) levels of reading self-efficacy and university (current) levels. These results underscore the importance of self-efficacy in the learning process and how the cultivation of self-efficacy should be a goal of any educator or administrator in an EFL context. The findings also highlight the detrimental effects of teaching methodologies, such as grammar-translation, that deprive learners of the opportunity to develop their own cognitive abilities. With the introduction of reading strategy intervention and/or extensive reading practice, the participants in the experimental groups of this study were able to develop the skills needed to overcome comprehension breakdowns in the reading process, and this help them become more autonomous, empowered readers.
Temple University--Theses