Dissertations / Theses: 'Reading support'

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Graziano, Christina R. "A pediatric intervention to support early literacy." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CGrazianoPartI2007.pdf.

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Kruger, Johanna Aletta. "The development of educational relationship-focussed reading support strategies / Johanna Aletta Kruger." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2880.

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The aim of the study was to establish how and compile educational relationship-focussed reading support strategies for educators to support learners who experience barriers to reading. The educator-learner relationship first had to be delineated by establishing the dimensions of the relationship, namely emotional, cognitive and value-driven activities that impact on the learner's feelings, knowledge and attitudes towards his or her world, and for the purpose of this study, how these pertain to the learner's reading development. Components of reading development, as well as barriers to reading and appropriate supportive reading activities were also described. The most essential reading skills are indicated to be a motivation to read, linguistic cueing in reading in terms of phonemic, morphemic, syntactic and semantic cueing, sight word recognition and comprehension. On this theoretical basis the reading support strategies were compiled encompassing reading and relationship-focused activities. Aims for achieving the relationship and reading skills were established, for which appropriate reading and relationship activities were then compiled. Qualitative research was implemented in the design and implementation of the reading strategies. Data were obtained from implementing the reading and relationship-focussed strategies, from learners' reading profiles, from educators' and learners' evaluation of the strategies, as well as from the researcher's own evaluation as a research participant. All the results were then triangulated to arrive at the findings of the research. These indicate that the reading and relationship activities will be successful if presented simultaneously, and with full cooperation by educators and learners alike. The contribution as well as the limitations of the research are indicated, and finally recommendations are provided.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.

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Partridge, Susan Eunice. "Unravelling reading : evaluating the effectiveness of strategies used to support adults' reading skills." Thesis, Open University, 2011. http://oro.open.ac.uk/49114/.

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This thesis reports on research into ways of evaluating the effectiveness of strategies to improve adults' reading skills. It explores what counts as an improvement in reading skills for adults; examines practical and ethical issues in measuring improvements in reading skills; considers Kruidenier's (2002) categorisation of reading into components (alphabetic, vocabulary, fluency and comprehension); evaluates how far individual differences impact on an adult reader's capability to improve; identifies features of good support for adults' reading skills; and recommends changes in policy and practice. The research paradigm is eclectic, exploring approaches for an interventionalist practitioner-researcher. In the tradition of action research, the study seeks to bring about positive change on an individual level for each learner, improvements in practice at a pedagogical level for teachers and, at a policy level, recommendations for more effective teaching and learning. The research is framed as a multiple case study based on Yin (2009). In an initial study, tools for assessment and support were piloted and evaluated. The main study extended the methodology, using 5 fellow practitioners as collaborator researchers. A total of 10 adult learners completed a one-to-one support programme with materials and approaches tailored to each learner's interests and needs. Techniques included work to extend vocabulary, word recognition skills, fluency and comprehension, based on a series of original guidance sheets, linking findings from research to practice. Analysis of results included quantitative measures of changes in accuracy, reading speed and comprehension. Qualitative analysis stemmed from detailed profiles of learners' progress, detailed observational records and evaluation of emerging trends, 'leading to a discussion of key themes for future policy and practice. The key findings include: an increase in individuals' reading skills following even a short period of individualised support; the identification of effective strategies like vocabulary development and paired reading; the importance of taking into consideration the characteristics of learners, their social setting and sources of motivation; the positive impact of one-to-one support; and considerable light cast on assessment practice. The thesis ends with recommendations for: further work on the assessment and support of comprehension skills; using detailed learner profiling as an assessment technique; supporting a claim for the effectiveness of one-to-one support in adult literacy; and guidance for practitioners on implementing a wider range of strategies to support adults' reading.

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Griffiths, Dominic Guy Morgan. "School Processes in Providing Reading Support in GCSEExaminations." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504778.

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Though secondary schools in England and Wales are having to manage a significant increase in the numbers of students now eligible for access arrangements in examinations, particularly in GCSE examinations, there is a dearth of research evidence, firstly on the systems forthe provision of access arrangements in examinations and secondly, the responses of key stakeholders (staff and students) to such systems. . To investigate these two issues, four urban secondary schools were studied'as a caseseries. These four schools represented different permutations ofreading support mode (hands-up to request help or all text read) and location (in the main examination hall, in a group withdrawal room or in individual rooms). Semi-structured interviews were conducted with students (n =32) as well staff involved in managing and delivering reading support (n = 12), alongside observations ofexamination sessions, followed by semi-structured group interviews with staff involved in the delivery of the reading support ill each session. . Quantitative data from the student interviews found nosigriificantpattems of association between the within-student variables of reading support, self-perception ofreading skills, test anxiety and motivation on the one hand and pref~rences for reading support, location or staffing, on the other. Whilst a significant association was found between student prefe~encesJor reading support mode and its location (X? p = 0.(136) student preferences for support seemed otherwise to be idiosyncratic in respect ofthese variables. However their desire to be consulted on their preferences for examination support conditions was found to be strong and widespread. From both quantitative and qualitative data analysed, eight 'themes' were drawn inductively, representing key 'drivers' in the dynamics ofthe provision and use of reading support in GCSE examinations: 'confidence and competence'; 'worthiness'; . 'unfair advantage'; 'relationships'; 'judgements'; access arrangements asawholeschool issue; resourcing and 'the researcher's influence (as critical friend) upon the research setting'. These eight themes were then located in the framework ofRoeser and Shun's (2002) model ofthe dynamic interactive relationship between contextual educational features and adolescent students' reactions to these, based upon the goodness-of-fit between these features and adolescent developmental psychological needs. . Conclusions set out implications for practice in the provision of examination access arrangements. In particular, a case was made for the central importance of consulting students themselves, as the end-users of that provision, if systems for providing such support are to be optimally effective.

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Ferguson, Shelly L. "Coordinating teacher and parent support for beginning readers." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/976.

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Door, Victoria. "Attention, engagement and support in Year 9 FL reading." Thesis, University of Bath, 2006. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438650.

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Bolander, Jennifer A. Fisher Robert L. "First-time teachers' understanding and support for teaching first-time readers." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064509.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed March 7, 2006. Dissertation Committee: Robert Fisher (chair), Penni Koloff, Susan Lenski. Includes bibliographical references (leaves 169-183) and abstract. Also available in print.

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Dwyer, Julie F. "Increasing Reading Skills and On-Task Behavior in Alternative School Students Through Empirically-Supported Reading Interventions: A Behavior Support Plan to Consider." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/18642.

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School Psychology
Ph.D.
Reading problems can have an extremely adverse effect on a person's quality of life, opportunities in education and employment, and access to enjoyable activities (Daly, Chafouleas, & Skinner, 2005). Unfortunately, almost 20% of students in the United States have significant difficulty learning to read (Good, Simmons, & Smith, 1998). Federal legislation drafted in an attempt to address this important issue (No Child Left Behind Act of 2002, Reauthorization of Individuals with Disabilities Act 2004) propose initiatives that are unclear to teachers and practitioners in terms of how to best instruct students to become successful readers. For older students, and students identified with emotional disturbance, research in this area is considerably lacking. Many students with emotional disturbance have poor reading skills which follow them into the later grades and adulthood. This cycle of poor reading and difficult classroom behaviors often spirals out of control, with each variable negatively and reciprocally impacting the other. The purpose of the present study was to investigate of the impact of a two-pronged reading intervention package on specific reading skill acquisition and levels of on-task classroom behavior exhibited by students in an alternative school setting. The interventions used individualized direct instructional techniques with students who were placed in an alternative educational setting as a result of behavioral symptomatology that was considered to be unmanageable in their home school districts. The two interventions focused on improving reading skills through the development of phonemic awareness/basic phonics skills, and repeated readings with error feedback to improve levels of reading fluency. Additionally, the impact of the intervention was also examined in relation to student classroom behaviors believed to be connected to their frustration with the reading process. Two single-subject multiple baseline across subjects research designs were used to assess the effectiveness of the interventions on reading skill development and on-task behavior, and the order of the interventions was reversed for the second experimental condition in order to address the possibility of order effects. Five upper-elementary and middle school level students completed participation in the study. Results indicated noticeable gains across all students in the area of phonemic segmentation. Assessment results in the areas of word reading, phonetic encoding, and reading fluency showed variable results and flat trend lines, indicating nominal growth in these areas. Additionally, behavioral observation data indicated few patterns of positive behavioral change having resulted from intervention participation. Analysis of study design indicated that the interventions as implemented might have been too short to produce meaningful gains for these students who had long-established patterns of reading difficulty. Generalization of gains made in segmentation to the overall reading process would likely require greater frequency of intervention with more opportunities for repetition and practice. The results of this study indicate that further research is needed in the area of designing reading interventions for students with identified emotional disturbance who are attending an alternative school setting, both to improve their ability to read and to potentially improve their behavior by providing for more opportunities for success with reading tasks.
Temple University--Theses

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Hill, James Carroll. "Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97829.

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The reading comprehension scores of students in secondary education have been stagnant since the collection of national statistics on reading comprehension began (National Assessment on Educational Progress [NAEP], 2015, 2017, 2019). This study explored the effect of providing dialogic and thematic support on reading comprehension and intertextuality. The theories of dialogic pedagogy (Fecho, 2011; Stewart, 2019) and cognitive flexibility in reading (Spiro et al., 1987), along with the construction-integration model of reading comprehension (Kinstch, 2004) formed the foundation for this study. The study focused on the reading comprehension and ability to make connections across texts of 184 participants enrolled in 9th or 10th grade English classes in a high school in the Appalachian region of the southeastern United States. Methods included an experimental study which required participants to participate in two rounds of testing: the Nelson Denny Reading Test to provide reading levels and the Thematically Connected Dialogic Pedagogy (TCDP) testing which introduced dialogic and thematic support for reading comprehension and intertextuality. For the TCDP testing, participants were randomly assigned to one of three conditions: Thematically Connected Texts (TC), Thematically Connected Texts with Dialogic Support (TCDS), or a Control. Results from testing were analyzed to compare performance on outcome measures for reading comprehension and ability to make connections between texts. These comparisons suggest that the interventions do not affect either outcome measure significantly, though the data highlight the need for a nuanced approach to reading intervention and the development of adolescents' ability to use textual evidence. The findings drawn from the data point to implications for English educators, teacher educators, and administrators in the areas of assisting adolescents in making meaning from texts at a level that facilitates applying that knowledge in effective ways in order for them to fully participate in social, civic, and economic matters.
Doctor of Philosophy
This quantitative study focused on the effect of reading support for adolescents centered on a dialogic pedagogy in an effort to improve reading comprehension outcomes and the ability of adolescents to make connections across texts. The study involved an experimental research design in which participants enrolled in 9th and 10th grade English classes in the southeastern United States were randomly assigned to one of three test conditions. Performance on outcome measures for reading comprehension and participant ability to make connections between texts were compared between conditions. These comparisons suggest the interventions do not affect either outcome measure significantly, though the data highlight the need for further support for adolescent readers with implications for English educators, teacher educators, and administrators in supporting adolescent reading comprehension and intertextuality to promote full social, civic, and economic participation for future generations.

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Poitras, Eric. "A metacognitive tool to support reading comprehension of historical narratives." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95217.

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Learners frequently have difficulty understanding incoherent historical narrative texts; therefore, this thesis project introduces a bottom-up approach to design metacognitive tools to assist learners reading comprehension. Metacognitive tools are defined as computer-based learning environments designed to assist learners to achieve an instructional goal through prompting, supporting, and modeling metacognitive and self-regulatory learning processes (Azevedo, 2005a, 2005b). The study follows a 2*2 design with experimental condition (reading with the benefit of the metacognitive tool vs. without the benefit of the tool) and process data (silent reading vs. think aloud). Pretest measures include reading comprehension skill and free recall measures. Posttest measures include amount of material recalled and accuracy of answers to open-ended questions. Learners who used the metacognitive tool outperformed the control group in their recall of information mentioned in the text because they monitored their comprehension and generated explanatory inferences more frequently. Keywords: metacognitive tools, reading comprehension, historical narratives
Les étudiants ont fréquemment de la difficulté à comprendre des textes historiques narratifs incohérents; conséquemment, cette étude introduit une approche de bas en haut pour développer des outils métacognitifs qui supportent leur compréhension. L'utilisation d'ordinateurs comme outils métacognitifs visent à assister l'apprenant à atteindre le but de l'instruction au moyen d'initier, supporter et modeler des processus reliés à la métacognition et l'autorégulation de l'apprentissage (Azevedo, 2005a, 2005b). Cette étude suit un devis expérimental 2*2 avec condition expérimentale (lecture avec le bénéfice de l'outil métacognitif vs. sans le bénéfice de l'outil) et mesure (lecture silencieuse vs. verbalisations concomitantes). Les mesures pré-tests incluent l'habilité de compréhension de textes et le rappel de connaissances reliées au sujet du texte. Les mesures post tests incluent le rappel libre de l'information mentionné dans le texte et la précision de réponses aux questions ouvertes. Les étudiants qui utilisent l'outil métacognitif ont mieux performer que le groupe control quant au rappel puisqu'ils sont d`avantages conscient de leur compréhension et génèrent des explications. Mots clés: outils métacognitifs, compréhension du langage, narratif historique

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Roued-Cunliffe, Henriette. "A decision support system for the reading of ancient documents." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:9d547661-4dea-4c54-832b-b2f862ec7b25.

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The research presented in this thesis is based in the Humanities discipline of Ancient History and begins by attempting to understand the interpretation process involved in reading ancient documents and how this process can be aided by computer systems such as Decision Support Systems (DSS). The thesis balances between the use of IT tools to aid Humanities research and the understanding that Humanities research must involve human beings. It does not attempt to develop a system that can automate the reading of ancient documents. Instead it seeks to demonstrate and develop tools that can support this process in the five areas: remembering complex reasoning, searching huge datasets, international collaboration, publishing editions, and image enhancement. This research contains a large practical element involving the development of a DSS prototype. The prototype is used to illustrate how a DSS, by remembering complex reasoning, can aid the process of interpretation that is reading ancient documents. It is based on the idea that the interpretation process goes through a network of interpretation. The network of interpretation illustrates a recursive process where scholars move between reading levels such as ‘these strokes look like the letter c’ or ‘these five letters must be the word primo’. Furthermore, the thesis demonstrates how technology such as Web Services and XML can be used to make a DSS even more powerful through the development of the APPELLO word search Web Service. Finally, the conclusion includes a suggestion for a future development of a working DSS that incorporates the idea of a layer-based system and focuses strongly on user interaction.

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Chaturvedi, Manish. "Visualization Of TEI Encoded Texts In Support Of Close Reading." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323623830.

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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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Chapman, Vanessa. "Effects on Reading Achievement of Low Socioeconomic Third Graders After Participation in a Computerized Reading Support Program." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/106.

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This applied dissertation was designed to describe the effects of using a computerized reading and vocabulary development program with struggling third-grade students in a low socio-economic school setting. Vocabulary knowledge is paramount to developing and understanding unknown or unfamiliar words. Many students struggle with comprehension due to their limited exposure of vocabulary words. Students who have a limited vocabulary are often poor readers and continue to be a part of the academic achievement gap. This achievement gap appears to continue throughout the student’s time in school. In an effort to lessen this achievement gap, the educational system is now incorporating computerized instructions as a means to increase student’s academic achievement. Several benefits of incorporating computerize instructions into the school’s daily curriculum can be seen in both reading comprehension and literacy skills. Computer assisted instructions or CAI are designed to fit the specific needs of students and to provide differentiated activities that will further supplement the instructions in the classrooms. Computers are being used to present activities that are more interesting thereby motivating the students to become active learners who are also actively engaged in the learning process. The computers and the computer programs that are being implemented into the school systems are beginning to become an integral part in the daily curriculum of the schools. Using technology is just another way to provide students with opportunities to improve in the areas of vocabulary, reading, writing and their listening skills.

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Coe, Jamie E. L. "Using technology to support reading development : current practice and new opportunities." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/364491/.

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Integrating computer technology into schools has been a key government agenda (Wellington, 2005). Individual computer programs have been introduced to support students across the curriculum, including with the development of literacy skills. This paper explores how computer technology can be used in supporting the development of word reading, with particular emphasis on how technology can be employed in novel and innovative ways; namely through the use of mobile phone text-messaging. Firstly, reading research is considered, with a focus on the role of phonological awareness and implications for reading interventions. Current uses of technology at home and at school are explored, before specific computer-based literacy interventions are discussed and evaluated. Finally, the possibility of integrating text-messaging into an intervention is proposed. Correlational evidence suggests a positive relationship between use of textisms (abbreviated words in text messages) and literacy (Neville, 2003). However, the causal nature of this relationship has not yet been tested experimentally. Consequently, this review is followed by a study that aimed to provide further insights into the relationship between textism use and literacy skills. Sixteen 9-10-year-old children, inexperienced with mobile phones, undertook pre-measures in textism use, phonological awareness, reading and spelling. Children were matched for reading and allocated to either a control or an experimental group. Both groups received a 30 minute texting intervention once a week for six weeks. The control group simply spent each session texting, whereas the experimental group completed activities translating and composing textisms. Following the intervention, children in the experimental group used more spontaneous textisms (in an elicited text) compared with controls. However, no significant differences between the groups were found in any of the literacy measures following the intervention. Implications for future research are discussed.

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Powell, Michelle Pettijohn Robinson Eric L. "Teachers and professional reading a study of reading experience and administrative support across traditional, Paideia, and PDS schools /." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/3001.

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Klauda, Susan Lynn Lutz. "The relations of children's perceived support for recreational reading from parents and friends to their motivation for reading." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8832.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Hailstones, Milson Donald. "The effectiveness of the "Hiway" literacy programme for learner support in the foundation and intermediate phase / Milson Donald Hailstones." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1584.

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Miller, Marcus Ryan. "Re-mediating academic support| An ethnographic reading of a postsecondary learning center." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158577.

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While overt and systematic forms of remediation proliferate at community colleges through developmental education courses, remediation also works across the system of U.S. higher education to satisfy divergent goals of universal access and highly guarded academic prestige. Recognizing that remediation often targets students whose “at-riskness” has been implicitly tied to their racial identities, socioeconomic status, language backgrounds, parental education levels, and/or status as international students, this practitioner research study attempted to better understand how remediation operates within and through a university-based learning center at a highly competitive institution and to enact, with students and colleagues, learning support practices that resist and potentially disrupt institutional legacies and mechanisms of remediation. Through student and practitioner inquiry groups, this study explored alternatives to the individualized and therapeutic instructional model reflected in the spatial organization of the learning center, creating opportunities for participants to collectively construct and articulate their epistemological perspectives, learning goals, cultural and linguistic resources, and complex identities. By framing the learning center and its broader institutional context as activity systems, this study exploited historically accumulating contradictions between these systems in order to trouble and potentially ‘re-mediate’ both academic support practices and the structures that operate to restrict and define them. Central to this study are questions of how students and practitioners can build upon more expansive notions of knowledge and learning to promote individual growth and constructively disrupt limiting institutional and disciplinary norms.

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Ryan, Jackson Kathleen. "Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/17927.

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This program evaluation studied Effective Behavioral and Instructional Support Systems (EBISS), a Response to Intervention (RTI) initiative focused at changing district leadership behaviors to close the policy-research-practice gap and improve students' reading outcomes at third grade. A pre/post quasi-experimental comparison using a matched group design evaluated the four-year initiative. EBISS districts (n = 25) were matched to non-EBISS districts n = 25) by important district variables of: (a) size (small, medium, and large) and (b) region (coast, central, east, south, and valley), (c) students receiving Free and Reduced Meals (FARM), (d) students who were white and non-white, (e) students who were male and female, (f) years of teacher's experience, and (g) third grade Oregon Assessment of Knowledge and Skills (OAKS) scores. The aim of this research was to answer two questions. The first asked whether the performance of students in non-EBISS and EBISS districts were significantly different when measured by their percent of students passing the third grade reading OAKS in 2006-07 (EBISS pre-treatment year) and 2010-11 (EBISS post-treatment year). The second question analyzed whether EBISS districts with high implementation scores made statistically significantly different gains from EBISS districts with low implementation scores on their percent of students who passed the third grade OAKS reading assessment from 2006-07 to 2012-11. The results of the first research question indicated no significant differences for group (p = .312) or time (p = .488) between EBISS and non-EBISS districts scores on the OAKS reading test at third grade. Similarly, the second research question results indicated no significant differences (p = .452) between EBISS districts with high and low implementation scores on the OAKS reading scores at third grade. Findings are discussed in relation to: (a) the challenge when measuring administrator effectiveness based on distal outcomes, (b) confounding variables that affected internal and external validity, and (c) how this study informs the future design of evaluation research, in the pre-implementation year of an initiative, so variables that are know to be effective in improving student outcomes can be replicated.

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Peugeot, Megan Aline. "Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500119063279081.

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Wienand, Merna Adeliade. "Empowering teachers to render learner support to learners who experience reading barriers." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1353.

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In this qualitative study the researcher provided proposed guidelines to empower teachers to render learner support to learners who experience reading barriers. A literature study was undertaken to investigate the importance and consequences of inclusive education, the need for a systematic approach, reading problems and its causes and remediation thereof. The empirical study includes interviews with important stakeholders and observations. The results of the empirical study culminated into proposed guidelines to empower teachers to render learner support to these learners. Recommendations were made based on the literature study and the results of the empirical research

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Jackson, Carole. "Three families speak about their lives : reading as a literacy tradition." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327253.

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Day, Therese. "What does it mean to be a learning support teacher? : a life-history investigation of ten learning support teachers in the east-coast of Ireland." Thesis, n.p, 2002. http://dart.open.ac.uk/abstracts/page.php?thesisid=104.

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McKenna, Moira K. "The role of function-based academic and behavior support to improve reading achievement /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1253488171&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-157). Also available for download via the World Wide Web; free to University of Oregon users.

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Frederick, Patricia Ann. "Using Digital Game-Based Learning to Support Vocabulary Instruction for Developmental Reading Students." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/154.

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The number of underprepared students entering post-secondary education continues to be a national problem community colleges struggle with by providing remedial instruction while having to satisfy the demands for effective teaching accountability. Reading is one identified area needing remediation; and, a goal for programs to address this shortcoming is to increase vocabulary to improve reading comprehension. The problem was that students placed into developmental courses are often discouraged learners with low motivation and eschew the practice requisite for vocabulary learning. Many educators are interested in re-creating the compelling environment found in games to parlay the power of digital games to required curriculum learning in order to engage their students. However, despite the preponderance of recent literature advocating digital games for classroom learning, especially the use of complex endogenous games, there is limited empirical evidence for using digital games to achieve defined learning outcomes. Further, no recent studies have examined digital games use with developmental populations. The study designed, developed, implemented, and evaluated the blending of computer-based games with traditional classroom instruction to provide the repetition and active processing required for students to acquire new vocabulary. The goal was to develop a blended learning design to integrate instructional design and blending design practices to support and improve learning for vocabulary acquisition of developmental readers. A mixed-method (quantitative and qualitative) approach was employed and instructional events for vocabulary lessons were designed and developed using the framework of established models. Pretests and posttest measured achievement in vocabulary gains using three methods of practice: paper-based worksheet, text-based digital game, and video-style digital game. Survey instruments were used to determine students' enjoyment of and motivation using different treatments. Results confirmed that students found digital games a motivating instructional method; however, no advantage in improving achievement was found using text-based or video-style games over the traditional paper-based worksheets method. A description of the analysis, design, development, implementation, and evaluation of digital games blended with traditional classroom instruction is provided to assist those interested in pursuing digital game-based learning with post-secondary developmental populations. Recommendations are also provided for future research and educational game development.

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Moran, Renee Rice. "How Do I Support My Struggling Readers?" Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3621.

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Smith, Vivienne Mary. "Developing critical reading : how interactions between children, teachers and texts support the process of becoming a reader." Thesis, Coventry University, 2000. http://curve.coventry.ac.uk/open/items/2166fbc7-8779-1f3e-777a-6cadf16a50be/1.

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This thesis is a theoretical exploration of critical reading in the primary school. It interrogates the term 'critical reading', examines and conceptualises the thinking processes by which readers make texts mean and proposes a description of critical reading as it is evidenced in young children. At the heart of this thesis is an ethnographic study of the reading practices of classes in three contrasting primary schools. It follows and records the reading experiences of one class of children from each school, beginning in the middle of Year Two and continuing until the children near the end of Year Three. The resulting empirical data is reflected in and measured against theoretical understandings of learning and of reading derived from a number of sources. Vygotskian and Bakhtinian theories of the interdependency of thought and language are considered, critical pedagogy is explored and literary theory, especially the ideas of reader response theorists and postmodernists, is examined. From this process of reflection and assimilation, three theoretical positions are achieved: • that the interactions that take place between children, between children and teachers and between children, teachers and texts are of vital importance in the development of children as critical readers. The thesis stresses the central role of the teacher in controlling the possibilities of dialogue in the classroom. It argues that children who are exposed to the heteroglossia (Bakhtin 1981) of Mennipean dialogue and rich and varied textual experiences are better equipped to read critically than those who are not. • that the process of reading can be modelled to show the nature of these interactions. The thesis proposes a series of theoretical models that attempt to map out the dynamic, interactive process by which readers make texts mean. The models chart the pushes and pulls of thinking that a reader must employ during the act of reading in order to shape meaning from an indeterminate text. • that a description of critical reading activity in young readers can be postulated. The thesis proposes a sequence of indicators that seem to be characteristic of the behaviour of children who are developing the ability to read critically. Finally, the thesis stresses the necessity of reading widely to children if they are to take on the heteroglossia that will enable them to read critically, and the need to empower them by encouraging and honouring their own interpretive voices.

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Breymaier, Susan M. "The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296.

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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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Fletcher, Josephine Florence. "The wider systemic conditions that support reading for 11 to 13 year-old students." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6636.

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This thesis addresses better understandings of the wider systemic factors that support 11- to 13-year-old students in reading. A socio-constructivist paradigm was used to view multiple constructions of realities. Using a socially constructed ontology a mainly qualitative approach was instigated. From five case study New Zealand schools the principals, literacy leaders, teachers, parents and students were interviewed. Additionally, a structured observation schedule was used to observe the teachers during a guided reading lesson. By viewing the phenomenon through a range of participants’ lenses I aimed to portray the richness of the case studies and provide thick descriptions of the phenomenon. The thesis uncovered that the research literature contains few studies of the teaching of reading to children aged 11 to 13. This appears to be because much of the research has been carried out in the UK and USA where children move out of primary (elementary) education at age 11 or younger. This suggests a need for an international comparative study to determine if this factor is significant in the reading achievement of 11- to 13-year old-children. My research shows the reading development of these young adolescents in New Zealand occurs within a variety of contexts. Teachers alone cannot bear the burden of sole responsibility for the reading achievement of young adolescent students. There was a complex array of wider factors that supported teachers in developing regular, sustained and effective reading programmes. All of the schools had been involved in sustained professional development in literacy which was led by an external provider. The principals had taken an active part in the professional development alongside their staff. Additionally, the principals at each school had appointed a literacy leader to support staff in the teaching of reading. The principals had developed relational trust with their staff and together were working towards a shared vision. Apparent across all interviews with parents, students, teachers and literacy leaders was a quiet confidence that each of the case study schools were being led in a successful manner. What some of the parents did bring to attention was the range of experiences they had with different schools the children in their families had attended. A surprise finding in the analyses of the structured observation of guided reading was that even though the eight teachers had been nominated as effective teachers of reading, many of these teachers allowed little opportunity for student-led dialogue. This case study research investigation found numerous areas of effective practice both within the classroom and by the wider school staff, but it also identified some common aspects in these particular five schools where teacher, wider school-community practices and national educational policy could be enhanced. Additionally, the quantitative analyses of data from the teachers’ and students’ interactions during guided reading illuminated the sometimes contradictory nature of interview data and observation data. This finding highlighted the importance of including quantitative analysis of classroom observation data when investigating teachers’ practices, as the difference between ‘rhetoric’ and ‘classroom reality’ can differ. The evidence from these case studies strongly suggests that learning to read is not a skill that is learnt in isolation. Reading is not only a complex skill to achieve, but it is also contextual. Therefore, understanding the context and the varying players, who all have specific roles in supporting reading, are the cornerstones of knowing how we as a society can improve reading outcomes for all students.

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Cheng, Denise Fung. "Reading between the lines : blueprints for a worker support infrastructure in the peer economy." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/89953.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Comparative Media Studies, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 107-114).
Look around you. What unassuming skills or assets are just bursting with potential? Meet the peer economy, where people monetize skills and assets they already have using online, peer-to-peer marketplaces. Lyft, Shapeways, Etsy, Skillshare... these platforms enable strangers to transact confidently. Instead of education, reskilling or being network rich, new marketplaces emerge everyday to reconfigure people's existing assets and skills into income generating opportunities. Airbnb, TaskRabbit, KitchenSurfing, Postmates... From small-scale manufacturing to space sharing to personal services, amateurs and professionals alike can easily jump in. As an alternative to full-time employment with benefits-a 20 century model worn thin-the peer economy (sometimes called the "sharing economy") is setting imaginations on fire. At its best, the peer economy can reintegrate people who are defined out of the traditional workplace and, therefore, the traditional economy (the elderly, homemakers, those with varying physical and mental ableness, those at risk for human trafficking, etc.). At its worst, it exploits human labor and degrades human dignity. Between positive and negative speculations, I have identified five particularly sticky issues: 1. Can peer economy opportunities comprise a livable work lifestyle? 2. Who is accountable when something goes wrong? 3. Do legal classifications override social relationships? 4. Can providers cultivate a collective voice? 5. How do peer economy actors historically contextualize the model? The thesis begins with a historical overview of how we have arrived at this moment of possibility. The second act brings readers up to speed on conversation among investors, startups, cities, policy makers, entrenched interests, media, scholars and critics, and labor advocates. As antecedents to the peer economy, I introduce marginalized movements in the third chapter that could inform how the peer economy develops; I believe that this space can be a distributed network that matchmakces providers' needs with capacity across the sector. From 2013-2014, I conducted ethnographic field research to suss out emergent needs among peer economy providers, and I summarize the results in chapter four before finally tying together why the peer economy-regardless of speculation-has been so captivating. This thesis is a confluence of historical analysis, economic theory, sociology, rhetorical analysis, qualitative and ethnographic fieldwork, and legal precedents that culminates in interventions for the peer economy. First and foremost, it considers whether the peer economy is a livable work lifestyle. The peer economy is a charismatic and rapidly spreading concept that is fundamentally transforming the way many people think about employment.
by Denise Fung Cheng.
S.M.

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Nuñez, Abigail Catherine. "Beginning teacher development and mandated reading programs a context for integrated teacher preparation and support between a university's teacher education program and a local school district /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619402621&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Mendoza, Socorro. "Reading strategies to support home-to-school connections used by teachers of English language learners." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734401.

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This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine strategies, resources, and approaches used to support home-to-school partnerships focused on reading development of K-3 ELLs in the X Public School District. Data analysis resulted in six emergent themes consisting of 22 teacher interviews. The first finding in this study that was revealed through teacher interviews identified guided reading, visual aides, reader’s theater, and modeling/oral reading fluency as strategies that contribute to ELLs reading proficiency. In the second finding, teachers identified inviting parents to volunteer in the classroom, sending home a reading log that helps track the students’ reading at home, and inviting parent participation in extracurricular activities as approaches to encourage partnerships regarding reading development of ELLs. The results of this study provided recommendations for educational leaders to provide teachers specific professional development to encourage parent participation to focus on increasing students’ reading development that is tailored to the students’ and caregivers’ language needs. For future research, it is recommended that the study be replicated using different school districts to determine if similar findings were consistent across different districts.

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Fite, Nathan M. "Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502.

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Alolayan, Fahad. "THE USE OF READING STRATEGIES IN ARABIC BY NATIVE AND NON-NATIVE SPEAKERS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1441.

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With increasing opportunities to study abroad, learning to read in a foreign language has become increasingly important for countless second language learners. International students in pursuit of higher education degrees are required and expected to read in the target language at the same level of fluency and comprehension as their native-speaking counterparts. The number of international students studying in Arabic higher education institutions has followed the general ascending trend. For these second language speakers of Arabic, good reading skills in Arabic are essential for their academic success. Since the use of reading strategies is an important component of first and second language reading, this study aimed to investigate the use of reading strategies by native and non-native speakers of Arabic when reading academic materials in Arabic. In addition, it aimed to explore possible differences in the use of reading strategies between these two groups. For this purpose, a total of 305 students participated in the study. A survey composed of 30 items was administered to 222 non-native speakers of Arabic, and the same survey with 28 items was administered to 83 native speakers of Arabic. The survey included demographic questions adapted from Mokhtari and Sheorey (2008) and employed the questionnaire SORS used by Mokhtari and Sheorey (2002). These 30 items belonged to three strategy subscales: Global, Problem-solving, and Support strategies. To analyze the collected data, descriptive statistics and multiple independent t-tests were performed. In addition, an analysis was performed to find the most and least used reading strategies by both groups as well as possible differences between them in terms of reading strategy use. Problem-solving strategies were the most frequently used by both groups with a slightly higher use by the non-native speakers. Regarding the other two types, the native and non-native speakers showed different preferences. Specifically, Support strategies were the second most favored type among the non-native speakers, whereas for the native speakers, the second most frequently used type were Global strategies. However, even though Global strategies were the least used among non-native speakers, the non-native speakers' mean score on Global strategies use was higher than the native speaker score of use. Overall, the similarities and differences in the use of reading strategies by native and non-native speakers of Arabic deserve attention because they carry implications for both reading research and pedagogy. These empirical findings can be used by Education policy makers to create training courses and workshops that will help students improve their reading skills in general and reading strategies in particular. This study also suggests that there is a need for further research that will examine how the use of reading strategies is related to the academic performance of native and non-native speakers.

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Fukushima, Miwa. "Reading and Writing Support for Children with Developmental Disorders: The Possibility of Using e-Learning." 京都大学 (Kyoto University), 2011. http://hdl.handle.net/2433/147376.

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Ncube, Sinini P. "The use of social media on mobile devices to support the co-reading of eTextbooks." Doctoral thesis, Faculty of Science, 2019. https://hdl.handle.net/11427/31756.

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A textbook is a boundary object of interest among students within given communities, in some instance, a region or a whole country. Students in such communities have the possibility to engage collaboratively to study and gain a better understanding of similar content together. Collaborative work leverages mass communications that have become a beneficial means of enabling knowledge construction through independent and flexible learning mechanisms. Currently, textbooks are presented as PDFs on online portals with links to discussion forums for discussing the given resources. However, one major challenge is the lack of connection between the content being discussed and where it is discussed. Also, separating forums from their content leads to the discussion of topics that are sometimes irrelevant to the course content as discussions are mainly for general inquiries. In this dissertation, the feasibility of an academically focused social networking system that combines forums with their respective resources was investigated. This research explores various ways of altering the presentation of forums in an attempt to improve co-reading and increase textbook related interactions. An experimental system with internal forums, which are embedded inside eTextbooks, was created. The traditional form of rendering discussions as a standalone platform was also presented as a control system. Our objectives were to determine if the presentation of discussion forums inside resources affect the number and quality of interactions. Another objective was to determine if anonymous identity is essential for collaborating on educational learning platforms. The system was tested and evaluated with high school students as well as university students through various experiments that compared the traditional forums to the proposed system. This work adds nuance to our understanding of effective co-reading for shared boundary objects.

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Karayazi, Ozsayin Seda. "Improving Reading Comprehension of Children with ASD: Implication of Anaphoric Reference Support with Computer Programming." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7043.

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This study examined the effects of anaphoric pronouns presented via computer screen on the reading comprehension of four children with Autism Spectrum Disorder (ASD). Stories from the education.com website were used to collect data. The students’ responses to reading comprehension questions during baseline, treatment, and follow-up sessions were analyzed. The perceptions of students regarding anaphoric pronouns were also analyzed. Initially, reading levels, fluency and comprehension rate, of the students with ASD were identified via the Gray Oral Reading Test, Fifth edition (GORT-5), Test of Narrative Language (TNL), and Test of Narrative Language, Second edition (TNL-2). A randomized multiple baseline (MBL) design with a follow-up extension across participants was implemented to determine the effects of anaphoric reference support using computer-based instruction on the students’ reading comprehension skills. The analysis indicated a statistically significant increase in the reading comprehension skills. Positive student feedback about using anaphoric reference support with automated computer program supported the effect of the intervention on the reading comprehension of the students with ASD. The researcher presented recommendations for further research and studies.

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Ridley, Natalie D. "The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4751/.

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Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were gathered and analyzed for students enrolled in a dual-immersion class which started in kindergarten in 2000. These scores were compared to scores of students enrolled in regular and bilingual education classrooms for the same amount of time at the same school to examine whether there was an effect for students in the dual-immersion class. It was found that no significant difference existed between the groups. All groups were performing at a passing level on the standardized tests. The dual-immersion class was performing as well as the regular education class on standardized tests in both English and Spanish.

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Hazelwood, Imari Rashad. "Value and Effectiveness of an Intervention Reading Course." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1340.

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Students who graduate from high school and receive a diploma believe they are indeed ready for a college education. What most of these students are not aware of is that many students enter into higher education underprepared for the rigors of college level coursework. There are support programs such as tutoring and intervention reading courses that have been created to combat this problem and further prepare students to handle college level work, specifically reading. This study evaluated the effectiveness of an intervention reading course in terms of student success and growth. Students participated in a semester long course and were taught many reading and comprehension strategies to use in and outside of the class. Students were also given the Nelson-Denny Adult Reading Test as a pre- and post-test measure of success in the intervention reading course. After collecting and analyzing data, statistics show that the intervention reading course does, in fact, have a positive effect on students’ vocabulary and comprehension growth.

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Sherman, Brewer Nicole. "Literacy enrichment and achievement through parental support : the effects of parent-delivered, home-based storybook reading on the early literacy skills of kindergarten children from low-income families who are at-rist of reading difficulties /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136404.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 193-205). Also available for download via the World Wide Web; free to University of Oregon users.

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Opie, Susan Jean. "Effective teaching of reading : an evaluation of an in-service course for special needs support teachers." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341157.

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Hale, Kimberly D., and James J. Fox. "Tier 2 Assessment & Interventions for Reading and Behavior Challenges: The ETSU Positive Behavior Support Initiative." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/7034.

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Abramson, Sherry. "The relationship between parental support for literacy, school attendance and the reading behaviors of Musqueam children." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26761.

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The present study attempted to examine reading and writing behaviors of Musqueam Indian children in kindergarten and grade one to see if a similar profile of reading and writing behaviors existed within this urban unilingual Native Indian population. The relationship these behaviors had with parental provision for literacy activities during the preschool years and school attendance was explored. It was hypothesized that there would be no similar profile of reading and writing behaviors within the Musqueam population and that there would be no correlation between the variables, the index of parental provision for literacy activities during the preschool years, total school absence and reading and writing performance in kindergarten and grade one. Individual administration of the Diagnostic Survey (Clay) at kindergarten and grade one yielded a description of reading and writing behaviors. Subtests measuring knowledge of letter identification, concepts about print, sight words, and writing vocabulary were administered in both grades. Subtests including oral reading of passages, writing level, and dictation were added in grade one. Group means, standard deviations and range of scores were calculated for the Diagnostic Survey subtests at kindergarten and grade one and examined for similarities. A questionnaire was used to establish an index for parental provision for literacy activities. Total school absence was obtained from school records. The relationship subtests of the Diagnostic Survey had with the Index of Parent Suppport for Literacy Activities and School Absence was explored using Pearson Product-Moment correlational analysis. Results indicated that no similar profile of reading and writing behaviors existed within the Musqueam population. Excluding the sight word subtest at K, Pearson Product-Moment correlations between all subtests of the Diagnostic Survey and the Index of Parental Provision for Literacy Activities were found to be significant (p < .05). No significant correlations were found between survey subtests and total school absence.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Moses, Matti Nuha. "En studie ur lärarens perspektiv kring lässvaga elever i samband med textuppgifter i matematik." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-20338.

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The purpose of this study was to, from the teacher's point of view; discover pupils with reading difficulties in connection with text assignments in mathematics, the teacher's support for these students, if difficulties coincide and whether it's the mathematics teacher's responsibility to make sure pupils with reading difficulties develop their reading ability. The study is based on a qualitative method and five semistructured interviews with mathematics teachers and one language support teacher. The result shows there is a strong connection between the pupils' reading ability and their ability to manage text assignments in mathematics. A weak reading ability affects the pupil in a negative way when solving text assignments in mathematics due to wrong reading technique if the teacher is absent. It is not unusual that reading difficulties and mathematics difficulties coincide. The teacher's most important role in the learning process is to teach the pupils understanding about the reading technique in different ways and to give the pupils opportunity to get spoken texts. It is not the mathematics teacher's responsibility to make sure pupils with reading difficulties develop their reading ability, rather it's the responsibility of a specialist and professional reading- and writing support teacher.

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Afolabi, Deborah. "Elementary Teachers' Perspectives of the Support Facilitation Instructional Model." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5818.

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The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or mathematics in inclusion settings. The purpose of this bounded qualitative case study was to explore the perspectives of special and general education teachers about SFM. The universal design for learning framework, used to plan lessons based on how students learn, guided this study. The research questions focused on teachers' perspectives of SFM and its application. A purposeful sample of 2 special and 4 general education teachers, who taught SWDs using SFM in reading, volunteered and participated in semistructured interviews and classroom observations. The data were analyzed thematically using open, axial, and descriptive coding strategies. Participants supported inclusive education and voiced the need to understand their roles and responsibilities, and for a collaborative planning time to implement SFM. Findings indicated that SWDs learn to read best when they receive support through comprehension strategies and inclusion practices using SFM. Based on the findings, a 3-day training was designed to enhance teachers' knowledge of SFM, inclusion practices, comprehension strategies, and collaborative planning to support SWDs in reading. These endeavors may contribute to positive social change when administrators provide training for general and special educators to increase teachers' SFM knowledge and to apply collaborative planning, comprehension strategies, and inclusion practices, that may result in SWDs' improved reading performance.

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Back, Froehlich Lisa A. "A Collaborative Procedure to Support Teacher Adherence to Reading Comprehension Intervention and Its Effect on Student Outcomes." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306499197.

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Douglas, Karee. "Improving Narrative and Expository Language: A Comparison of Narrative Intervention to Shared Storybook Reading." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8276.

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The purpose of this study was to explore the impact of oral narrative intervention delivered in a multi-tiered system of support format on proximal narrative retell outcomes, and more distal personal story generation and expository language outcomes of preschool and kindergarten students. Participants included 241 preschool and kindergarten students. Students were divided into 3 different groups (treatment, alternate treatment, and no-treatment control). The treatment group received Story Champs Tier 1 oral narrative language intervention from their classroom teacher twice a week for 15-20 minutes over 14 weeks. A sub-sample of students from the Story Champs group who did not meet a narrative retell criterion after 1 month of large group instruction were assigned to receive additional, Story Champs Tier 2 small group intervention. Tier 2 narrative intervention consisted of two 20-minute small group narrative intervention sessions each week for 14 weeks. The students assigned to the alternate treatment group participated in Tier 1 shared storybook reading intervention with their classroom teacher twice a week for 15-20 minutes over 14 weeks. Students in the no-treatment control group participated in classroom activities that were in place at the outset of the school year. Narrative retell and personal story language samples were elicited and scored using the CUBED Narrative Language Measures (NLM) subtest, and an expository language sample was elicited and scored using a researcher-generated protocol. Students in the Story Champs group had significantly higher posttest narrative retell scores with large effect sizes compared to the shared storybook and no-treatment control groups. Students in the Story Champs and shared storybook reading groups performed to a similar degree in their ability to generate a personal story at posttest. Expository retell posttest results were not significantly different between all of the different conditions. This study contributes to previous research suggesting that brief multi-tiered oral narrative language intervention can improve the receptive and expressive academic language of young children, as measured using narrative retelling. This study provides evidence that multi-tiered systems of support (MTSS) for language can be successfully delivered by teachers and speech-language pathologists working in the schools. It is also evident that both oral narrative language intervention and shared storybook interventions can improve personal story generations. However, the narrative-based interventions applied in this study did not appear to significantly impact expository language.

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Sun, Yixing. "Using the organizational and narrative thread structures in an e-book to support comprehension." Thesis, Robert Gordon University, 2007. http://hdl.handle.net/10059/226.

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Stories, themes, concepts and references are organized structurally and purposefully in most books. A person reading a book needs to understand themes and concepts within the context. Schank’s Dynamic Memory theory suggested that building on existing memory structures is essential to cognition and learning. Pirolli and Card emphasized the need to provide people with an independent and improved ability to access and understand information in their information seeking activities. Through a review of users’ reading behaviours and of existing e-Book user interfaces, we found that current e-Book browsers provide minimal support for comprehending the content of large and complex books. Readers of an e-Book need user interfaces that present and relate the organizational and narrative structures, and moreover, reveal the thematic structures. This thesis addresses the problem of providing readers with effective scaffolding of multiple structures of an e-Book in the user interface to support reading for comprehension. Recognising a story or topic as the basic unit in a book, we developed novel story segmentation techniques for discovering narrative segments, and adapted story linking techniques for linking narrative threads in semi-structured linear texts of an e-Book. We then designed an e-Book user interface to present the complex structures of the e-Book, as well as to assist the reader to discover these structures. We designed and developed evaluation methodologies to investigate reading and comprehension in e-Books, in order to assess the effectiveness of this user interface. We designed semi-directed reading tasks using a Story-Theme Map, and a set of corresponding measurements for the answers. We conducted user evaluations with book readers. Participants were asked to read stories, to browse and link related stories, and to identify major themes of stories in an e-Book. This thesis reports the experimental design and results in detail. The results confirmed that the e-Book interface helped readers perform reading tasks more effectively. The most important and interesting finding is that the interface proved to be more helpful to novice readers who had little background knowledge of the book. In addition, each component that supported the user interface was evaluated separately in a laboratory setting and, these results too are reported in the thesis.

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Dissertations / Theses on the topic 'Reading support'

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