Browsing by Subject "Comprehension"

Now showing 1 - 11 of 11
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    An investigation of literature circles as a means to promote reading comprehension
    (2013-05) Medrano, Elsa; Janisch, Carole; Peggy, Johnson; Price, Margaret A.; Burley, Hansel E.
    This case study investigated how integrating comprehension strategies within a student centered instructional model such as Literature Circles improved reading comprehension. Research studies have indicated how students involved in Literature Circles have made greater gains in reading comprehension, felt empowered, and discovered how using a strategy helped them comprehend better. The study was conducted in a fifth grade classroom where Literature Circles were a part of daily reading instruction. Research questions centered on the instructional practices of the teacher and students’ perceptions of the instruction along with their personal responses in terms of reading achievement. Data collection included field notes from classroom observations, interviews with the teacher, and interviews with the fifth graders. Findings suggest that students have positive experiences with reading through the use of Literature Circles and they do increase in their ability to understand and use effective reading strategies in order to better comprehend. This study will contribute to the body of educational research in identifying teaching and learning strategies to respond to the literacy needs of students as well as develop best classroom practices specifically related to Literature Circles.
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    Comprehension instruction in second grade classrooms : investigating pedagogical practices that support comprehension acquisition
    (2012-05) Beutel, Denise Duncan; Maloch, Beth; Worthy, Jo; Shallert, Diane; Fairbanks, Colleen; Field, Sherry
    The purpose of this qualitative study was to examine the ways in which teachers scaffold students’ acquisition of reading comprehension skills. This semester-long study employed ethnographic methods of data collection, including classroom observations, teacher interviews, and video and audio recordings of classroom events. Data was analyzed using the constant comparative method as described by Strauss and Corbin (1990) and discourse analysis, informed by Mercer (1987). Two case studies offer detailed portraits of the nature of comprehension instruction in second grade classrooms. Findings indicate that teacher directed scaffolding of comprehension strategies and a classroom environment that supported engagement and understanding of text afforded young readers opportunities to acquire strategies that assist in making meaning from text. Study findings also suggest that a continuum of support within teacher-led lessons provided the students occasions to observe and to participate in comprehension strategy use in a supportive context. This study offers insight on pedagogical practices that support young readers in acquiring comprehension skills and strategies.
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    Enhancing reading comprehension in upper-elementary English language learners : a review
    (2012-05) Nowadly, AmandaJoe Sullivan; Peña, Elizabeth D.; Sheng, Li
    The effects of comprehension-strategy based and decoding/fluency-based reading interventions on the reading comprehension skills of upper-elementary English language learners (ELLs) were evaluated in this review. Nine studies assessing the efficacy of ten interventions were systematically reviewed. Findings showed that comprehension strategy-based interventions were associated with positive gains in reading comprehension, while decoding and fluency-based interventions were not. Support was shown for direct instruction with guided and independent practice, large group discussions, and small-group student-led discussions. Support was also shown for the use of the following comprehension strategies: summarizing the text, identifying the main idea, making personal connections to the text, monitoring vocabulary comprehension, making predictions, asking questions, and visualizing.
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    Individual differences in verbal working memory, visuo-spatial working memory, and metacognition: learning from text in a hypertext environment
    (Texas Tech University, 2002-08) Chavez, Nelda Melissa
    In recent years, educational institutions have increased reliance upon computerbased methods of instruction in which students learn by accessing a computer-based information system (Baird & Percival, 1999). The informatton system has been referred to as hypertext or hypermedia. The hypertext system consists of nodes. Nodes are units of information presented in text, video, audio, or pictorial formats. Links tie together the nodes, and links are used to move from one node to another (Gall & Hannafin, 1994). Prior literature suggests that the computer presentation used for hypertext may change the cognitive demands placed on the learner, because hypertext learners use links and menus to guide leaming from nodes of information (Conklin, 1987; Duchastel, 1990). The main purpose of the present study was to investigate how individual differences in verbal working memory, visuo-spatial working memory and metacognitive ability could be used to predict performance in h\pertext and linear text conditions. The current study was designed to extend and replicate the metacognition findings of Stimson (1998), using material likely to be encountered on the Worid Wide Web. There were three sets of hypotheses encompassing the following areas: (1) differences in hypertext and linear text reading time, test scores, and perceptions about the text; (2) metacognifive predictions and judgments of performance for hypertext and linear text; and (3) differences between hypertext and linear text learning due to individual differences in verbal working memory, visuo-spatial working memory, and metacognitive ability. In general, the findings showed that visuo-spatial and metacognitive accuracy (gamma) predicted comprehension in both linear and hypertext conditions. In contrast, verbal working memory and metacognitive bias did not predict comprehension for either condition. There were no significant differences in the amount of time spend reading the nutrition information or in comprehension test scores. The participants in the linear text condition felt that the text was better organized than those in the hypertext condition. The hypotheses regarding the metacognitive predictions and judgments were not supported, although a negative correlation between bias and learning from hypertext was observed. In the hypertext condition as compared to the linear text condition, participants with less overconfidence earned higher scores on the comprehension text. That is, the correlation between hypertext and linear text comprehension test scores and bias ( r = - 0.27) was significant, as Stimson's (1998) Exp. 2 had shown.
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    Interpreting scale items: using items on the Bem Sex Role Inventory to explore respondents' meaning construction
    (2007-12) Chu, Ping-Fang Martha; Emmer, Edmund T.; Dodd, Barbara Glenzing
    Quantitative researchers often infer the validity of a construct through some quantitative (statistical) manipulation of the numerical responses to scale or questionnaire items. The participants' meaning construction of these items, especially with affective and personality scales, are usually unexplored or assumed equivalent. The current study investigates the defensibility of such a position based on the socio-constructive view on meaning construction. The current study explored how respondents interpreted the items from the Bem Sex Role Inventory (BSRI). The instrument was chosen for its popularity, its empirically based development, and for the culturally significant issue the scale addresses. Bem also proposed a gender schema theory to account for sex related cognitive processing. Forty participants, equally divided into male and female, undergraduate and working adult groups, completed self-ratings on the Masculinity and Femininity items from the BSRI. They performed "think aloud" on half of the items while rating themselves. They also completed a follow-up interview providing more in-depth interpretations of scale items and their conceptualization of masculinity and femininity. The "think aloud" and the interviews were audiotape-recorded, transcribed, and analyzed. The results showed that the respondents constructed various meanings for each item. There were commonly shared meanings, less shared meanings, rare, and unique meanings. There were also misinterpretations. Participants conceptualized "being masculine" and "being feminine" in many dimensions, including physical features and personal appearance. The current study identified sex differences in meaning constructions, including the contexts in which meanings were situated. The current study also found substantial differences between the student and the adult participants' meaning constructions. The limitations of the current study and its implications for test construction are discussed.
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    Receptive language development in nonverbal children with cerebral palsy : research review of patterns and predictor variables
    (2012-05) Szarmach, Elaine Heather; Sheng, Li, Ph. D.; Franco, Jessica
    A research review of eleven studies pertaining to receptive language performance among nonverbal, school-age children with cerebral palsy was completed. The purpose of this review was to identify components and predictor variables of receptive language growth among the target population. The studies were analyzed to further explore how limited verbal output related to comprehension level and to determine appropriate expectations for receptive abilities within the target population. Results suggested that language performances within the domains of verbal and written comprehension were generally lower compared to children matched for chronological age. However, performances were also highly variable among the target population, indicating the potential for typical receptive language development despite impaired expressive abilities. In addition, the following variables demonstrated predictive patterns across subjects: type of cerebral palsy, home literacy environment, and reading status. Clinical implications, including assessment and treatment planning considerations that are sensitive to unique developmental patterns demonstrated in the target population, are discussed. The empirical focus on language output and the use of mixed age groups in current studies on cerebral palsy warrant future research. Additional investigations of receptive language growth as it relates to specific age groups within this clinical population are needed.
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    Target language captioned video for second language listening comprehension and vocabulary acquisition
    (2014-12) Cano, Clarissa Ysel; Pulido, Diana C.
    This report surveys existing literature in order to determine how best to implement target language captioned video in a classroom of a particular context: a Korean church in the U.S. whose members desire to improve their English language ability for the purpose of sharing the gospel of resurrection in English. In order to gain insight into the benefits and limitations of target language captioned video on second language listening comprehension and vocabulary acquisition and thus how to use the learning tool optimally, literature is reviewed regarding word knowledge, processing strategies, and reported gains or effects of the use of captioned video. Then, incorporating the information gleaned from the literature, two sample lesson plans are presented utilizing the C-Channel English testimony videos as the primary tool for instruction.
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    Teaching vocabulary and letter knowledge in Arabic early literacy programs : what works?
    (2015-08) Zayan, Shaimaa Mohamedhamed; Linan-Thompson, Sylvia, 1959-; Bryant, Brian R.; Flower, Andrea
    This exploratory study compares the efficiency of two Arabic early literacy curricula that vary in the order they introduce letters and the level of emphasis placed on fostering vocabulary and comprehension skills. School-1 introduces letters in an innovative order, teaches vocabulary in context, and fosters listening comprehension while School-2 introduces letters earlier but in their alphabetic order and often introduces vocabulary in lists. The reading programs were implemented in two schools teaching Arabic as a second language in a southwestern state. Twenty-seven 1st grade students were assessed individually for 15-20 minutes at the beginning of the academic year 2014-2015 and again in mid-spring. Measures included letter naming, syllable reading, word reading, rapid naming of unique letters, rapid naming of confusing letters, listening comprehension, first-sound isolation phonological awareness, and odd-word identification phonological awareness subtasks. In addition to the assessment, two classroom observations were conducted in each school. Results showed that School-1's students scored significantly higher than School-2's students on the comprehension subtest without compromising the coding-related skills. Students in School-1 also had a lower level of letters confusability. In addition, only students in School-1 improved significantly in the first-letter isolating task. Finally, error analysis of the letter naming and first-letter isolation task showed different patterns in each school. Results are discussed in the context of the observed differences in the two schools' Arabic instruction.
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    The relationship between reading comprehension and intelligence factors for students with reading comprehension disabilities as measured by wechsler instruments
    (2005-12) Worth, Sharon S.; Layton, Carol A.; Lechtenberger, DeAnn; Lock, Robin; Griffin-Shirley, Nora
    To understand what we do when we read is to understand the workings of the human mind. As Huey stated in 1908, there is a correlation between reading comprehension and intelligence. Reading is the fluent recognition of words and grasping of implied meaning by relating words and sentences to each other, the text, and the reader’s background intelligence. Intelligence, used when reading, is abstract reasoning, the capacity to acquire knowledge, and problem solving. For many students with disabilities in reading comprehension, reading is a difficult and frustrating process. Because students with reading comprehension disabilities have an extremely frustrating experience in school and life, educators, parents, and the public are concerned. The area of reading learning disability has been widely researched in both the educational and medical arena. However, finding the significant method to create a more complete evaluation and a better intervention plan for the individual with a reading disability is not complete. If one is to improve current reading assessment and therefore instructional practice, increasing knowledge in reading disabilities by finding factors in the assessment of reading and intelligence that lead to successful reading is of utmost importance. Creation of advanced assessment techniques to improve evaluation for students with reading comprehension disabilities is not complete. Most reading research has grouped students with disabilities in basic reading skills and reading comprehension together. A need exists to analyze the relationship of reading comprehension and intelligence just for students with reading comprehension disabilities in order to determine the underlying intelligence areas related to reading comprehension. The researcher asked the following questions. Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) subtest, and full-scale intelligence, as assessed by the WISC-IV Full Scale Intelligence Quotient (FSIQ), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) subtest, and verbal comprehension, as assessed by the WISC-IV Verbal Comprehension Index (VCI), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) Subtest, and working memory, as assessed by the WISC-IV Working Memory Index (WMI), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) Subtest, and perceptual reasoning, as assessed by the WISC-IV Perceptual Reasoning Index (PRI), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) Subtest, and processing speed, as assessed by the WISC-IV Processing Speed Index (PSI), for students with reading comprehension disabilities? Which area of intelligence, as measured by the WISC-IV intelligence indices, verbal comprehension working memory, perceptual reasoning, or processing speed is most highly correlated with reading comprehension, as measured by the WIAT-II Reading Comprehension (RC) subtest? The methodology was a blind review of 83 test cards of a large school district in the southwestern United States by the researcher to determine the relationship between reading comprehension achievement, as measured by the Reading Comprehension subtest of the Wechsler Individual Achievement Test Second Edition (WIAT-II), and intelligence, as measured by the intelligence indices of the Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV), using correlation and hierarchical linear regression for students in third to sixth grade with reading comprehension disabilities. The implications of this study will hopefully encourage and enrich the work of educational professionals when diagnosing students with reading comprehension disabilities.
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    The relationship between reading comprehension and intelligence factors for students with reading comprehension disabilities as measured by wechsler instruments
    (Texas Tech University, 2005-12) Worth, Sharon S.; Layton, Carol A.; Lechtenberger, DeAnn; Lock, Robin; Griffin-Shirley, Nora
    To understand what we do when we read is to understand the workings of the human mind. As Huey stated in 1908, there is a correlation between reading comprehension and intelligence. Reading is the fluent recognition of words and grasping of implied meaning by relating words and sentences to each other, the text, and the reader’s background intelligence. Intelligence, used when reading, is abstract reasoning, the capacity to acquire knowledge, and problem solving. For many students with disabilities in reading comprehension, reading is a difficult and frustrating process. Because students with reading comprehension disabilities have an extremely frustrating experience in school and life, educators, parents, and the public are concerned. The area of reading learning disability has been widely researched in both the educational and medical arena. However, finding the significant method to create a more complete evaluation and a better intervention plan for the individual with a reading disability is not complete. If one is to improve current reading assessment and therefore instructional practice, increasing knowledge in reading disabilities by finding factors in the assessment of reading and intelligence that lead to successful reading is of utmost importance. Creation of advanced assessment techniques to improve evaluation for students with reading comprehension disabilities is not complete. Most reading research has grouped students with disabilities in basic reading skills and reading comprehension together. A need exists to analyze the relationship of reading comprehension and intelligence just for students with reading comprehension disabilities in order to determine the underlying intelligence areas related to reading comprehension. The researcher asked the following questions. Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) subtest, and full-scale intelligence, as assessed by the WISC-IV Full Scale Intelligence Quotient (FSIQ), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) subtest, and verbal comprehension, as assessed by the WISC-IV Verbal Comprehension Index (VCI), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) Subtest, and working memory, as assessed by the WISC-IV Working Memory Index (WMI), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) Subtest, and perceptual reasoning, as assessed by the WISC-IV Perceptual Reasoning Index (PRI), for students with reading comprehension disabilities? Is there a correlation between reading comprehension, as assessed by the WIAT-II Reading Comprehension (RC) Subtest, and processing speed, as assessed by the WISC-IV Processing Speed Index (PSI), for students with reading comprehension disabilities? Which area of intelligence, as measured by the WISC-IV intelligence indices, verbal comprehension working memory, perceptual reasoning, or processing speed is most highly correlated with reading comprehension, as measured by the WIAT-II Reading Comprehension (RC) subtest? The methodology was a blind review of 83 test cards of a large school district in the southwestern United States by the researcher to determine the relationship between reading comprehension achievement, as measured by the Reading Comprehension subtest of the Wechsler Individual Achievement Test Second Edition (WIAT-II), and intelligence, as measured by the intelligence indices of the Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV), using correlation and hierarchical linear regression for students in third to sixth grade with reading comprehension disabilities. The implications of this study will hopefully encourage and enrich the work of educational professionals when diagnosing students with reading comprehension disabilities.
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    Transacting with the word: at-risk adolescents and informational texts
    (Texas Tech University, 2003-12) Hurst, Jeannine Lane
    This qualitative study investigated how three ninth-grade students, who were considered "at-risk" as readers, transacted with informational texts. The descriptive case studies were written as narratives from the participants' points of view, in order to elicit input from students who were currently struggling with the reading curriculum. The research was framed in Rosenblatt's (1994) transactional theory of reading, and the research design was based on Merriam's (1998) definition of an educational case study. The methodology employed ethnography, hermeneutics, and participant observation in the classroom setting. During the study, participants' responses to informational texts, their perceptions of efficacy for learning content knowledge, and their recommendations for other students who are considered "at-risk" as readers were highlighted. As a participant observer, I attempted to build a relationship with class members by serving as a teaching assistant. Data was gathered from observational notes, classroom artifacts collected throughout the semester, and a series of three audio-taped interviews. During the interviews, participants reflected on past and present reading experiences and participated in think-aloud activities as they read short passages from informational picture books. After reviewing the data, a follow-up interview provided closure to the study. Through the use of constant comparison, data was coded, categorized, and analyzed to establish depth within and across the cases. Findings of the study indicated that motivation to read informational text depended on high-interest materials, life connections, and self-selection. In addition, participants exhibited narrow reading interests that affected their ability to build a broad base knowledge in reading, and their preferred strategies were remembered from late elementary experiences. Findings also indicated that the teacher-student bond influenced reading effort, and comfort and the physical classroom atmosphere affected their attitude toward reading. Participants stated that traditional "drill and skill" worksheets were ineffective for building reading comprehension, preferring small-group instruction and tutorials, which allow for personal support and immediate feedback. In a message to other struggling readers, participants suggested that they take charge of their reading lives, and to ask for help when it was needed..