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Implementing Edward De Bono’S Six Thinking Hats Intervention For Improving Reading Comprehension Skills For Students With Learning Disabilities (Sld), Annaliese Rosalie Hightower (Rollins)
Implementing Edward De Bono’S Six Thinking Hats Intervention For Improving Reading Comprehension Skills For Students With Learning Disabilities (Sld), Annaliese Rosalie Hightower (Rollins)
Theses and Dissertations
This study proposed Edward de Bono’s Six Thinking Hats as an intervention to enhance SLD students’ reading comprehension skills. The study described the Six Thinking Hats intervention as a method that used six diverse thought processes. A narrative review further discussed how the compilation of strategies is needed to help improve reading development skills for SLD students. Additionally, the study described several theoretical frameworks for the study: construction-integration model, event index model, and the metacognitive theory.
The study used a quantitative approach to answer the research questions that focused on comparing statistical differences between an experimental group and a control …
The Efficacy Of Repeated Reading For Building Reading Fluency Of Fourth-Grade Students At A Rural Elementary School In South Carolina, Clarice B'Yonca Norman
The Efficacy Of Repeated Reading For Building Reading Fluency Of Fourth-Grade Students At A Rural Elementary School In South Carolina, Clarice B'Yonca Norman
Theses and Dissertations
The Efficacy of Repeated Reading for Building Reading Fluency of Fourth-Grade Students at a Rural Elementary School in South Carolina. Clarice B. Norman, 2010: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. ERIC Descriptors: Reading Fluency, Reading Comprehension, Reading Instruction, Curriculum Based Measurement, Rural Schools.
This applied dissertation study was designed to examine the effects of a repeated reading strategy on the oral reading fluency and reading comprehension of fourth-grade students in a rural South Carolina school. In addition, it examined the hypothesis that repeated reading of connected text would build reading fluency and increase comprehension. …