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Impact Of Audiobooks On Reading Attitudes Of Upper Elementary Students, Jessica Grace Dewit
Impact Of Audiobooks On Reading Attitudes Of Upper Elementary Students, Jessica Grace Dewit
Master of Education Program Theses
There is a documented complex relationship between reading attitudes, reading volume, and reading comprehension skills. Stanovich (1986) documented the impact of positive attitudes towards reading on reading volume, and Allington (2014) described how reading volume impacts reading comprehension skills. This mixed methods action research study builds on these studies and explores the use of audiobooks during free reading time to examine their impact on reading attitudes. Twenty-three students in a grade 5/6 class in Alberta, Canada, listened to audiobooks during free reading time for 20 minutes, three times a week, for six weeks. Results indicate no significant change in attitudes …
A Case Study For Improving Reading Comprehension In Third Grade Using Literature Circles, Joy Hinds
A Case Study For Improving Reading Comprehension In Third Grade Using Literature Circles, Joy Hinds
Master of Education Program Theses
This action research study investigated whether or not literature circles help increase reading comprehension, especially for young readers who are relatively new to interacting with chapter books. The participants were ten third grade students in a general education classroom. All students completed a Differentiated Reading Assessment (DRA) before beginning literature circles. These groups were created with three or four students each, according to their interest and book choice. With the teacher helping to facilitate group discussion, these literature circles met regularly during class. After about four weeks, all students were again assessed using the DRA benchmark assessment to compare comprehension …
Teaching Kindergarten Reading Comprehension Using Transactional Strategy Instruction, Heather Schultz
Teaching Kindergarten Reading Comprehension Using Transactional Strategy Instruction, Heather Schultz
Master of Education Program Theses
This action research study investigated the improvement of reading comprehension by implementing two strategies: question generation and think aloud in the context of transactional instruction. A kindergarten class of 28 students at a charter school in east Michigan was used as an experimental group. The control group was made up of 27 kindergarteners from another class. All students, both in the experimental and control groups, were given a pre-test to track the application of all strategies before teaching began. The experimental group was taught two strategies: how to generate questions and how to observe and think aloud about what they …
Effectiveness Of Corrective Feedback During Repeated Readings, Lanae N. Nienhuis
Effectiveness Of Corrective Feedback During Repeated Readings, Lanae N. Nienhuis
Master of Education Program Theses
Reading fluency is a critical component to the overall success of students’ ability to read. Repeated readings has been the most researched and successful approach to improving reading fluency. In this study, the role of corrective feedback during repeated readings was evaluated. All participants completed repeated readings three days a week. One group received corrective feedback during their readings and one group did not. Both groups showed improvement in their reading fluency and accuracy. However, the group that received corrective feedback showed greater gains in both fluency and accuracy from their pretest to their posttest.
Role Of Explicit Teaching Of Cognitive/Metacognitive Reading Strategies To Improve Reading Comprehension At The Elementary Level, Sheila R. Deboer
Role Of Explicit Teaching Of Cognitive/Metacognitive Reading Strategies To Improve Reading Comprehension At The Elementary Level, Sheila R. Deboer
Master of Education Program Theses
This paper presents a summary of selected research on teaching cognitive and metacognitive reading strategies and their correlation to improved reading comprehension at the elementary level. It also reviews instructional programs, and describes implications for teaching. Study findings indicate that explicit teaching of cognitive/metacognitive reading strategies are effective in improving reading comprehension for students at the elementary level.