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Background Knowledge: A Study Of The Effects Background Knowledge Has On Comprehension, Jacqueline Murtha
Background Knowledge: A Study Of The Effects Background Knowledge Has On Comprehension, Jacqueline Murtha
Theses and Dissertations
Teachers can never assume student come to their classrooms with background knowledge needed to contextually understand a book read in class. Students in low socioeconomic areas often do not have the experiences to build schema about certain topics. Field trips are one way to build students background and schema, however, they can be expensive. Teachers need to find multiple ways to build background knowledge prior to reading a book. This thesis explores the impact background knowledge has on students' reading comprehension.
How Does Reciprocal Teaching Scaffold Reading Comprehension Of Non-Fiction Text?, Mary Delaney-Beane
How Does Reciprocal Teaching Scaffold Reading Comprehension Of Non-Fiction Text?, Mary Delaney-Beane
Theses and Dissertations
This study was conducted in a suburban fourth grade class in New Jersey. Its purpose was to examine how Reciprocal Teaching scaffolds comprehension when reading non-fiction text. Students were evaluated prior to the study. Teacher modeling preceded students' application of the strategies. Throughout the study, students were evaluated on whether they were using the four strategies, predicting, questioning, clarifying, summarizing, in a manner that made sense and was related to the text. Rubrics were used to evaluate each of the four strategies. Additional data came from the discussions among students while reading text together. Data analysis showed the use of …
Reading With Choice Of Texts In The First Grade Classroom, Erine Lloyd
Reading With Choice Of Texts In The First Grade Classroom, Erine Lloyd
Theses and Dissertations
The purpose of this study was to determine how first grade students would respond to reading when provided with the opportunity to select their own texts to read. More specifically, I was curious to see if offering students choice of reading materials would engage them in reading, motivate them to want to read, and have an impact on reading growth. The first grade students' reading logs, reading response journals, reading attitude surveys, and interviews were analyzed. Offering students the opportunity to self-select their own texts to read transformed the literacy classroom. When choice was afforded to the learners, most students …