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Parent Involvement In A Year One In-Class Reading Practice Program, Sheelagh Tillotson
Parent Involvement In A Year One In-Class Reading Practice Program, Sheelagh Tillotson
Theses : Honours
Parents play a crucial role in their children's literacy development, and their influence on early reading attitudes is profound. Many successful programs have been developed in England, US, Australia and New Zealand to involve parents in assisting their children's reading both at home and at school, but research has also shown that there are a number of difficulties associated with instigating classroom-based programs. The purpose of this study was to investigate an existing, classroom-based reading practice program involving parents and to analyse how and whether it was successful for each participating group: that is parents, students and the teacher. The …
The Effects Of Reciprocal Teaching Upon Year 6 Students' Reading Comprehension, D. M. Rasmussen
The Effects Of Reciprocal Teaching Upon Year 6 Students' Reading Comprehension, D. M. Rasmussen
Theses : Honours
The purpose of this study was to investigate the effects of Reciprocal Teaching on the reading comprehension of Year 6 students. Forty-one Year 6 students from two metropolitan primary schools took part in the study. An experimental pre-test - post-test control group design was used. Subjects were matched according to the results of the Test of Reading Comprehension (TORCH) used as a pre-test. Matched pair-mates were randomly allocated to either treatment or control groups. After 14 sessions of training in Reciprocal Teaching, results of an analysis of covariance (ANCOVA) with teachers nested in groups, showed no statistically significant differences in …
The Effects Of Strategy Instruction On The Vocabulary Acquisition And Reading Comprehension Of Grade Five Students, Michelle Gurry
The Effects Of Strategy Instruction On The Vocabulary Acquisition And Reading Comprehension Of Grade Five Students, Michelle Gurry
Theses : Honours
Two studies were conducted to examine the effects of specified teaching strategies on vocabulary acquisition and reading comprehension. Two methods were used to teach Grade 5 students to infer word meanings from context. The first was based on regular methods that occur within primary classrooms. The second involved a detailed strategy that gave students a step-by-step guide to deriving word meanings from context. Both groups were pretested and posttested with a developed vocabulary acquisition test and the Progressive Achievement Test of reading comprehension. A four-factor ANOVA with repeated measures was used to test the hypotheses. The first study showed no …