Education Commons^™

Web Annotation In English Language Arts: Online Dialogue As A Platform To Support Student Comprehension Of Texts, Jonathan B. Allred

Graduate Theses and Dissertations

This study explores how web annotation—through a process of online reading, writing in the margins, and replying to others’ comments—influences student dialogue in ways that research suggests are associated with improved comprehension. Viewing data through a dialogic lens, and using a qualitative, multiple case study design to observe two high school English Language Arts teachers and their students, this inquiry was guided by the following research questions: (a) How do English Language Arts teachers use web annotation to support student comprehension of texts? (b) To what extent, if any, does web annotation appear to support student comprehension of texts? and …

Developing Word Consciousness In Young Readers, Brenda Carr

Innovations and Critical Issues in Teaching and Learning

Developing word consciousness in young readers can help motivate them to learn new words, make personal connections to words, and in turn, use words more skillfully. Word consciousness can also enable students to grow their vocabulary knowledge and improve their comprehension skills in order to become better readers. It is essential for the teacher to present words in a way that will get students excited about words and promote word consciousness. Additionally, students need to be immersed in an environment that is filled with words. Further, the words should be presented through rich, teacher-led strategies that engage students in communicating …

Educator Researched Methods And Interventions That Increase Below Level Readers’ Fluency And Comprehension, Shawnee Knott, Shannon Tovey

Georgia Journal of Literacy

A student walks into a classroom multiple grades below grade level and already on day one that student is behind and will most likely be behind their entire school year. Many teachers are faced with this scenario year after year. Students entering their classrooms unprepared for the on-level content they need to be on. Reading below grade level is just the beginning of the learning gap that exists in today’s classrooms. Teachers work hard to close that gap, but by upper elementary is it too late? What can teachers do to help these students grow and become successful learners?

This …

Do You Get The Picture?: A Meta-Analysis Of The Effect Of Graphics On Reading Comprehension, Daibao Guo, Shuai Zhang, Katherine Landau Wright, Erin M. Mctigue

Literacy, Language, and Culture Faculty Publications and Presentations

Although convergent research demonstrates that well-designed graphics can facilitate readers’ understanding of text, there are select situations where graphics have been shown to have no effect on learners’ overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics’ effects on readers’ comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners’ characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges’s g = 0.39) on students’ reading comprehension, regardless of grade level. Regarding graphic …