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Articles 1 - 6 of 6
Full-Text Articles in Education
The Influence Of Drawing On Third Graders' Writing Performance, Edith A. Norris, Carla Reichard, Kouider Mokhtari
The Influence Of Drawing On Third Graders' Writing Performance, Edith A. Norris, Carla Reichard, Kouider Mokhtari
Kouider Mokhtari
This study compared the writing products of 60 third grade students who drew before writing a story on a self-selected topic (Experimental Group) with the writing products of 59 third grade students who simply wrote without drawing (Control Group). An analysis of the students' writing products revealed two important findings. First, students who drew be fore writing tended to produce more words, more sentences, and more idea units, and their overall writing performance was higher than the students who wrote without drawing. Second, these results were consistent for boys and girls regardless of group membership. The findings indicate that the …
Vocabulary And Syntactic Knowledge Factors In 5th Grade Students' Reading Comprehension, Kouider Mokhtari, Dale S. Niederhauser
Vocabulary And Syntactic Knowledge Factors In 5th Grade Students' Reading Comprehension, Kouider Mokhtari, Dale S. Niederhauser
Kouider Mokhtari
In this study, we examined 5th grade students’ levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary knowledge and syntactic awareness contributed in significant yet unique ways to students’ reading comprehension performance. Students who showed weaknesses in vocabulary and syntax also performed poorly on measures of reading comprehension. Additionally, we found that syntactic awareness explained a small amount of additional variance in reading comprehension beyond what was explained …
Assessing The Promise Of A Supplemental Reading Intervention For At-Risk First Grade Students In A Public School Setting, Kouider Mokhtari, Joanna Neel, Forrest Kaiser, Hong-Hai Le
Assessing The Promise Of A Supplemental Reading Intervention For At-Risk First Grade Students In A Public School Setting, Kouider Mokhtari, Joanna Neel, Forrest Kaiser, Hong-Hai Le
Kouider Mokhtari
In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read significantly more proficiently than did non-tutored students in a matched group of first grade peers in the same school. These results are encouraging in light of literacy research documenting the impact of one-on-one tutoring by qualified tutors of at-risk early grade readers. We used lessons learned from this pilot study to …
Revising The Metacognitive Awareness Of Reading Strategies Inventory (Marsi) And Testing For Factorial Invariance, Kouider Mokhtari, Dimiter M. Dimitrov, Carla A. Reichard
Revising The Metacognitive Awareness Of Reading Strategies Inventory (Marsi) And Testing For Factorial Invariance, Kouider Mokhtari, Dimiter M. Dimitrov, Carla A. Reichard
Kouider Mokhtari
In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students’ awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, …
An Examination Of The Metacognitive Reading Strategies Used By Native Speakers Of Arabic When Reading In English And Arabic, Negmeldin O. Alsheikh, Kouider Mokhtari
An Examination Of The Metacognitive Reading Strategies Used By Native Speakers Of Arabic When Reading In English And Arabic, Negmeldin O. Alsheikh, Kouider Mokhtari
Kouider Mokhtari
This study examined the metacognitive awareness and reading comprehension strategies used by advanced proficiency ESL readers whose native language is Arabic. The study looked at the perceived use of reading strategies by Arabic native speakers in Arabic and English and their actual use of these strategies in reading academic texts in the two languages. The goal was to compare the reading strategy profiles of Arabic native speakers in English and Arabic through quantitative means using a self-report survey of strategy use (n=90), and qualitative means using a think-aloud protocol with a subset of the original sample (n=10). The topic and …
The Contribution Of Morphological Knowledge To 7th Grade Students’ Reading Comprehension Performance, Kouider Mokhtari, Joanna Neel, Abbey Matatall, Andrea Richards
The Contribution Of Morphological Knowledge To 7th Grade Students’ Reading Comprehension Performance, Kouider Mokhtari, Joanna Neel, Abbey Matatall, Andrea Richards
Kouider Mokhtari
In this study, we examined the role of morphology, an important yet largely understudied source of difficulty, in reading ability among 7th grade students in one junior high school in the southwestern United States. We sought to find out how much variance in reading ability is accounted for by these students’ morphological knowledge, and whether skilled readers do in fact have higher levels of morphological knowledge than less skilled student peers. We found that students’ sensitivity to the morphological structure of words accounted for 18% of the variance in these students’ reading performance. We further found that skilled readers had …