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Instructional Practices That Promote Reading Growth In K-3 Students: A Qualitative Study Of Highly Effective Reading Teachers, Valora J. Unowsky
Instructional Practices That Promote Reading Growth In K-3 Students: A Qualitative Study Of Highly Effective Reading Teachers, Valora J. Unowsky
All Graduate Theses, Dissertations, and Other Capstone Projects
The focus of this study was to examine the effective instructional practices, philosophies, values, and beliefs of highly effective reading teachers, as evidenced by their students’ rate of reading growth over the course of one academic year across all demographic subgroups. Teacher instructional strategies, approaches to tier one and tier two instruction, planning, preparation, and philosophical beliefs about teaching were investigated. The primary goal of this study was to identify and examine teacher practices and characteristics which result in high reading growth, so as to benefit students. This qualitative grounded theory study used targeted teacher interviews and extensive coding methodologies …
Instructional Design: How Secondary Teachers Promote Student Comprehension Of Informational Text, Patti Strukel
Instructional Design: How Secondary Teachers Promote Student Comprehension Of Informational Text, Patti Strukel
All Graduate Theses, Dissertations, and Other Capstone Projects
This study examined how secondary teachers supported their students’ comprehension of informational text. Four content-area teachers – English, science, social studies, and vocational – were observed and interviewed in this study based on hermeneutic phenomenology methods. In addition, the teachers provided a sample of lessons delivered outside the observed processes. The findings exposed processes and actions that teachers intentionally engaged in to make informational text accessible to their students, create conditions that celebrated and supported the learning process, and that led students to valuable understandings when their students read informational text. The research also unveiled varied points of emphasis in …
Effects Of A Cross-Age Peer Tutoring Intervention On English Language Oral Reading Fluency In A Belizean Grade School, Marcia Ruth Sytsma
Effects Of A Cross-Age Peer Tutoring Intervention On English Language Oral Reading Fluency In A Belizean Grade School, Marcia Ruth Sytsma
All Graduate Theses, Dissertations, and Other Capstone Projects
A cross-age peer tutoring program was implemented in a small rural school in west central Belize, Central America. All students at the school were native Spanish speakers, and all general instruction was conducted in English. The program was devised to supplement existing reading and language arts instruction at all grade levels. Progress of both tutors and tutees was monitored on a weekly basis using DIBELS Next measures. Twenty-nine students started the program, with complete data available for twenty-one students: seven tutee-tutor pairs, and seven matched students who participated as controls. Three main hypotheses were tested with the present study. These …
The Impact Of Matrix Notes On Textbook Comprehension In A College-Level Introductory Psychology Course, Kathryn Gonier Klopfleisch
The Impact Of Matrix Notes On Textbook Comprehension In A College-Level Introductory Psychology Course, Kathryn Gonier Klopfleisch
All Graduate Theses, Dissertations, and Other Capstone Projects
This paper examines whether matrix notes, a graphic form of note taking, helped lower ability students in a college level introduction to Psychology course develop self-regulation and deep processing skills that would increase exam scores. Throughout the semester, students were surveyed and 16 were interviewed about study habits and perceptions of matrix notes. Exam scores and class averages were also considered. The study supported the hypothesis that students would develop deeper processing skills and earn higher exam scores. While the data shows that students grew in self-regulations ability, it is not clear if they did so as a result of …
Reading Comprehension In The Secondary Classroom, Kathryn Grace Rowe Novotny
Reading Comprehension In The Secondary Classroom, Kathryn Grace Rowe Novotny
All Graduate Theses, Dissertations, and Other Capstone Projects
Reading is important for the mind and the success of students' academic career (Cunningham, 1998). To read, one must comprehend what has been read; otherwise, there would be no purpose in reading. Comprehension is one of the most important reading skills adolescent students need to possess (Underwood, 1994). Students who have excellent reading comprehension are able to master academic content, read for pleasure, and are more likely to succeed in post-secondary goals. Unfortunately, comprehension strategy skills are not natural skills of students, but rather must be self-taught or taught by someone else. In view of the impact that reading comprehension …