Browsing by Subject "Reading comprehension -- Study and teaching (Elementary)"
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Item The Effect of Instruction in Vocabulary Development on the The Reading Comprehension of Third Graders(2011-05) McLendon, Melissa; Masters of EducationThis study examined the effect of instruction in vocabulary development on student comprehension. In this study, third grade students received the vocabulary intervention of semantic mapping to improve their reading comprehension. The researcher hypothesized that the overall reading comprehension skills of third grade students who received instruction in semantic mapping would improve as a result of receiving this instruction. Results from the study supported the hypothesis that the students’ vocabulary development would increase from pre test to the post test. The results indicated a slightly greater increase in vocabulary acquisition among male student participants when compared to results for female students. The scores revealed that the majority of the third graders within the study began the school year achieving below grade level in vocabulary. However, after receiving the intervention of semantic mapping, the majority of the students’ scores significantly increased significantly.Item The Effects of Literature Circles on Second Graders’ Reading Comprehension and Motivation(2015-05) Meredith, JessicaThe purpose of this study was to examine the increase in levels of reading comprehension and motivation for students participating in literature circles and guided reading groups. The participants of this study were second grade students enrolled in a suburban school in Anne Arundel County for the 2014-2015 school year. Data was collected during small group instruction between January and April. The students were given a pre-test to determine their beginning reading comprehension level using the Fountas and Pinnell program. Throughout the study, behaviors were recorded using a behavior and motivation tally chart. At the end of the study, the students were given a post-test to assess their reading comprehension level using the Fountas and Pinnell program. They hypothesis was supported since there was no significant difference between the increase in levels of comprehension for literature circles compared to guided reading. Research in the area of reading comprehension and motivation should continue in order to provide students with the most effective form of instruction.Item The Effects of Reciprocal Teaching on Fourth Grade Students’ Acquisition of Reading Comprehension Skills(2011-07) Johnson, Joevona; Masters of EducationThe purpose of this study was to determine the effects of reciprocal teaching, a strategies-based teaching model, on fourth grade students’ acquisition of reading comprehension skills. A pre test and post test, quasi–experimental design was selected for use in this study. The TerraNova C.T.B.S Standardized test was the measurement used for this study. Reciprocal Teaching was implemented for a total of five weeks for students in an intact fourth grade class reading below grade level. The results of this study indicated that reciprocal teaching did have an impact on fourth grade students’ acquisition of reading comprehension skills. Research supports the use of reciprocal teaching as an intervention to help below grade level readers improve comprehension.Item The Effects of the Language! Reading Intervention Program On Reading Performance for Fifth Grade Students in a Title One Elementary School(2009-08) Fortson, Patricia; Masters of EducationThe purpose of this study was to investigate the effects of using Language! Reading Intervention Program on the reading performance of fifth grade students in the areas of fluency and comprehension development. A pre test and post test, quasi–experimental design was selected for use in this study. All five students selected to participate scored at the lowest performance level on the Maryland School Assessment for 2007-2008 in Reading, and had a history of reading difficulties. All were performing below grade level with delays in reading, writing, and spelling. An additional five students also taught by the investigator served as the control group. The Language! Reading Intervention Program was implemented daily from October 2008 through May 2009. Analysis of the data suggested some support for the effectiveness of the intervention program compared to regular instruction.Item Effects of the Retelling to Synthesize Strategy when used to Increase the Reading Comprehension Scores of Low Performing Third Grade Students in an Inclusion Classroom(2009-07) Rohrbaugh, Jenny; Masters of EducationThe purpose of this study was to determine whether ‘Retelling to Synthesize,’ is a more effective instructional strategy than less structured classroom instruction in developing reading comprehension skills among low performing third grade students. The study consisted of a preexperimental, static-group comparison with groups (N = 5) matched based on reading ability from a convenience sample of students. Both groups participated in small group instruction but the control group was not instructed in a specific reading strategy. There was no significant difference between the treatment group (Mean = 38.20, SD = 6.72) and control group (Mean = 33.40, SD = 6.84) on reading comprehension scores derived from short-cycle and benchmark assessment scores after six weeks of intervention with a t-score of [t(4) = 1.50, p>.05]. However, the study had multiple limitations, including low statistical power, which likely impacted results. Although there were no significant findings, the trend of the results, as well as observations, suggest that the strategy may improve reading comprehension and is worth future study. Educational implications and suggestions for future research are discussed.Item QAR and its Effect on the Reading Comprehension Performance of Fourth Grade Students(2009-07) Kucera, Jennifer J.; Masters of EducationThe purpose of this study was to examine the effectiveness of the reading strategy, Question- Answer-Relationship (QAR) in its ability to improve the reading comprehension scores of fourth grade students on the Anne Arundel County Public Schools Reading and Language Arts Benchmark exams. The results of this study indicate that QAR did not have a significant impact on reading achievement. Further research is needed to determine if this strategy would be more beneficial for students with different needs.