Browsing by Subject "reading comprehension"
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Item The Effects of Student Choice on Reading Comprehension and Stamina(2021-05-10) Clifton, Rebeccah; Masters of EducationThe purpose of this study was to examine the effects of using self-selection of books to increase the students’ ability to comprehend and the amount of time spent reading during reader’s workshop. The kindergarteners (n=15) began reading independently by selecting their own books from the classroom library or reading the books provided by the teacher. This study included a pretest and post-test for reading level eight periodic measures of reading stamina to compare data from March 2021 to April 2021. The measurement tools were observation and the Fountas and Pinnell reading assessment. There were no statistically significant gains using self-selection of books during reader’s workshop, however, there are many intervening factors that attribute to the data. In the future, the use of self-selection of books should continue to be researched due to the opposing opinions of its benefits towards reading comprehension and stamina.Item The Impact of Guided Reading Instruction on Second Grade Students’ Reading Comprehension(2021-05-12) Kreis, Jennifer; Brager, Gary; English, Mashonah; Masters of EducationThe quasi-experimental study determined the effect of guided reading instruction on second grade students’ comprehension. The null hypothesis was that there will be no difference in the population mean Fountas and Pinnell Benchmark Assessment reading levels between second graders using Guided Reading and similar second graders using a customary approach. The participants included seven second grade students who received the intervention and seven second grade students who were in the control group in a general education setting. The instrument used was the Fountas and Pinnell (F&P) Benchmark Assessment. Likely because of the small sample size, the null hypothesis could not be rejected. There was, however, practical significance of guided reading intervention on students’ reading levels due to a medium effect size.Item Impact of Text Interest on Reading Comprehension(2020-05-05) Taylor, Renee; Masters of EducationThe purpose of this study was to determine whether a correlation exists between text interest and reading comprehension of selected 4th grade students. The measurement tool and texts utilized were three nonfiction texts from the Reading A to Z leveled text series and accompanying Comprehension Quizzes. This study involved the use of a correlation research design to compare data from the Text Interest Survey to data from the Reading A to Z Comprehension Quizzes for each text. The data analysis revealed no significant correlation between text interest and reading comprehension. Research in the area of student interest, reading motivation, and engagement should continue to be investigated to examine if additional factors influence text interest and reading comprehension.Item Strategies to Improve Third Grade Comprehension of Non-Fiction Text(2021-05-13) Hunsinger, Amy; Masters of EducationThe purpose of this study was to determine whether the use of the text annotation strategy would positively affect the reading comprehension of a selected group of third grade students. The measurement tool was an online assessment from the website Newsela.com. The study involved a pretest/posttest design. The hypothesis of this study was supported and there was a significant difference in the pre and posttest results (mean difference= -1.176, t=-3.213, p <.005). The results of this brief intervention suggested explicitly teaching text annotation can improve comprehension of non-fiction texts. Study of further applications is warranted since comprehension of non-fiction texts can impact learning in many subject areas.