Browsing by Subject "Reading comprehension -- Research."
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Item The Effect of Oral and Written Retell Strategies for Informational Text on Reading Comprehension Performance of Fifth Grade Students(2013-07) Ebaugh, Kimberly; Masters of EducationThe purpose of this study was to examine the relative effectiveness of the oral retell strategy versus the written retell strategy for aiding reading comprehension of informational text among average fifth grade readers (n = 16). The measurement tool was the Baltimore County Content Link Assessment. This study involved the use of a pretest/posttest design. The results of the pretest confirmed the groups did not differ prior to the intervention. Posttest scores were compared to assess the comparative effectiveness of the two instructional models. There were no significant differences in the mean reading comprehension scores between the oral retell group (Mean= 9.00, SD = 1.07) and the written retell group (Mean = 9.25 SD = 1.91) [t (14) = -.32, p > .05]. Implications and recommendations for future research are discussed.Item The Effects of Parental Involvement on Reading Success in Kindergarten(2015-07) Brady, ElizabethA study was conducted to research if there is an improvement in kindergarten students reading fluency, if they read daily at home with an adult. A small sample was used to conduct the research. The students reported their reading on a daily reading log. The data was then broken down into two groups, the number of days read and the number of books read. The researcher observed, a low participation in parental involvement in the daily reading program. As a result, there was a wide range of data. Children who read more days and more books did show a larger gain in reading fluency, however, there was not a significant gain over children who did not read books or many days. More research with a more specific sample is required for concise results.Item The Effects of Reading Strategies on Students’ Reading Levels(2015-07) Barnabee, AlexandraThe purpose of this study was to determine the impact of small reading groups, independent reading, and partner reading on students’ reading levels from on-grade-level to above-grade- level. The participants of this study were six first grade students enrolled at an elementary school in Baltimore County. The participants were provided instruction from Baltimore County Public School English Language Arts curriculum as designed to align with the Common Core State Standards. In addition to this curriculum, treatment students received small group instruction, were required to complete thirty minutes of daily independent reading, and partner reading during independent work. The analysis revealed a significant increase in pre/post-test mean scores. Future research should continue in this area to determine methods of instruction to promote reading level growth to more complex text.Item The Effects on African American Students Attending an After School Homework Club on Reading Comprehension(2013-05) Cahill, Kim; Masters of EducationThe purpose of this study was to examine the effectiveness of an after school homework club on improving the reading decoding and comprehension scores of African American students in grades kindergarten and one on the Dynamic Indicators of Basic Early Learning Skills (DIBELS) Next assessment and in grades two through five on the Anne Arundel County Public School Reading and Language Arts Benchmark Assessments. The results of this study indicate that there was no change for African American students in grades kindergarten and 1st compared to their peers who were assessed using the DIBELS Next benchmark scores. In grades 2 through 5, although there were slightly improved scores for African American students who participated in the homework club, the overall data did not reflect a statistically significant difference on the AACPS Reading and Language Arts Benchmark Assessments. Further research is needed to determine if extended student participation with consistent attendance in the homework club would increase reading achievement for African American students.Item The Impact of Reading Strategy Instruction on Student Performance(2013-05) Tracy, Shannon; Masters of EducationThe purpose of this study was to determine whether teaching select reading strategies from the Comprehension Toolkit would improve the reading comprehension of lower achieving 3rd grade students. The study was quasiexperimental with a posttest-only design comparing the reading comprehension scores of two groups of third grade students. Students were chosen based on their 2nd grade stanine scores in passage comprehension on GRADE. The median stanine scores ranged from 3 to 5. Both groups received the same daily reading instruction within the classroom. The treatment group of ten students received ten weeks of reading strategy instruction in a before-school class that met once a week for one hour. The control group of 11 students received no additional assistance. Comparison of median scores on the school system’s reading benchmark test, administered after treatment was delivered, revealed no significant difference in performance between the groups. Although there were no significant findings, observations and other research suggests that teaching reading strategies may improve reading comprehension. Educational implications and suggestions for future research are discussed.Item The Relationship between DIBELS Scores and Reading Comprehension Grades in First Grade(2013-05) Tortorello, Cynthia; Masters of EducationThe purpose of this study was to examine the relationship between scores on a commonly used reading screening test (the Dynamic Indicators of Basic Early Literacy Skills, or DIBELS) and reading comprehension grades of first grade students. The concurrent and predictive relationships between DIBELS scores and comprehension grades (based on percentage scores of Treasures First Grade Weekly Assessments) were examined using fall and spring assessment (DIBELS) data and grades. These relationships were of interest because DIBELS scores are used to form small reading groups, which are a source of intense comprehension instruction. Even though DIBELS subtests do not assess comprehension directly, they have an effect on comprehension skills because of the placement of students in these groups. Different groups receive different types of comprehension instruction based in part on DIBELS scores, so understanding the relationship between DIBELS scores and comprehension could help inform instruction and ensure interventions are appropriate. No statistically significant correlations were found between fall and spring DIBELS scores and reading comprehension scores. The only significant correlations found were those between two DIBELS subtest scores (Correct Letter Sounds and Whole Words Read). While this study showed limited correlations between DIBELS and comprehension grades, other studies have suggested DIBELS has satisfactory validity and reliability. Overall, the results supported the conclusion that teachers should use caution and consider data in addition to DIBELS results when making instructional decisions.Item The Relationship between Fluency and Comprehension(2015-07) Myers, TaniaThe purpose of this study was to examine the relationship between reading fluency and comprehension and whether a student’s fluency rate impacted his or her ability to comprehend information. The study looked closely at the performance of 23 students enrolled in a second grade class. The measurement tools used were the Dynamic Indicators of Basic Early Literacy Skills, Sixth Edition (DIBELS), Oral Reading Fluency Assessment, and the Measures of Academic Progress Reading Assessment. The study involved the use of data collected during fall, spring, and winter testing intervals from the 2014-2015 school year. A Pearson correlational study was used to analyze the data collected during the testing intervals. The analysis showed a significant relationship between data collected during the fall and spring testing intervals but did not support a significant relationship during the winter testing interval. The results could be attributable to a number of intervening factors; however, though the findings varied, two out of the three results support the importance of teaching fluency and comprehension together.Item The Relationship Between Natural Speech Rate and Oral Reading Fluency Rate and Reading Comprehension among Third Grade Students(2013-05) Neumer, Meghan; Masters of EducationThe purpose of this study was to investigate the relationship between students’ natural speech rate and oral reading fluency rate and reading comprehension. A correlational study design was used. Participants in the study were 22 third grade students who were enrolled in a public elementary school in Baltimore County, Maryland. The 22 students who participated in the study represented a wide range of ability levels and included four students with Individualized Educational Plans, students who were considered reading on grade level, and several students who were considered having above average reading achievement. Data were collected and analyzed for each student’s natural speech rate, reading fluency rate, and comprehension assessments. The analysis did not reveal a significant relationship between natural speech rate and reading fluency and comprehension rate. Recommendations for future research include using different assessment tools to gather a student’s speech rate, fluency rate, and comprehension rate to strengthen validity and creating different guidelines for speech that would involve collecting data on the speech rate when conversing with an adult.Item The Relationship between Reading Comprehension and Interest in Post-Secondary Study and the Assignment Method and Content of Readings Regarding Careers(2015-07) Hall, JonathanThe purpose of this study was to determine whether reading articles about careers of interest versus general careers would be related to secondary students’ reading comprehension or affect their interest in pursuing post-secondary education. Interests were assessed via Secondary Interest Survey (PSIS), which was administered before and after students read 10 assigned articles about careers. A comprehension assessment was administered after each reading to determine whether students understood what they read and whether the article influenced their career interests or feelings about postsecondary education. No significant differences were found between the comprehension or interests of the groups, which read about their own career interests or about random careers, but each group made gains in comprehension scores and interest in attending college or some other post- secondary institution after completing the readings and survey.