The Effects of Higher-Order Thinking and Reading Comprehension
| dc.contributor.author | Sullivan, Gina | |
| dc.contributor.program | Masters of Education | en_US |
| dc.date.accessioned | 2018-07-12T17:43:15Z | |
| dc.date.available | 2018-07-12T17:43:15Z | |
| dc.date.issued | 2018-07 | |
| dc.description.abstract | The purpose of this study was to determine if higher-order thinking improved reading comprehension in Kindergarten students. The study used a quasi-experimental design. There were fifteen students in the treatment group, and eighteen students in the control group. Students in the treatment group were taught three higher-order thinking strategies: making connections, writing after reading, and asked different types of questions. All students in the study were given the Fountas and Pinnell Benchmark Assessment System to determine reading levels. The study showed that the students who received the higher-order thinking skills had higher reading comprehension than the students who did not receive these skills. | en_US |
| dc.format.extent | 35 pages | en_US |
| dc.genre | action research papers | en_US |
| dc.identifier | doi:10.13016/M2KK94G1M | |
| dc.identifier.uri | http://hdl.handle.net/11603/10983 | |
| dc.language.iso | en_US | en_US |
| dc.relation | Master of Education | |
| dc.relation.isAvailableAt | Goucher College, Baltimore, MD | |
| dc.rights | This work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu. | |
| dc.subject | Reading comprehension | en_US |
| dc.subject | Kindergarten | en_US |
| dc.subject | Higher-order thinking | en_US |
| dc.subject.lcsh | Education -- Research papers (Graduate). | |
| dc.title | The Effects of Higher-Order Thinking and Reading Comprehension | en_US |
| dc.type | Text | en_US |