Date of Award

8-20-2012

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Education

Colleges & School

College Of Education And Leadership

First Advisor

Linda Gordy, PhD

Library of Congress Subject Heading

Reading comprehension--Graphic methods; Graphic organizers; Questioning--Study and teaching

Abstract

A problem that many students who are adequate decoders but poor comprehenders (word callers) have in reading comprehension regards the explicit use of reading strategies. Research in explicit metacognitive strategy training has shown improvements in the area of reading comprehension for these unique students. The present study examined explicit strategy instruction of questioning to help the targeted student increase reading comprehension. A third grade student who reads accurately and fluently but has reading comprehension difficulties was exposed to the explicit teaching of the reading comprehension strategy: questioning. The intervention targeted both implicit and explicit questioning through explicit modeling, think alouds, scaffolding, and the use of graphic organizers. Each week of the six week intervention focused on a different teaching point such as spontaneous questioning, asking before, during, and after questions, coding the answers to those questions, and inferencing/synthesizing the new information. The impact of this reading strategy intervention was measured by the Fountas and Pinnell Benchmark Assessment, the Qualitative Reading Inventory, and a student essay for comparison. The growth from fall to winter Fountas and Pinnell Benchmark Assessment records indicated an increase of 75% in literal and 50% for inferential reading comprehension. The Qualitative Reading Inventory also indicated a 25% increase in both explicit and implicit reading comprehension as well as a 23% increase in retelling. Evidence from the post-test short essay, the Star Llama (Mike, 2003) showed that the student increased use of reading comprehension strategies when compared to the pre-test. The additions to the post-intervention

Rights

Open Access

OCLC Number

809384967

Is this full-text open access?

1

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