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The impact of higher order thinking ...

Ford, Amy.

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The impact of higher order thinking strategies on reading comprehension: A quantitative study in primary education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The impact of higher order thinking strategies on reading comprehension: A quantitative study in primary education./
Author:	Ford, Amy.
Description:	128 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3633188
ISBN:	9781321128116

The impact of higher order thinking strategies on reading comprehension: A quantitative study in primary education.
Ford, Amy.

The impact of higher order thinking strategies on reading comprehension: A quantitative study in primary education. - 128 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This item must not be sold to any third party vendors.

This study examined the impact of using higher order thinking instructional intervention on oral reading fluency and reading comprehension in a first grade classroom setting. Historically, higher order and critical thinking activities have been reserved for gifted education or talent development, however these activities are increasingly becoming more customary in the traditional classroom setting. This research implemented quantitative measures that explored the efficacy of talent development and enrichment activities on the students' literary development in the areas of reading comprehension and oral reading fluency. The data analysis conducted for this study included the use of ANCOVA, which revealed that the treatment (M = 12.60, SE = 0.67) group scored significantly higher than the control (M = 9.65, SE = 0.73) group on post-test reading scores after controlling for the participants' pre-test scores, F (1, 69) = 8.10, p = .006 (eta2 = .11, power = .80). Eleven percent of the variability in the students' post-test reading scores was attributed to the treatment after controlling for the students' pre-test reading scores. The results of the data gathered indicate that is there is a significant relationship between the use of enrichment and talent development models and the increase of the reading comprehension for young readers.

ISBN: 9781321128116Subjects--Topical Terms:

518817
Early childhood education.

The impact of higher order thinking strategies on reading comprehension: A quantitative study in primary education.
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020 $a 9781321128116
035 $a (MiAaPQ)AAI3633188
035 $a AAI3633188
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100 1 $a Ford, Amy. $3 3173342
245 1 4 $a The impact of higher order thinking strategies on reading comprehension: A quantitative study in primary education.
300 $a 128 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Adviser: Laura Trujillo-Jenks.
502 $a Thesis (Ph.D.)--Capella University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This study examined the impact of using higher order thinking instructional intervention on oral reading fluency and reading comprehension in a first grade classroom setting. Historically, higher order and critical thinking activities have been reserved for gifted education or talent development, however these activities are increasingly becoming more customary in the traditional classroom setting. This research implemented quantitative measures that explored the efficacy of talent development and enrichment activities on the students' literary development in the areas of reading comprehension and oral reading fluency. The data analysis conducted for this study included the use of ANCOVA, which revealed that the treatment (M = 12.60, SE = 0.67) group scored significantly higher than the control (M = 9.65, SE = 0.73) group on post-test reading scores after controlling for the participants' pre-test scores, F (1, 69) = 8.10, p = .006 (eta2 = .11, power = .80). Eleven percent of the variability in the students' post-test reading scores was attributed to the treatment after controlling for the students' pre-test reading scores. The results of the data gathered indicate that is there is a significant relationship between the use of enrichment and talent development models and the increase of the reading comprehension for young readers.
590 $a School code: 1351.
650 4 $a Early childhood education. $3 518817
650 4 $a Reading instruction. $3 2122756
690 $a 0518
690 $a 0535
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 76-01A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3633188