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R.A.C.E. and Comprehension: A Qualit...

Marion, Tonya.

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R.A.C.E. and Comprehension: A Qualitative Study of the R.A.C.E. Strategy in a College Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	R.A.C.E. and Comprehension: A Qualitative Study of the R.A.C.E. Strategy in a College Classroom./
作者:	Marion, Tonya.
面頁冊數:	111 p.
附註:	Source: Masters Abstracts International, Volume: 55-01.
Contained By:	Masters Abstracts International55-01(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1596782
ISBN:	9781321987973

R.A.C.E. and Comprehension: A Qualitative Study of the R.A.C.E. Strategy in a College Classroom.
Marion, Tonya.

R.A.C.E. and Comprehension: A Qualitative Study of the R.A.C.E. Strategy in a College Classroom. - 111 p.

Source: Masters Abstracts International, Volume: 55-01.

Thesis (M.A.T.)--North Carolina Agricultural and Technical State University, 2015.

There is a need for reading strategies in college to help improve the reading comprehension among some African American students. There are numerous analyses in the area of reading comprehension in college (Onwuegbuzie, Johnson & Elbedour, 2004, p. 443; Schnell & Ricchio, 1978, Falk-Ross, 2002; Williams, Skinner & Jaspers, 2007, Lei, Rhinehart, Howard & Cho, 2010; Schugar & Schugar, 2011; Manoli & Papadopoulou, 2012; Parr & Woloshyn, 2013; Taub & Benson, 2013). However, there does not seem to be much research on the RACE reading strategy as a specific means to increase the reading comprehension among some African-American students.

ISBN: 9781321987973Subjects--Topical Terms:

641065
Higher education.

R.A.C.E. and Comprehension: A Qualitative Study of the R.A.C.E. Strategy in a College Classroom.
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245 1 0 $a R.A.C.E. and Comprehension: A Qualitative Study of the R.A.C.E. Strategy in a College Classroom.
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500 $a Source: Masters Abstracts International, Volume: 55-01.
500 $a Adviser: Jason R. DePolo.
502 $a Thesis (M.A.T.)--North Carolina Agricultural and Technical State University, 2015.
520 $a There is a need for reading strategies in college to help improve the reading comprehension among some African American students. There are numerous analyses in the area of reading comprehension in college (Onwuegbuzie, Johnson & Elbedour, 2004, p. 443; Schnell & Ricchio, 1978, Falk-Ross, 2002; Williams, Skinner & Jaspers, 2007, Lei, Rhinehart, Howard & Cho, 2010; Schugar & Schugar, 2011; Manoli & Papadopoulou, 2012; Parr & Woloshyn, 2013; Taub & Benson, 2013). However, there does not seem to be much research on the RACE reading strategy as a specific means to increase the reading comprehension among some African-American students.
520 $a While conducting this study, two things were determined: the extent to which the RACE reading strategy improves reading comprehension among some African American students who attend North Carolina Agricultural & Technical State University and the development of a brief constructed response based upon using the RACE reading strategy demonstrates the students understanding of the text. Participants included three African American female students enrolled in an upper level African American Literature course. Students volunteered to complete a brief survey. The individuals who indicated a decreased knowledge or application of the RACE reading strategy were eligible to participate in the study. The instruments used in this study consisted of a pre-test, briefing, application of RACE reading strategy, intermediate assessment, post-test and three interviews that took place before each test. Interviews with the participants took place three times over the course of the semester. The employment of qualitative data collection procedures helped to gain insight into the participants' literacy experiences and reading strategies. When examining the data, the most consistent findings were that the participants did progress from using the RACE reading strategy, and it can increase a student's interaction with a text, in terms of reading comprehension when developing a brief constructed response.
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