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An examination of achieving and non-...

Kletzien, Sharon Benge.

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An examination of achieving and non-achieving high school students' use of comprehension strategies for reading expository texts of varying difficulty.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An examination of achieving and non-achieving high school students' use of comprehension strategies for reading expository texts of varying difficulty./
作者:	Kletzien, Sharon Benge.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1988,
面頁冊數:	219 p.
附註:	Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1104.
Contained By:	Dissertation Abstracts International49-05A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8812590

An examination of achieving and non-achieving high school students' use of comprehension strategies for reading expository texts of varying difficulty.
Kletzien, Sharon Benge.

An examination of achieving and non-achieving high school students' use of comprehension strategies for reading expository texts of varying difficulty. - Ann Arbor : ProQuest Dissertations & Theses, 1988 - 219 p.

Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1104.

Thesis (Ph.D.)--Temple University, 1988.

The purpose of this study was to examine achieving and non-achieving high school readers' knowledge of comprehension strategies and their flexibility in utilizing them when reading expository texts of different levels of difficulty.Subjects--Topical Terms:

2122756
Reading instruction.

An examination of achieving and non-achieving high school students' use of comprehension strategies for reading expository texts of varying difficulty.
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100 1 $a Kletzien, Sharon Benge. $3 3344088
245 1 3 $a An examination of achieving and non-achieving high school students' use of comprehension strategies for reading expository texts of varying difficulty.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1988
300 $a 219 p.
500 $a Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1104.
500 $a Major Adviser: Ivan J. Quandt.
502 $a Thesis (Ph.D.)--Temple University, 1988.
520 $a The purpose of this study was to examine achieving and non-achieving high school readers' knowledge of comprehension strategies and their flexibility in utilizing them when reading expository texts of different levels of difficulty.
520 $a Forty-eight average ability high school students, half achieving readers (above the 75th percentile on standardized comprehension tests) and half non-achieving readers (below the 50th percentile), read three passages on their independent, instructional and frustration levels. Deleted from each passage were twelve context-dependent nouns and verbs which subjects were asked to supply. After each passage, subjects were asked to explain their reasoning processes for the cloze responses which were then classified according to strategies indicated.
520 $a Types of strategies used and total number of strategies used on each level were identified from the cloze interviews. Data were analyzed, using repeated measures anovas, to examine each group's strategy use across the three reading levels and to compare the two groups.
520 $a Major findings were as follows: (1) Although achieving and non-achieving readers know numerous comprehension strategies, they depend mostly on rereading, previous experience, inference and key vocabulary. (2) Both achieving and non-achieving readers show some sensitivity to task demands, changing the frequency of use of particular strategies according to reading level. Both groups use text-based strategies (such as main idea or passage structure) more on instructional level. (3) Achieving readers use more types of strategies on instructional level than they do on other levels. Non-achieving readers use fewer types of strategies on frustration level than on other levels. (4) Total strategy use by both groups is greatest on independent level. Achieving readers' total strategy use is the same on instructional and frustration levels, but non-achieving readers' total strategy use declines from instructional to frustration level. (5) As reading difficulty increases, differences between the groups become apparent with achieving readers using more types of strategies than non-achieving readers on instructional and frustration levels, and having greater total strategy use on frustration level. Differences between the groups may be in metacognitive control and/or in personal characteristics of the readers.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8812590