東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Text comprehensibility and graphic o...

McCormick, Montana.

Linked to FindBook

Google Book

Amazon

博客來

Text comprehensibility and graphic organizers: Influences on reading to learn in sixth-grade social studies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Text comprehensibility and graphic organizers: Influences on reading to learn in sixth-grade social studies./
Author:	McCormick, Montana.
Description:	261 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3347.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235091
ISBN:	9780542888922

Text comprehensibility and graphic organizers: Influences on reading to learn in sixth-grade social studies.
McCormick, Montana.

Text comprehensibility and graphic organizers: Influences on reading to learn in sixth-grade social studies. - 261 p.

Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3347.

Thesis (Ph.D.)--University of Virginia, 2006.

This study examined the effects of text revised for improved readability/coherence and a graphic organizer on sixth-graders' social studies content learning within the context of research-supported instructional support. Instruction was controlled so that treatments differed only in type of text and text aid. With the exception of main effects for reading ability, no statistically significant results were found, most likely due to underpowered statistical analyses. Recognizing the lack of power, effect sizes were considered to gain insight into trends in the data. Accordingly, trends suggest that, within the context of effective content literacy instruction, text comprehensibility improvements may have varying impact on content learning, depending on the reader's skills. For skilled readers, research-recommended instructional support throughout the reading process might compensate for comprehension difficulties due to low-coherence text. Notably, the trends of facilitative effects of revised texts for below-grade level readers suggest that texts are important to content instruction with struggling readers, particularly for long-term content learning. Trends in effect sizes present the possibility of delayed interactive effects of texts revised for improved coherence and text aids, a phenomenon that has not been investigated in previous text coherence research. Text aids in general, instead of text aids in particular, might facilitate text comprehension as suggested by the lack of statistically significant results differences in text aid effects; likewise, trends in the data suggest the possibility that certain text aids may be paired more successfully with particular types of texts and instructional contexts for improved text comprehension.

ISBN: 9780542888922Subjects--Topical Terms:

539262
Education, Secondary.

Text comprehensibility and graphic organizers: Influences on reading to learn in sixth-grade social studies.
LDR:02781nmm 2200301 4500 001 1835100
005 20071204070616.5
008 130610s2006 eng d
020 $a 9780542888922
035 $a (UMI)AAI3235091
035 $a AAI3235091
040 $a UMI $c UMI
100 1 $a McCormick, Montana. $3 1923732
245 1 0 $a Text comprehensibility and graphic organizers: Influences on reading to learn in sixth-grade social studies.
300 $a 261 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3347.
500 $a Advisers: Laura B. Smolkin; Michael C. McKenna.
502 $a Thesis (Ph.D.)--University of Virginia, 2006.
520 $a This study examined the effects of text revised for improved readability/coherence and a graphic organizer on sixth-graders' social studies content learning within the context of research-supported instructional support. Instruction was controlled so that treatments differed only in type of text and text aid. With the exception of main effects for reading ability, no statistically significant results were found, most likely due to underpowered statistical analyses. Recognizing the lack of power, effect sizes were considered to gain insight into trends in the data. Accordingly, trends suggest that, within the context of effective content literacy instruction, text comprehensibility improvements may have varying impact on content learning, depending on the reader's skills. For skilled readers, research-recommended instructional support throughout the reading process might compensate for comprehension difficulties due to low-coherence text. Notably, the trends of facilitative effects of revised texts for below-grade level readers suggest that texts are important to content instruction with struggling readers, particularly for long-term content learning. Trends in effect sizes present the possibility of delayed interactive effects of texts revised for improved coherence and text aids, a phenomenon that has not been investigated in previous text coherence research. Text aids in general, instead of text aids in particular, might facilitate text comprehension as suggested by the lack of statistically significant results differences in text aid effects; likewise, trends in the data suggest the possibility that certain text aids may be paired more successfully with particular types of texts and instructional contexts for improved text comprehension.
590 $a School code: 0246.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Education, Reading. $3 1017790
690 $a 0533
690 $a 0534
690 $a 0535
710 2 0 $a University of Virginia. $3 645578
773 0 $t Dissertation Abstracts International $g 67-09A.
790 1 0 $a Smolkin, Laura B., $e advisor
790 1 0 $a McKenna, Michael C., $e advisor
790 $a 0246
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235091