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The use of Gestalt principles in sem...

Lytle, Cara.

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The use of Gestalt principles in semantic maps to enhance the recall of an informational text for fifth graders.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The use of Gestalt principles in semantic maps to enhance the recall of an informational text for fifth graders./
Author:	Lytle, Cara.
Description:	123 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3715756
ISBN:	9781321940503

The use of Gestalt principles in semantic maps to enhance the recall of an informational text for fifth graders.
Lytle, Cara.

The use of Gestalt principles in semantic maps to enhance the recall of an informational text for fifth graders. - 123 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--Saint Louis University, 2015.

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

The issue of achievement gaps in reading between subgroups of students as measured by state and national level testing continues to concern policy makers, school leaders and teachers in U.S. schools. Many of the students in these subgroups score below expected levels in reading during annual testing in grades 3 through 8 which covers both the reading of literature and informational text. The purpose of this mixed-methods study is to determine if there are measureable differences in recall of informational text among a wide variety of students who are exposed to a predetermined semantic map during the initial reading of a text. The results may have implications for further research and classroom instruction.

ISBN: 9781321940503Subjects--Topical Terms:

641385
Elementary education.

The use of Gestalt principles in semantic maps to enhance the recall of an informational text for fifth graders.
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245 1 4 $a The use of Gestalt principles in semantic maps to enhance the recall of an informational text for fifth graders.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Nikki Murdick.
502 $a Thesis (Ph.D.)--Saint Louis University, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The issue of achievement gaps in reading between subgroups of students as measured by state and national level testing continues to concern policy makers, school leaders and teachers in U.S. schools. Many of the students in these subgroups score below expected levels in reading during annual testing in grades 3 through 8 which covers both the reading of literature and informational text. The purpose of this mixed-methods study is to determine if there are measureable differences in recall of informational text among a wide variety of students who are exposed to a predetermined semantic map during the initial reading of a text. The results may have implications for further research and classroom instruction.
590 $a School code: 0193.
650 4 $a Elementary education. $3 641385
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Reading instruction. $3 2122756
650 4 $a Mathematics education. $3 641129
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3715756