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

The effects of two English reading c...

Sorrell, David.

Linked to FindBook

Google Book

Amazon

博客來

The effects of two English reading comprehension intervention programmes in a Hong Kong international school context.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of two English reading comprehension intervention programmes in a Hong Kong international school context./
Author:	Sorrell, David.
Description:	445 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644194
ISBN:	9781321322576

The effects of two English reading comprehension intervention programmes in a Hong Kong international school context.
Sorrell, David.

The effects of two English reading comprehension intervention programmes in a Hong Kong international school context. - 445 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ed.D.)--The Hong Kong Institute of Education (Hong Kong), 2014.

Strong connections exist between readers' vocabulary knowledge and reading comprehension (Blachowicz & Fisher, 2004). Informational texts (Duke, 2009) have been shown to support students with fictional text comprehension (Soalt, 2005) leading to higher reading achievement (Kletzien & Dreher, 2004).

ISBN: 9781321322576Subjects--Topical Terms:

3168483
Educational tests & measurements.

The effects of two English reading comprehension intervention programmes in a Hong Kong international school context.
LDR:03011nmm a2200325 4500 001 2065944
005 20151205152854.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321322576
035 $a (MiAaPQ)AAI3644194
035 $a AAI3644194
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sorrell, David. $3 3180700
245 1 4 $a The effects of two English reading comprehension intervention programmes in a Hong Kong international school context.
300 $a 445 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Advisers: Randal Holme; Zhengdong Gan.
502 $a Thesis (Ed.D.)--The Hong Kong Institute of Education (Hong Kong), 2014.
520 $a Strong connections exist between readers' vocabulary knowledge and reading comprehension (Blachowicz & Fisher, 2004). Informational texts (Duke, 2009) have been shown to support students with fictional text comprehension (Soalt, 2005) leading to higher reading achievement (Kletzien & Dreher, 2004).
520 $a This thesis investigated the reading comprehension test score gains of international students after receiving two teaching interventions, one dedicated to vocabulary building and one to the reading of nonfiction texts. Reading comprehension gains were measured by the Assessment Tools for Teaching and Learning (asTTle) program and researcher-designed cloze fiction and nonfiction tests.
520 $a The research design was quasi-experimental, subject to school-based limitations. The primary purpose was to determine whether either or both of the two interventions had any effect on reading comprehension. The intervention sessions were different in content. The fiction sessions used narrative content materials and focused on vocabulary items such as synonyms. The nonfiction sessions used non-narrative content materials and focused on the structure and layout of such texts.
520 $a Each student completed a questionnaire to gain insight into key areas including problems experienced learning new English words, their coping strategies and the importance of being able to communicate in English.
520 $a The key findings of this research were: • vocabulary uptake from explicit teaching happens, however, a longitudinal study is needed to determine if there is a clear impact on reading comprehension; • exposure to nonfiction texts are beneficial to younger and older students; and • intervention order for the younger students produced stronger effect sizes for earlier intervention; • the value students attached towards English language proficiency and their future careers; and • students positively evaluated the interventions suggesting reading comprehension instruction is a good idea.
590 $a School code: 1715.
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Reading instruction. $3 2122756
690 $a 0288
690 $a 0535
710 2 $a The Hong Kong Institute of Education (Hong Kong). $b Graduate School. $3 3169905
773 0 $t Dissertation Abstracts International $g 76-02A(E).
790 $a 1715
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3644194