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Improving reading comprehension thro...

Ruiz, Yesenia.

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Improving reading comprehension through the use of interactive reading strategies: A quantitative study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving reading comprehension through the use of interactive reading strategies: A quantitative study./
Author:	Ruiz, Yesenia.
Description:	143 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	Middle school education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714871
ISBN:	9781321926705

Improving reading comprehension through the use of interactive reading strategies: A quantitative study.
Ruiz, Yesenia.

Improving reading comprehension through the use of interactive reading strategies: A quantitative study. - 143 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--University of Phoenix, 2015.

Reading is a fundamental skill that is used throughout life and across various content areas as a means of attaining knowledge. Students struggle with the ability to understand written text. The purpose of this quantitative quasi-experimental study was to determine the degree of effectiveness of interactive reading strategies on improving the reading comprehension skills of eighth grade students; a population ignored in previous research. The sample drawn from a South Florida charter middle school was randomly assigned to treatment and control groups, and tested at the beginning and end of a nine-week period with the Somerset Benchmark Assessment Test in order to assess growth. The treatment group received interactive reading strategies instruction before, during and after reading. The specific strategies included making predictions, visualizing, and questioning the text. The control group received traditional instruction. Reading comprehension scores of students in the treatment group were lower than those of their control group peers at pretest, but significantly increased when compared to the same control group at posttest. Reading comprehension scores of students in the control group remained stagnant from pretest to posttest, indicating traditional reading comprehension teaching methods were not effective in increasing students' reading comprehension scores. The use of interactive reading strategies during reading instruction resulted in an increase of reading comprehension. Implications, limitations and recommendations based on these findings are provided.

ISBN: 9781321926705Subjects--Topical Terms:

969762
Middle school education.

Improving reading comprehension through the use of interactive reading strategies: A quantitative study.
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245 1 0 $a Improving reading comprehension through the use of interactive reading strategies: A quantitative study.
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500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Marianne Justus.
502 $a Thesis (Ph.D.)--University of Phoenix, 2015.
520 $a Reading is a fundamental skill that is used throughout life and across various content areas as a means of attaining knowledge. Students struggle with the ability to understand written text. The purpose of this quantitative quasi-experimental study was to determine the degree of effectiveness of interactive reading strategies on improving the reading comprehension skills of eighth grade students; a population ignored in previous research. The sample drawn from a South Florida charter middle school was randomly assigned to treatment and control groups, and tested at the beginning and end of a nine-week period with the Somerset Benchmark Assessment Test in order to assess growth. The treatment group received interactive reading strategies instruction before, during and after reading. The specific strategies included making predictions, visualizing, and questioning the text. The control group received traditional instruction. Reading comprehension scores of students in the treatment group were lower than those of their control group peers at pretest, but significantly increased when compared to the same control group at posttest. Reading comprehension scores of students in the control group remained stagnant from pretest to posttest, indicating traditional reading comprehension teaching methods were not effective in increasing students' reading comprehension scores. The use of interactive reading strategies during reading instruction resulted in an increase of reading comprehension. Implications, limitations and recommendations based on these findings are provided.
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773 0 $t Dissertation Abstracts International $g 76-12A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714871